Study

This study investigates various aspects of graduate student experiences and behaviors in different academic contexts. It encompasses qualitative and quantitative methodologies to explore topics such as learning at conferences, teaching experiences of graduate students with disabilities, social entrepreneurial orientation among graduate students, and the influence of parental status, gender, and major on motivation, stress, and satisfaction.

Main Concepts

The main concepts explored in this study include graduate student learning, teaching experiences, social entrepreneurial orientation, and the impact of parental status, gender, and major on graduate students’ well-being and academic experiences.

Research Questions/Hypotheses

The research questions and hypotheses addressed in the study are varied across the different research articles. They encompass inquiries into the learning experiences of graduate students at conferences, the teaching experiences of psychology graduate students with disabilities, factors influencing graduate students’ social entrepreneurial attitudes and intentions, and the effects of parental status, gender, and major on graduate students’ motivation, stress, and satisfaction.

Theoretical Framework

Theoretical frameworks employed in the studies include Constructivist Theory, Transformative Learning Theory, Theory of Planned Behavior (TPB), and Self-Determination Theory. These frameworks provide lenses through which to interpret and understand the phenomena under investigation.

Population/Sample

The populations or samples studied include master’s level students from Middlebury Institute of International Studies at Monterey (MIIS), psychology graduate students with disabilities, graduate students from various disciplines, and graduate student parents. Sample sizes range from 10 interviewees to 545 participants, depending on the specific study.

RSCH FPX 7860 Assessment 1 Literature Review Research

Research Method & Design

Various research methods and designs are utilized across the studies, including qualitative methodologies such as thematic analysis of semi-structured interviews and phenomenological interview-based approaches, as well as quantitative methods such as online surveys and structured questionnaires. Additionally, some studies employ statistical analyses like factorial ANOVAs and Partial Least Squares-based Structural Equation Modeling (PLS-SEM).

Summary of Findings

The findings of the studies reveal significant insights into the experiences and behaviors of graduate students in diverse academic contexts. These include the benefits of one-on-one interactions at conferences, the importance of collaboration with disability support services for graduate student instructors, the influence of factors like social vision and innovativeness on social entrepreneurial attitudes, and the differential impacts of parental status and gender on stress and satisfaction among graduate student parents.

References

Campbell, A., Wick, D., Marcus, A., Doll, J., & Hammack, A. Y. (2021). “I felt like I was not just a student:” examining graduate student learning at academic and professional conferences. Studies in Graduate and Postdoctoral Education, 12(3), 321-337. https://doi.org/10.1108/SGPE-08-2020-0061

Lund, E. M., & Hanebutt, R. A. (2022). Investigating the teaching experiences of psychology graduate students with disabilities: A qualitative study. Rehabilitation Psychology, 67(3), 262-272. https://doi.org/10.1037/rep0000450

Tu, B., Bhowmik, R., Md, K. H., Asheq, A. A., Rahaman, M. A., & Chen, X. (2021). Graduate students’ behavioral intention towards social entrepreneurship: Role of social vision, innovativeness, social proactiveness, and risk taking. Sustainability, 13(11), 6386. https://doi.org/10.3390/su13116386

Yoo, H. J., & Marshall, D. T. (2022). Understanding graduate student parents: Influence of parental status, gender, and major on graduate students’ motivation, stress, and satisfaction. Journal of College Student Retention: Research, Theory & Practice, 0(0), 541-4167. https://doi.org/10.1177/15210251211072241

RSCH FPX 7860 Assessment 1 Literature Review Research