Exploring Factors Influencing Doctoral Students' Persistence and Completion: A Qualitative Descriptive Study
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Authors
QURESHI, Salim
Issue Date
2025-12
Type
Dissertation
Language
en
Keywords
Qualitative , Persistence , Self-Determination Theory , Student Success Science , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
Doctoral students often encounter a variety of unexpected challenges that hinder their progress toward academic and personal goals. This study addressed the urgent issue of low doctoral completion rates, which were 56.6% in 2021. Guided by self-determination theory (Deci & Ryan, 2008), this qualitative descriptive study examined the factors that influence doctoral student persistence, productivity, and success. Specifically, it looked at how the core psychological needs of autonomy, competence, and relatedness shape students’ academic experiences and paths. Data were gathered through semi-structured Zoom interviews with 10 diverse participants who finished their doctoral degrees in 2022 and 2023, were fluent in English, and willing to share their experiences from different disciplines and universities across the United States. Each research question focused on a specific aspect of doctoral students' experiences, offering a comprehensive view of the factors affecting their persistence, productivity, and success. Participants identified various factors (e.g., personal, financial, time management, support systems) that impacted persistence during different stages of the doctoral journey, noting that challenges and motivators vary across academic disciplines (e.g., STEM vs. humanities). They also highlighted the roles of the three components of SDT (autonomy, competence, and relatedness) in shaping persistence, with these roles differing across disciplines and stages of the doctoral path. This research emphasizes the importance of targeted interventions, such as financial support, mentorship programs, and mental health resources, to improve doctoral completion rates and student well-being. It enhances our understanding of the factors influencing persistence and provides practical insights for academic institutions, policymakers, and researchers aiming to improve outcomes in doctoral programs. Future research should focus on diversifying samples, analyzing long-term trends, and exploring how cross-cultural and discipline-specific differences affect the influence of SDT factors on persistence, further deepening the understanding of doctoral student experiences.