Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Factors That Predict Dissertation Completion In Counselor Education And Supervision Doctoral Programs

Howell-Muth, Terra L
http://orcid.org/0000-0002-0785-6800
http://rave.ohiolink.edu/etdc/view?acc_num=akron1541541164863508

Abstract Details

2018, Doctor of Philosophy, University of Akron, Counselor Education and Supervision.
Doctoral program attrition rates have been a concern of program faculty and universities alike, for many years. Although previous research has focused on the impact of social support, the advisory working alliance, and research skills competence on doctoral program completion, this is the first study to offer empirical evidence to the field of Counselor Education that emphasizes the importance of the overall advisory working alliance and the importance of the ability to write and disseminate research findings on dissertation completion. The purpose of this study was to investigate whether the degree of advisory working alliance, social support, and research skills competence accurately discriminates between dissertation completers and non-completers in a Counselor Education and Supervision doctoral degree. One hundred eight participants completed a demographic questionnaire, the Advisory Working Alliance Inventory (AWAI), the Multidimensional Scale of Perceived Social Support (MSPSS), and the Research Competency Scale (RCS). Stepwise discriminant analyses indicated that students with higher composite scores on the AWAI and RCS were more likely to be accurately classified as dissertation completers. These two factors more strongly discriminate group membership (dissertation completer or non-completer) than the other significant finding that Counselor Education and Supervision doctoral students with higher scores on the RCS Dissemination of Research/Scholarly Writing subscale and AWAI Rapport subscale are more likely to be correctly classified as dissertation completers. In all three of the discriminant analyses, it was determined that none of the MSPSS subscale scores or the composite score were significant in classifying dissertation completers or non-completers. Implications for Counselor Education and Supervision program faculty/staff and doctoral students, as well as recommendations for future research are discussed.
Varunee Faii Sangganjanavanich, Dr. (Committee Chair)
Robert Schwartz, Dr. (Committee Member)
Xin Liang, Dr. (Committee Member)
Yue Dang, Dr. (Committee Member)
Delila Owens, Dr. (Committee Member)
202 p.
Counseling Education
Counselor Education and Supervision; dissertation completion; attrition rates; advisory working alliance; social support; research skills competency; discriminant analysis

Recommended Citations

Citations

  • Howell-Muth, T. L. (2018). Factors That Predict Dissertation Completion In Counselor Education And Supervision Doctoral Programs [Doctoral dissertation, University of Akron]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=akron1541541164863508

    APA Style (7th edition)

  • Howell-Muth, Terra. Factors That Predict Dissertation Completion In Counselor Education And Supervision Doctoral Programs. 2018. University of Akron, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=akron1541541164863508.

    MLA Style (8th edition)

  • Howell-Muth, Terra. "Factors That Predict Dissertation Completion In Counselor Education And Supervision Doctoral Programs." Doctoral dissertation, University of Akron, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1541541164863508

    Chicago Manual of Style (17th edition)

akron1541541164863508
1,249
© 2018, all rights reserved.
This open access ETD is published by University of Akron and OhioLINK.