Engineering Doctoral Student Perceptions of Research Task Difficulty and the Student-Advisor Relationship

Abstract

The purpose of this work in progress (WIP) research paper is to examine the relationship between engineering doctoral students' perceptions of their research task difficulties and advisor relationships. We used identity-based motivation (IBM) as a theoretical framework for this study. Specifically, we consider the construct interpretation of difficulty as it can serve to motivate or demotivate students. In a nationally representative survey, students ranked the level of difficulty they experienced conducting research tasks, such as writing and presenting. They also noted how they regard different aspects of their student-advisor relationships, including communication, expertise, and overall positivity of the relationship. Linear regression was performed to examine how the participants' perceptions of their student-advisor relationships predicted their perceptions of research task difficulty (n=1152). Results showed a weak but significant correlation between these variables, suggesting that student perceptions of their advisor relationships may be one of many variables that influence students' perceptions of research task difficulty. Through better understanding of the influence of doctoral students' perceptions of their advisor relationships on their perceptions of task difficulty, we can begin to create guidelines to improve advisors' interactions with their doctoral students to address long-standing persistent issues.