The purpose of the study was to investigate the relationship between doctoral student scholarly activity and intrinsic versus extrinsic goal aspirations. The objective self-report and perceptions of doctoral students were examined on frequency and importance of scholarly activity and length of time in doctoral program, intrinsic and extrinsic goal aspirations, and social context.
The sample of 102 participants were surveyed on frequency and 103 participants surveyed on perceived importance of scholarly activity (Boyer, 1990; Glassick, Huber, Maeroff, 1997), length of time in doctoral program (Kahn & Scott, 1997), intrinsic and extrinsic goal aspirations (Kasser & Ryan, 1996), and social context (Williams & Deci, 1996). Demographics questionnaire provided data on counselor education doctoral students. Hierarchical regression analysis was used to analyze data. Results revealed that length of time in doctoral program, intrinsic and extrinsic goal aspirations, and social context combined to significantly predict frequency of scholarly activity, although length of time in doctoral program explained 7.8% of the variance. This analysis revealed a significant relationship between frequency and social context. Results indicated that as frequency of scholarly activity increased, length of time in doctoral program decreased. A second hierarchical regression analysis was conducted that revealed the four predictors combined can significantly predict importance of scholarly activity. Social context was the strongest significant predictor in the equation. Results indicated as social context scores increased, the importance of scholarly activity increased.
Supplemental analysis revealed (a) statistically significant correlation between frequency and length of time in doctoral program, (b) statistically significant correlation between intrinsic goal aspirations and importance, (c) statistically significant correlation between intrinsic goal aspirations and social context, (d) significant differences in frequency and doctoral students in CACREP accredited programs, (e) significant differences in social context and doctoral students in non-CACREP accredited programs.
Findings support the importance of doctoral student involvement in scholarly activity and autonomy-supportive social contexts to facilitate intrinsic motivation that enhances performance, persistence, and development. The research provides demographic data on doctoral students. A discussion of the pilot study results, survey instruments, hierarchical regression analysis, supplemental analysis, implications of the study and directions for future research are presented.