Psychanalyse : une éthique de lengagement (Études Psychanalytiques) (French Edition)

Demographic and institutional predictors of working alliance Profiles of working alliance The effects of working alliance The predictors of working alliance The profiles of working alliance Limitations of the current study Implications and future directions Comparaison entre les quatre instruments de mesure III. Distribution of the respondents on the demographic variables III. Results of hierarchical multiple regression analyses III. Comparison of latent classes on observed variables III. Correlations of working alliance, self-efficacy, and satisfaction with studies with demographic and institutional characteristics III.

Styles de supervision et facteurs contingents Boehe, 54 II.

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Tout parcours doctoral est une prise de risque. Le manque de travaux sur cette population en France se fait cruellement sentir. En Belgique flamande, Levecque et al. Maher, Feldon, Timmerman et Chao, Les taxinomies varient selon les auteurs. Gatfield recense quatre styles de supervision: Ces derniers sont de deux ordres: Certains auteurs 16 http: Flynn, Schipper, Roach et Segerstrom, ; Liu et al.

Instruments de mesure 2. Ils sont au nombre de quatre. Une bonne alliance de travail se traduit par: Perception du style interpersonnel du directeur de recherche 4. Mesure du soutien aux besoins psychologiques 5. Pistes de recherches futures 6. Leisyte et Dee, ; Maassen et al. Do we want to prepare novice researchers for the world of educational research as it is, or do we want to prepare them for the world as it might become?

We also sought to explore the contribution of personality, demographic, and institutional characteristics to productive and satisfying working alliance. Lower levels of working alliance were found in students at more advanced stages of their degrees, as well as students from life sciences and medicine.

Working alliance was positively associated with frequency of contact with supervisor and negatively with the number of hours spent working on thesis within an average week. Availability of institutional funding was a positive predictor of satisfaction with studies, but not of advisory working alliance. Using latent profile analysis, we identified four patterns of working alliance and explored their associations with other variables.

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Advising and mentoring in the PhD process Over the last decades, the PhD process has been receiving increasing research attention. A growing number of publications have focused on the institutional, social, cultural, and individual factors explaining various aspects of the doctoral experience Cantwell et al. In this growing body of research, the advisor is seen as the person having the greatest responsibility for helping the advisee throughout the doctoral journey and exerting one of the greatest influences on its outcome Dumitrescu, However, the fact that advising, being a more general concept, seems more adequate than mentoring to describe the student-faculty relationship is regularly pointed out: Conceptual clarity and broad-based applicability of the construct led us to choose to focus on advisory relationship rather than mentoring.

His original model takes into account three dimensions: In later work this concept was extended to apply to all change-inducing relationships, including the one between teacher and student Schlosser and Gelso, Thus, working alliance reflects only the specific aspects of the relationship related to collaborative work, rather than the quality of the relationship as a whole.

Their validation study resulted in a three-factor solution: Rapport reflects the interpersonal connection between the advisor and the advisee, the extent of respect, encouragement, warmth, and support experienced by the PhD student from their advisor. Identification-individuation refers to the degree of admiration of the PhD student for the advisor and to the extent the student seeks to imitate the advisor or to be different from her or him.

The AWAI is a self-reported measure with robust psychometric properties that has been cited over times in the literature to date. Findings of advisory working alliance studies In the past fifteen years there has been a growing body of research on the advisor- advisee relationship using both quantitative and qualitative methods. Available evidence suggests that a positive advisory working alliance is associated with a range of positive outcomes related to the PhD process, such as satisfaction with supervision Inman et al. The quality of advisory relationship is also associated with more general outcomes related to the result of the PhD process, such as evaluation of the overall dissertation experience Burkard et al.

Despite the broad evidence of the beneficial effects of positive advisory working alliance, the number of empirical studies investigating its institutional and psychological predictors is still rather limited. A later study Huber et al. To date, there is no research addressing the issue of advisory working alliance in French context. The present study aims to fill this gap by validating a French-language version of the AWAI-S and extending the existing findings on the associations of working alliance with other variables using a new cultural context.

We intend to explore the predictors and outcomes of advisory working alliance using variable-based and person-oriented approach. The distribution of participants on other demographic and institutional characteristics is given in Table 1. To translate the AWAI, we followed the translation and back-translation process proposed by Sousa and Rojjanasrirat Two francophones with excellent knowledge of English made French translations independently.

The two versions were then compared by the first and the last authors and a consensus meeting with the translators took place to establish an optimal French version. This version was then back-translated into English by two bilingual researchers experienced in cross-cultural studies. Finally, a committee compared the back-translations with the original instrument and established a pilot translation. The pilot version was tested with 15 French doctoral students in Social sciences and minor modifications were made based on their recommendations.

The instructions asked the students to answer with respect to their work on their PhD project. Satisfaction with Studies Scale. The distribution of the respondents on these demographic variables is presented in Table 1. Procedure To recruit participants, we sent out invitations by e-mail to graduate faculties, asking them to forward the information to their doctoral students. Being currently a doctoral student at a French university was the only inclusion criterion. Participants followed the link to an anonymous online questionnaire. Before the study, they were informed about the research aims and the confidentiality of the data and provided their consent to participate.

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Ethical approval was not required, according to the current guidelines adopted in France for studies that do not involve any intervention Claudot et al. We used exploratory and confirmatory factor analyses in Mplus 7. Based on parallel analysis, we chose a 3-factor exploratory model, which demonstrated acceptable fit indices given in Supporting Information and a similar pattern of loadings to the original model for the English version of the AWAI-S. As a result, we chose to rely on the original model as the basis. Because the subscales of the AWAI reflect three facets of a single construct, we tested a bifactor model with a general factor and three correlated subscale factors, as well as an alternative model with 3 correlated subscale factors only.

We used Satorra-Bentler scaled chi-square MLM and relied on the guidelines of Hu and Bentler in interpreting the practical fit indices. The 3-factor model fit the data marginally, whereas the bifactor model showed acceptable fit to the data. The parameters of the resulting model are shown in Figure 1.

Constrained bifactor model right: The score estimates for the general factor capture the shared variance of the three scales, whereas the estimates for each subscale factors only capture the specific residual variance not explained by the common factor. Self- efficacy was weakly associated with the overall quality of the working alliance with a marginal contribution of the Apprenticeship factor. Satisfaction with supervision was associated with the overall quality of working alliance, as well as Rapport and Apprenticeship.

Student personality traits and working alliance We explored the associations of working quality with personality traits. Neuroticism emerged as the only trait that was consistently associated with the quality of working alliance, as measured by both AWAI and WAI. The factor score estimates based on the bifactor model indicated that this effect was only associated with the overall working alliance quality. At the same time, personality traits showed stronger associations with work self-efficacy and satisfaction with studies.

Apart from the negative association with neuroticism, similar to that obtained for the AWAI, self-efficacy and satisfaction with studies were positively associated with extraversion, conscientiousness, and openness. To find out whether the associations of working alliance with satisfaction with studies were fully mediated by self- efficacy and working alliance, we tested a path model, in which personality traits were entered as predictors of working alliance and self-efficacy, which, in turn, predicted satisfaction with studies.

We trimmed the model by removing non-significant paths. The resulting model is presented on Figure 2. The effects of all personality traits on self-efficacy remained significant, except for agreeableness, suggesting that students with a higher level of openness, conscientiousness, and extraversion, as well as a lower level of neuroticism, experience higher self-efficacy regarding their studies.

Self-efficacy emerged only as a partial mediator of the association between working alliance and satisfaction with studies. Demographic and institutional predictors of working alliance To investigate the demographic and institutional predictors of working alliance, we started by performing correlation analyses to find out pairwise associations of various demographic and institutional characteristics with the psychological characteristics of the PhD process presented in Supporting Information.

The effects of gender variables were relatively weak. Working alliance quality and satisfaction with studies were negatively associated with student age, current year of thesis, and envisioned length of work on thesis. There were some differences by discipline, suggesting lower overall working alliance in life science and medicine students and better working alliance in social science students.

To separate these effects, we conducted a multiple regression analysis. To obtain higher statistical power, we only included the predictors that emerged as the most important in the correlation analysis. The dependent variables were satisfaction with studies and latent factor estimates of working alliance characteristics based on the bifactor model where the three specific factors capture only the residual variance, after the variance of the general factor is partialled out. The results are shown in Table 3.

At the first step, the year of the beginning of thesis emerged as the strongest predictor, indicating that students at earlier stages of their theses have a better experience of working alliance higher satisfactions with their studies. Students without institutional funding reported lower apprenticeship, but higher identification with supervisor, compared to those funded.

Compared to social science students, students in life sciences and medicine reported a generally less positive experience of working alliance with supervisor and lower satisfaction with their studies. However, they also reported lower rapport and identification with supervisor, but higher apprenticeship, suggesting that in life sciences the student-supervisor relationships may be less personally involving, but more goal-oriented. At the third step, controlling for the effects of time, funding, and discipline, we found that frequency of contact was positively associated with the overall quality of working alliance and apprenticeship, but somewhat lower identification with supervisor.

Reference group for income: Reference group for discipline: Profiles of working alliance To investigate the typical individual experiences of working alliance, we performed a latent profile analysis in Mplus 7. The variable variances were allowed to vary within each class.

Following the logic of the bifactor model, the three specific factors were allowed to covary with their covariances fixed across classes. We used 1, starts to ensure the best log-likelihood value was replicated. We tested and compared models with 2 to 5 latent classes. The model with 5 latent classes exhibited serious convergence problems.

Based on model fit parameters presented in Supporting Information and substantive interpretation, we chose the four-class model means scores are presented on Figure 3. Latent factor score estimates based on the constrained bifactor model: Class 1 exhibited a picture of low overall working alliance quality, but with above-average residual score for Rapport, indicating a generally problematic situation but with some mutual understanding. These students reported a below-average level of satisfaction with studies. Class 2 presented a negative overall working alliance with particularly low residual scores on Rapport and Identification subscales, suggesting serious difficulties in the student-supervisor relationship.

This group showed the lowest level of satisfaction with studies, significantly different from all the other groups. These students also reported the highest satisfaction with studies and were the only group to differ significantly on work self-efficacy from the other three groups. Class 4 exhibited average scores on overall working alliance with extremely low residual scores for Apprenticeship and above-average residual scores for Identification, suggesting that these students experience difficulties at learning from their supervisors, but try to identify with them instead.

In terms of satisfaction with studies, this group fared close to the average and significantly different from the previous two groups. To facilitate comparison, scale scores were converted to Z scores. We proceeded by comparing the 4 groups of students on other variables to find out whether the patterns of working alliance would be systematically associated with some situations. There were no significant differences between classes in terms of gender variables, co-direction or age at which they began thesis. They were most likely to have funding and reported having regular meetings with their advisors.

Students in class 4 were more likely to have been working longer on their theses and to experience some interruptions. They were less likely to be funded and were more likely to do their PhD in social sciences. They were also the least engaged with their project in terms of both work hours and frequency of contact with the supervisor and reported that their supervisors did not have regular office hours.

Students in groups 1 and 2 with a more negative picture of working alliance were more likely to come from life sciences and medicine. Students from group 2 indicating the worst picture, psychologically, reported spending the largest number of hours on their PhD project, compared to the other groups.

The effects of working alliance To date, no measure was available to assess the advisory relationship in French-speaking students. We found that the three-factor replicates well in a French sample. The subscales of the AWAI, as well as the general working alliance index show high reliability. We found evidence of high convergent validity against an established French-language measure of the same construct WAI and discriminant validity, as evidenced by moderate associations with other self-reported indicators of the doctoral process EAT and SWS.

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Consistent with previous research Burkard et al. However, the association between working alliance and self-efficacy was rather weak, which is similar to the findings of Burkard et al. Neuroticism was the only weak, but consistent predictor of problematic working alliance. Openness only showed marginal positive associations. However, self-efficacy associated with work on thesis was also predicted by extraversion and conscientiousness. We found that working alliance and self-efficacy mediated the associations of personality traits with satisfaction with doctoral students, suggesting that students with higher levels of neuroticism may experience difficulties establishing a working alliance with advisor and developing a sense of self-efficacy.

This effect of neuroticism is consistent with existing findings concerning interpersonal relationships in other contexts e. Future studies using larger samples could investigate whether these effects of personality traits hold across disciplines or at different stages of the PhD degree. The predictors of working alliance We also attempted to explore how working alliance is associated with demographic and institutional variables relevant to the doctoral process. We found that students at earlier stages of work on their PhD reported higher levels of working alliance and higher satisfaction with studies, compared to those at the end of their doctoral journey.

This is similar to earlier findings for satisfaction with supervision Conrad, ; Seagram et al. A possible explanation for this effect could be the fact that as the end of the thesis approaches, the pressure exerted on both the doctoral student and the supervisor creates tension between them. Lower satisfaction with supervision at the end of the doctoral journey was already observed earlier These effects may be even stronger if we allow for the potential contribution of selection and attrition as students with poor working alliance and low levels of satisfaction are more likely to drop out and or to be disengaged from university, which may reduce their chances of participating in research studies , suggesting that students at more advanced stages of PhD may require extra coaching and support.

Absence of institutional funding predicted low satisfaction with studies, but showed virtually no associations with working alliance and self-efficacy. We used multiple regression to disentangle the effects of discipline, funding, and year in program, which are all related e. We found that having institutional funding was associated with better apprenticeship and lower identification with supervisor suggesting that students in this situation are more likely to achieve independence as researchers. However, discipline showed a stronger association with the overall quality of working alliance, indicating that students in life sciences and medicine tend to have advisory relationships that are psychologically challenging, but potentially productive, in terms of acquiring skills apprenticeship.

On the other end of this continuum are students in social sciences, where the working alliances are better, but this may be the effect of identification, rather than apprenticeship. Longitudinal studies are needed to find out whether students become disengaged as a result of poor working alliance, or vice versa. We also found that time spent working on PhD was inversely related to working alliance quality and rapport, suggesting that students with a problematic relationship with supervisor may compensate for it by putting in more independent effort.

Given the cross-sectional design of the study, we suggest to interpret these findings with caution, but some of the results warrant future investigation. The profiles of working alliance We supplemented these variable-based analyses by applying person-oriented approach and established four latent classes of PhD students, one with a generally positive working alliance relationship and three groups showing different patterns of working alliance difficulties: Limitations of the current study The study is based on self-report data, resulting in a possible contribution of response bias to the findings, which, however, is mitigated by the anonymous setting.

Another limitation pertains to the cross-sectional design. Studies of therapeutic alliance suggest that the dependability of alliance—outcome associations is greater when aggregating at least four successive alliance assessments Constantino et al.

To address these issues, future studies could use longitudinal designs with more rigorous sampling approaches and objective outcome indicators. Implications and future directions The new French version of the AWAI-S opens the door to comparative studies that could investigate the similarities and differences of advisory working alliance between English- speaking and French-speaking students.

This is importance, because doctoral training environment is highly specific to each country and as the expectations from PhD students with regard to their advisors are likely to vary depending on the culture Wei et al. Also, the present study focuses on the advisory working alliance from the sole point of view of the advisee. Future studies could use also the Advisor version of the inventory AWAI-A to address the advisor-advisee dyads and gain an insight into the complex interplay that happens there.

Interventions aimed to help PhD students to persist toward degree completion have recently started in France e. There is still a strong resistance among French academics against the idea of any specific training required in order to improve the supervision quality. Supporting Information Table SI. Spearman correlations are used for ordinal variables marked X. Latent factor score estimates based on the bifactor model: Sleep disorder among medical students: Medical Teacher, 34 Suppl 1, SS Identity and gender in cultural transitions: Social Identities, 14 6 , Burnout Among Licensed Psychologists.

Professional Psychology Research and Practice, 19 6 , Writing groups for doctoral education. Studies in Higher Education, 34 8 , Writing challenges and pedagogies for creative practice supervisors and researchers. An academic perspective on research and being a researcher: Studies in Higher Education, 33 1 , Studies in Higher Education, 42 9 , Anxiety, depression and stressful life events among medical students: Medical Education, 35 1 , International Journal of Doctoral Studies, 1, The Blackwell Handbook of Mentoring: A Multiple Perspectives Approach.

Prevalence of mental disorders in Europe: Supplementum, , Innovations in Education and Teaching International, 46 3 , Studies in Higher Education, 31 2 , Linguistics and Education, 37, Theories and strategies of academic career socialization: Improving paths to the professoriate for Black graduate students. Strategies for enriching the preparation of future faculty p. Cognitive processes, anxiety, and performance on doctoral dissertation oral examinations. Journal of Counseling Psychology, 39 3 , Innovative Higher Education, 24 2 , Preparing the Next Generation of Faculty: Graduate School as Socialization to the Academic Career.

The Journal of Higher Education, 73 1 , Doctoral student attrition and persistence: Handbook of Theory and Research p. From product to process. The reform of doctoral education in Europe and China. Studies in Higher Education, 43 3 , Presses universitaires de France. Racial context, currency and connections: Black doctoral student and White advisor perspectives on cross-race advising. Innovations in Education and Teaching International, 48 4 , The Role of Doctoral Advisors: Innovative Higher Education, 33 5 , Journal of Further and Higher Education, 36 3 , In pursuit of wellness: Research and Practice, 38 6 , Content and context in knowledge production: Studies in Higher Education, 42 7 , Personality factors, self-care, and perceived stress levels on counselor education and counseling psychology doctoral students.

Western Michigan University, US. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 3 , The role of supervisors in light of the experience of doctoral students. Policy Futures in Education, 11, Recherches qualitatives, 22, Research in Higher Education, 49 6 , Stress and coping among psychology doctoral students: A comparison of self-reported stress levels and coping styles of Ph.

University of Hartford, US. Journal of Youth and Adolescence, 40 5 , Cahiers de sociolinguistique, 14 , Physical activity and stress. Psychosocial pathways to coronary heart disease p. Negotiating home and school for the father doctoral student. Southern Illinois University, Carbondale. Challenges to the Doctoral Journey: Open Praxis, 7 4 , Studies in Higher Education, 41 3 , The use of psychoactive substances among medical students in southern Brazil. Drug and Alcohol Review, 26 3 , Pratiques Psychologiques, 20 1 , Physical Activity and Health.

Job Satisfaction among University Faculty: Individual, Work, and Institutional Determinants. The Journal of Higher Education, 82 2 , Doctoral Supervision in the Neoliberal University. Responding effectively to the mental health needs of international students. Higher Education, 39 4 , A Comparison of Athletes and Controls. Journal of Adolescent Health, 46 2 , Canadian Journal of Higher Education, 37 2 , Le poids des socialisations familiale et scolaire. An ethnographic study of the friendship patterns of international students in England: An attempt to recreate home through conational interaction.

International Journal of Educational Research, 48 3 , The non-completion of doctoral research in management: Educational Research, 30 2 , Dissertation experiences of doctoral graduates from professional psychology programs. Counselling Psychology Quarterly, 27 1 , The impact of work engagement and workaholism on well-being-the role of work-related social support.

Career Development International, 19 7 , Research in Higher Education, 55 1 , Doctoral candidates as learners: Studies in Higher Education, 42 1 , Teaching students with Autism Spectrum Disorder across various educational settings: The factors involved in burnout. Teaching and Teacher Education, 67 Supplement C , The research behaviour of Generation Y doctoral students.

Supporting Thesis Writing across Campus. Higher Education Research and Development, 30 6 , Studi in onore di Antonio Margaritti. Les lettres du P. Ross, A Commentary on the Psalms , t. Deux modernismes, deux thomismes: Journet-Maritain, Correspondance , t. Hans et Sophie Scholl: Le cardinal Charles Journet: Georges Marie-Martin Cottier, o. Thiselton, The first Epistle to the Corinthians.

Bullough, Alcuin, Achievment and reputation — E.

Michael Gerli, Medieval Iberia, An encyclopedia. Hall — Hans Wildberger, Isaiah , t. I — Correspondance Journet-Maritain , t. Une intuition de Charles Journet? Dupuis, dans Revue thomiste, oct. Correspondance Journet-Maritain , t. Les arguments de convenance sont-ils toujours fragiles? Charles Cardinal Journet, un ami de Dieu — J. Quelle est la racine de la divergence entre catholiques et protestants?

Jean Stern, La Salette, Documents authentiques: Centenaire de la naissance du cardinal Charles Journet. Patrick de Laubier, Jean-Claude Favez, Une mission impossible? Learn more at Author Central. Popularity Popularity Featured Price: Low to High Price: High to Low Avg. Available for download now. Only 3 left in stock - order soon. Only 1 left in stock - order soon. Provide feedback about this page. There's a problem loading this menu right now.

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