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Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment

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Abstract

We explored doctoral students’ writing profiles using a person-centred approach. We also studied differences between profiles in terms of experienced well-being and perceptions of the learning environment. The participants of our study (n = 664) were PhD students from three faculties at the University of Helsinki, Finland. The Writing Process Questionnaire (Lonka et al. Journal of Writing Research, 5(3), 245-269 2014) was used to measure writing conceptions and problematic writing. Well-being was measured by MED NORD, adapted to the doctoral context (Lonka et al. Medical Teacher, 30, 72-79 2008; Stubb et al. Studies in Continuing Education, 33(1), 33–50 2011), and Perceptions of the learning environment, using specific items from Dahlin et al. Medical Education, 39, 594–604 (2005). PhD students with similar patterns of writing variables were identified through latent profile analysis (LPA). We conducted one-way ANOVAs to examine group differences with respect to well-being and perceptions of learning environment. We identified three writing profiles: Growth-Transforming (51%), Ambivalent (40%), and Fixed-Blocking (9%) groups. The Fixed-Blocking group reported a lack of interest the most often and also reported receiving the least feedback. The Growth-Transforming group was the most and the Fixed-Blocking group the least satisfied with their studies. It appeared that epistemic beliefs related to research writing were most decisive in differentiation among PhD students. Blocks were related to beliefs in innate ability. We concluded that although problems in writing are quite common, epistemic beliefs may be even more decisive in terms of successful research writing.

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Acknowledgments

We are grateful to the Jenni and Antti Wihuri Foundation for supporting the sabbatical leave of the first author. We are also grateful for previous project funding from the University of Helsinki and funding for our present project 308352, from the Academy of Finland. We would like to thank Alice Lehtinen, English Language Editor, for revising the language of this manuscript.

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Authors and Affiliations

  1. Faculty of Educational Sciences, University of Helsinki, P.O. BOX 9, 00014, Helsinki, Finland

    Kirsti Lonka, Elina Ketonen, Jenna Vekkaila & Kirsi Pyhältö

  2. Optentia Research Focus Area, North-West University, Vanderbijlpark, South Africa

    Kirsti Lonka

  3. Universitat Internacional de Catalunya, Barcelona, Spain

    Maria Cerrato Lara

  4. University of Oulu, Oulu, Finland

    Kirsi Pyhältö

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  1. Kirsti Lonka
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Correspondence to Kirsti Lonka.

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Lonka, K., Ketonen, E., Vekkaila, J. et al. Doctoral students’ writing profiles and their relations to well-being and perceptions of the academic environment. High Educ 77, 587–602 (2019). https://doi.org/10.1007/s10734-018-0290-x

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