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Research Core

PERSONAL RESILIENCY AS A STRATEGY FOR SURVIVING AND THRIVING IN A DOCTORAL ROGRAM Marissa Fulache, M.S. College of Education, Department of Education in Educational Leadership, California State University, San Bernardino, California . Abstract. Methods And Procedures.

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Research Core

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  1. PERSONAL RESILIENCY AS A STRATEGY FOR SURVIVING AND THRIVING IN A DOCTORAL ROGRAM Marissa Fulache, M.S. College of Education, Department of Education in Educational Leadership, California State University, San Bernardino, California Abstract Methods And Procedures • To explore the academic experiences of doctoral students & their personal resiliency as a strategy for surviving & thriving in a doctoral program • A small number of studies found motivation was an important factor in student success in a doctoral program • Unclear why students considered successful in their undergraduate degrees experience difficulties in a doctoral program • Focused attention on identifying possible ways for students to succeed in their doctoral studies • This project considers both motivation & the relationship structure of resiliency & self-efficacy in completing a doctorate • Mixed-methods design • Participants will be currently enrolled in a doctoral program • Survey • Interviews • To obtain a detailed description, narrative, and self-efficacy stories Self-Efficacy: Bandura • Bandura (1977) theorized the beliefs people hold about their capabilities & about the outcomes of their efforts powerfully influence the ways in which they behave • According to Bandura’s (1986) Social Cognitive Theory, these self-efficacy beliefs help determine: • the choices people make • the effort they put forth • the persistence & perseverance they display in the face of difficulties • the degree of anxiety or serenity they experience as they engage the myriad tasks that comprise their life Adapted from Andrew Martin Australian Journal of Education 2000 46:34 Research Core Future Directions • Primary goal is to understand factors that affect doctoral students to withdraw prior to completing their degree • To identify reasoning behind their success during their undergraduate career • To identify underlying factors leading to their withdrawal from a doctoral program • To investigate the role of self-efficacy play in survival in a doctoral program • To investigate the roles resiliency & confidence in completing a doctoral program • To give voice to students in their challenges in completing a doctoral program • Explore academic resilience • Identify factors that foster resiliency & motivation in doctoral students • Identify coping skills to better prepare to deal with academic setback & pressure from a resilience perspective Resiliency • Resilience is the ability to bounce back successfully despite exposure to severe risks (Benard, 1993. p. 44). • Without adequate levels of resiliency, students are at risk to not thrive in meeting the challenges & demands of a doctorate program • Why are some, often motivated, students debilitated by setbacks, poor performance, stress, and study pressure whereas others pick themselves up, recover, and move on? Acknowledgments California State University San Bernardino College of Education Doctoral of Education in Educational Leadership

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