Abstract
This study investigates how graduate teaching assistants (GTAs) differ from regular graduates in terms of input characteristics (i.e., who they are), process characteristics (i.e., how they experience the PhD trajectory), and the self-estimated likelihood of successfully completing the PhD. Additionally, it assesses to what extent and how the input and process characteristics explain the self-estimated success rate between the two groups. The data come from four waves of the PhD Survey (2018, 2019, 2020 and 2021; N = 1,766) conducted at a large university in Brussels (Belgium). Results show that GTAs estimated their likelihood of successful completion of their PhD lower compared to regular graduates. This difference is mediated by a lower satisfaction with the supervisor support and a higher amount of time pressure among GTAs. Additionally, GTAs’ surplus of time spent on teaching duties and the lack of a research plan was negatively related to the self-estimated likelihood of successful completion to a greater extent than regular graduates.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
