PhD student emotional exhaustion: the role of supportive supervision and self-presentation behaviours

• Kay Devine ^[1] ; Karen H. Hunter ^[2]
  1. [1] Athabasca University

     Athabasca University

     Canadá

     
  2. [2] University of Alberta

     University of Alberta

     Canadá

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 54, Nº 4, 2017, págs. 335-344
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This research examines doctoral student perceptions of emotional exhaustion relative to supportive supervision and the use of impression management (IM) and facades of conformity (FOC). Results indicated that supportive supervision significantly reduced emotional exhaustion and the use of self-presentation behaviours, while the use of FOC increased emotional exhaustion. Qualitative data additionally indicate that doctoral students use FOC due to differing values and academic goals, as well as to the desire to finish their programme. IM is used in order to finish the degree, to avoid confrontation and out of respect for a supervisor’s role and experience. In sum, results indicate that supportive supervision and the ability for doctoral students to ‘be themselves’ should reduce doctoral student emotional exhaustion and self-presentation behaviours, thus leading to better student outcomes.