Doctoral Students' Perceptions of Advising Style and Development and the Relationship between Them
Four advising styles, authoritative, authoritarian, permissive, and uninvolved, were identified according to doctoral students' perceptions of demandingness and responsiveness of their advisors. Doctoral students who perceive working with authoritative advisors reported the highest levels of perceived development in cognition, motivation, professional skills, satisfaction, and professional production.
Contributor Notes
William Lan, PhD, is Professor of Educational Psychology. His research has been focused on self-regulated learning, including identifying factors that enhance the development of self-regulated learners. He can be accessed via E-mail at william.lan@ttu.edu.
Amanda Williams, EdD, is Visiting Assistant Professor of Educational Psychology. Her research interest is in the teacher-student relationship.
