Skip to main content
SpringerLink
Log in

The Role of Self-regulation in Doctoral Students’ Status of All But Dissertation (ABD)

  • Published:
Innovative Higher Education Aims and scope Submit manuscript

Abstract

Doctoral student enrollment and study require significant resources such as faculty time, student time, and funding. However, doctoral student attrition is a serious problem nationwide, especially at the dissertation level. When doctoral students do not complete their dissertations, their potential contributions to society are substantially diminished, which may impact their own personal career goals and life plans. While it seems plausible that self-regulated learning may be one critical factor in the completion of the doctoral dissertation, there remains a paucity of research into the effects of self-regulated learning on doctoral program completion. In our study the results of a hierarchical regression analysis indicated that self-regulated learning predicted the time needed for the completion of the dissertation and was also correlated with intrinsic task value.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Figure 1

Similar content being viewed by others

References

  • Armsden, G., & Greenberg, M. T. (1987). Inventory of parent and peer attachment: Individual differences and their relationships to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427–454.

    Article  Google Scholar 

  • Bair, C., & Haworth, J. (1999, November). Doctoral student attrition and persistence: A meta-synthesis of research. Paper presented at the annual meeting of the Association for the Study of Higher Education, San Antonio, TX. (ERIC Document Reproduction Service No. ED 437 008)

  • Barnes, B. J., & Austin, A. E. (2009). The role of doctoral advisors: A look at advising from the advisor’s perspective. Innovative Higher Education, 33, 297–315. doi:10.1007/s10755-008-9084x

    Article  Google Scholar 

  • Bartlett, M. S. (1950). Tests of significance in factor analysis. British Journal of Statistical Psychology, 3(2), 77–85.

    Article  Google Scholar 

  • Bauer, E. R. (2004). An examination of the effect of departmental factors in student completion of doctoral requirements. Unpublished doctoral dissertation, University of Massachusetts, Boston.

  • Bencich, C., Graber, E., Staben, J., & Sohn, K. (2002). Navigating in unknown waters: Proposing, collecting data, and writing a qualitative dissertation. College Composition and Communication, 54, 289–306.

    Article  Google Scholar 

  • Berger, J. (2007, October 3). Exploring ways to shorten the ascent to a Ph.D. The New York Times, p. A23.

  • Bieschke, K. J., Bishop, R. M., & Garcia, V. L. (1996). The utility of the Research Self-efficacy Scale. Journal of Career Assessment, 4, 59–75.

    Article  Google Scholar 

  • Council of Graduate Schools (2010). The Ph.D. completion project. Retrieved from http://www.phdcompletion.org/information/index.asp

  • Edwards, A. L. (1957). The social desirability variable in personality assessment and research. New York, NY: Dryden.

    Google Scholar 

  • Ehrenberg, R. G., Zuckerman, H., Groen, J. A., & Brucker, S. M. (2009, October 16). How to help graduate students reach their destination. The Chronicle of Higher Education, p. A38.

  • Faghihi, F., Rakow, E., & Ethington, C. (1999, April). A study of factors related to dissertation progress among doctoral candidates: Focus on students’ research self-efficacy as a result of their research training and experiences. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada. (ERIC Document Reproduction Service No. ED 430 491)

  • Franek, S. (1982). ABD to Ph.D.: Counseling interventions to facilitate dissertation completion. Dissertation Abstracts International, 43. 1977B. (University Microfilms No. AAG8227010)

  • Garcia, T., & Pintrich, P. R. (1995, April).  Assessing students' motivation and learning strategies: The Motivated Strategies for Learning Questionnaire. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

  • Glenn, D. (2010, February 7). How students can improve by studying themselves. The Chronicle of Higher Education, pp. A-1, A-10, A12.

  • Green, K., & Kluever, R. (1997, March). The Dissertation Barriers Scale. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

  • Greenberg, M. T., & Armsden, G. (2009). Mother, father, and peer attachment (revised version). Retrieved from http://www.google.com/search?q=Gay+Armsden&ie+utf-8&oe+utf-8&aq=t&rls+org.mozilla:wnUS:official&client=firefox-a

  • Hadwin, A. F., Oshige, M., Gress, C. L. Z., & Winne, P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26, 794–805.

    Article  Google Scholar 

  • Hanson, T. (1992, October-November). The ABD phenomenon: The “At Risk” population in higher education and the discipline of communication. Paper presented at the annual meeting of the Speech Communication Association, Chicago, IL.

  • Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (2007). Research Self-Efficacy Scale. Retrieved from http://hdl.handle.net/2451/23580

  • Jacks, P., Chubin, D. E., Porter, A. L., & Connolly, T. (1983). The ABCs of ABDs: A study of incomplete doctorates. Improving College and University Teaching, 31, 74–83.

    Article  Google Scholar 

  • Joerg, L. (2005). The experience of being mentored during the dissertation phase of a doctoral degree at a distance-learning university. Abstract retrieved from Dissertation Abstracts International, 66(1-B), 617. (Accession No. 2005-99014-196)

  • Johnson, E. M., Green, K. E., & Kluever, R. C. (2000). Psychometric characteristics of the revised Procrastination Inventory. Research in Higher Education, 41, 269–279.

    Article  Google Scholar 

  • Kaiser, H. F., & Rice, J. (1974). Little jiffy, mark iv. Educational and Psychological Measurement, 34, 111–117.

    Article  Google Scholar 

  • Kluever, R. C., Green, K. E., & Katz, E. (1997, March). Dissertation completers and non-completers. An analysis of psycho-social variables. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

  • Lenz, K. S. (1995). A multiple case study examining factors affecting the completion of the doctoral dissertation by academically able women. Dissertation Abstracts International, 55(12A), 3714.

    Google Scholar 

  • Malone, B., Nelson, J., & Nelson, C. (2004). Academic and affective factors contributing to degree completion of doctoral students in educational administration. The Teacher Educator, 40, 33–55.

    Article  Google Scholar 

  • Martinez-Pons, M. (2003). The continuum guide to successful teaching in higher education. London, England: The Continuum International Publishing Group.

    Google Scholar 

  • Minneart, A. (1999). Motivational and emotional components affecting male’s and female’s self-regulated learning. European Journal of Psychology of Education, 14, 525–540.

    Article  Google Scholar 

  • Monsour, M., & Corman, S. (1991). Social and task functions of the dissertation partner: One way of avoiding terminal ABD status. Communication Education, 40, 180–187.

    Article  Google Scholar 

  • Paterson, C. (1996). Self-regulated learning and academic achievement of senior biology students. Australian Science Teacher’s Journal, 42, 48–52.

    Google Scholar 

  • Peacock, S. Y. (1996). The timely completion of the dissertation among graduates of five Ph.D. programs at Saint Louis University: The relationships among psychological type, life experiences, support group participation, and perceptions of advisor/advisee relationships. Dissertation Abstracts International, 56(09A).

  • Phipps, J. J. (2007, February). Profiles of doctoral completers: What comprises successful experiences? Paper presented at the Eastern Educational Research Association, Sarasota, FL.

  • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: The University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.

    Google Scholar 

  • Pintrich, P., Smith, D., Garcia, T., & McKeachie, W. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.

    Article  Google Scholar 

  • Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 249–284). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Rode, W. (1999). Role of a learning community-based program in doctoral dissertation completion: A case study of program factors related to dissertation completion in a professional development program with an emphasis on staff development at the University of Maryland. Dissertation Abstracts International, 60, 0325A. (UMI No. 9920828)

  • Ryan, R., & Deci, E. (2000). Intrinsic and extrinsic motivations: Class definitions and new directions. Contemporary Educational Psychology, 25, 54–67.

    Article  Google Scholar 

  • Sattell, M. J. (2002). The self-sustaining experiences and relationships reported by social work and clinical psychology doctorates during dissertation completion. Dissertation Abstracts International, 62(8-A). (No. AAT 3023474)

  • Shapiro, S., & Livingston, J. (2000). Dynamic self-regulation: The driving force behind academic achievement. Innovative Higher Education, 25, 23–35.

    Article  Google Scholar 

  • Sigafus, B. (1998, April). The creation of ABDs: A turning point in educational doctoral programs? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

  • Simpson, A. (1986). Hurdling the dissertation barrier: The library and the needs of the A.B...D. Behavioral & Social Sciences Librarian, 6, 111–129.

    Article  Google Scholar 

  • Single, P. B. (2010). Demystifying dissertation writing: A streamlined process from choice of topic to final text. Sterling, VA: Stylus.

    Google Scholar 

  • Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81.

    Article  Google Scholar 

  • Wigfield, A., & Eccles, J. (2002). Development of achievement motivation. San Diego, CA: Academic Press.

    Google Scholar 

  • Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54, 232–238.

    Article  Google Scholar 

  • Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 279–306). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Woolfolk, A., Winne, P. H., & Perry, N. E. (2006). Educational psychology. Upper Saddle River, NJ: Pearson Education Inc.

    Google Scholar 

  • Wright, L. M. (1991). Full time teaching and the ABD Phenomenon. ACA Bulletin, 76, 49–55.

    Google Scholar 

  • Wright, T., & Cochrane, R. (2000). The factors influencing successful submission of Ph.D. theses. Studies in Higher Education, 25, 181–195.

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated strategies. American Educational Research Journal, 23, 614–628.

    Article  Google Scholar 

  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student differences in self-regulated learning: Relating grade, sex and giftedness to self-efficacy and strategy use. Journal of Educational Psychology, 82, 51–59.

    Article  Google Scholar 

  • Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where motivation and metacognition intersect. In D. J. Hacker, J. Dunlosky, & A. G. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). New York, NY: Routledge, Taylor & Francis.

    Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2009). Motivation: An essential dimension of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research and applications (pp. 1–30). New York, NY: Routledge, Taylor & Francis.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational Foundations, Leadership & Technology, 4036 Haley Center, Auburn University, Auburn, AL, 36849-5221, USA

    Jill D. Salisbury-Glennon

  2. P.O. Box 241896, Montgomery, AL, 36849-5221, USA

    Martha J. M. Kelley

Authors
  1. Martha J. M. Kelley
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jill D. Salisbury-Glennon
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Martha J. M. Kelley.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kelley, M.J.M., Salisbury-Glennon, J.D. The Role of Self-regulation in Doctoral Students’ Status of All But Dissertation (ABD). Innov High Educ 41, 87–100 (2016). https://doi.org/10.1007/s10755-015-9336-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10755-015-9336-5

Keywords

Search

Navigation