Abstract:

The extensive volume of research has been pointing the important role of social support in promoting and maintaining physical and psychological well-being, as well as protecting against the negative effects of stress (Lakey & Orehek, 2011; Sarason, sarason, & Grurung, 2001; Pinheiro, 2003). Considering doctoral education, in specific, the literature points for higher levels of stress, isolations and low levels of well-being (Golde, 2005; Lovitts, 2001; Stubb, Pyhältö, & Lonka, 2011).

In the survey study a sample of 265 Portuguese doctoral students from different scientific domains answered a standardized instrument concerning competence development, academic social support and satisfaction with the doctoral studies.

A multiple hierarchical regression considering competencies of intellectual and learning autonomy as predictors accounts for 42.7% of variance of satisfaction with the doctoral studies (F(9, 255)=21.090; p<.001). In the last step, the social support variables revealed the important role of supervisors and peers accounting for 19.3% of the explained variance (F(4, 255)=21.458; p<.001).

Results highlight the importance for the development of autonomous learning and perceiving the availability of different social support as the key-aspects for feeling higher levels of satisfaction with doctoral studies.

Keywords:

Doctoral Education, Social Support, Student satisfaction, survey methodology.