Satisfaction in a Spanish international and interdisciplinary doctoral studies: the impact of motivation, critical thinking,and academic engagement
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Abstract
This paper explores the factors that affect the satisfaction of
doctoral students, making a special emphasis and focus on subjective
variables such as motivation, critical thinking and academic
engagement, aspects that have been scarcely addressed in
previous literature. In the context of the growing significance of
doctoral studies for academic and institutional development, this
study aims to identify the motivations underlying the pursuit and
choice of a doctoral program and the different types of critical
thinking that students possess. Additionally, it seeks to explore
how these factors interact with each other and how they impact
the academic experience of doctoral students in a differentiated
way. The research was conducted at a public Spanish university
using a mixed-method approach that included semi-structured
interviews and surveys administered to doctoral students. The
findings reveal that learning motivation and academic engagement
are crucial determinants of students’ satisfaction with their
doctoral studies. Furthermore, and while most critical thinking
dimensions do not have a direct impact on the doctoral student’s
satisfaction, perceived utility does exert a notable effect on satisfaction.
Results provide valuable practical implications for doctoral
program managers, who may implement strategies to enhance
students’ experience, thereby contributing to the improvement of
doctoral training.
Article Details
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