In past studies regarding student retention researchers have focused primarily on the undergraduate student population, but high attrition rates exist in doctoral students. The purposes of the current mixed-methods sequential explanatory study were to examine the relationship between doctoral student personality types and persistence and to explore doctoral students’ perceptions of the impact of personality types on their persistence. Guided by the theoretical framework of retention and educational psychology theories, the current study was used to examine personality types in doctoral students. The overarching research questions were used to determine whether a significant correlation existed between doctoral students’ personality types and their persistence, and to determine how doctoral students’ perceptions of personality types influenced their academic persistence. A mixed methods sequential explanatory study was conducted, using the correlational and multiple case study designs. In the first phase, 47 participants completed the college persistence questionnaire and the 5-factor model. In the second phase, 11 participants were involved in semistructured interviews. The cross-tabulation with associated chi-square, independent samples t test, and analysis of variance were the statistical tests used. The thematic analysis was used to uncover themes from the interviews. Results indicated a statistically significant relationship between neuroticism and persistence. Within-case analysis showed themes of extraversion and conscientiousness. Cross-case analysis themes included cognitive load, finances, faculty, and support. Recommendation for future practice involves implementing courses that introduce the psychological concepts needed to be successful in doctoral programs.
|Commitee:||Maldonado, Nancy, Wynn, Janet|
|School Location:||United States -- Florida|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration, Educational leadership, Psychology|
|Keywords:||Academic persistence, Doctoral student retention, Education leadership, Higher education, Personality types, Psychology|
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