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Is the well-being of male and female Ph.D. students influenced differently by the mentoring style of their supervisor?

Hanne Derycke (UGent) , Ronan Van Rossem (UGent) and Katia Levecque (UGent)
Author
Organization
Abstract
Aim: The aim of this study is to assess whether the mentoring style of a Ph.D. supervisor influences the work-related well-being of male and female Ph.D. students differently by taking into account students’ psychosocial work conditions (Karasek, 1979) as possible mediating factors. Method: The study is based on data collected using the Survey of Junior Researchers (2008), including 952 male and 928 female Ph.D. students from 4 Flemish universities. The mentoring style was assessed using two scales, measuring whether Ph.D. students perceived their supervisor to be authoritative and/or supportive. Multi-group structural equation modelling was applied to explore the underlying structure of the relationships among mentoring style, psychosocial work conditions and work-related well-being. Results: Our results indicated that for both men and women the relation between mentoring style and well-being was partially mediated by one’s psychosocial work conditions such as perceived job demands, control and social support from co-workers but there is also a direct effect of mentoring style on well-being. For both male and female students, results showed that the more they perceived their supervisor as supportive, the higher their co-worker support and work-related well-being. In contrast, an authoritative mentoring style was positively related to job demands and negatively related to job control, co-worker support and well-being. Job control and co-worker support had a positive effect on male and female well-being, whereas job demands were only among women negatively related to well-being. For men and women, the combination of a supportive and an authoritative mentoring style was negatively associated with co-worker support and job control, while it was positively associated with job demands for women. For men, an interaction effect between both types of mentoring style was observed: the more students perceive their supervisor as both authoritative and supportive, the lower their well-being. Conclusion: These findings suggest that a supportive and an authoritative mentoring style have opposite effects on the well-being of both male and female Ph.D. students. However, when the mentor is authoritative, the positive effect on well-being of a supportive mentoring style disappeared.
Keywords
gender, mentoring style, doctoral education

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MLA
Derycke, Hanne, Ronan Van Rossem, and Katia Levecque. “Is the Well-being of Male and Female Ph.D. Students Influenced Differently by the Mentoring Style of Their Supervisor?” Research Network Sociology of Education, European Sociological Association Mid-term Conference, Abstracts. 2012. Print.
APA
Derycke, H., Van Rossem, R., & Levecque, K. (2012). Is the well-being of male and female Ph.D. students influenced differently by the mentoring style of their supervisor? Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts. Presented at the Research Network Sociology of Education, European Sociological Association Mid-term conference.
Chicago author-date
Derycke, Hanne, Ronan Van Rossem, and Katia Levecque. 2012. “Is the Well-being of Male and Female Ph.D. Students Influenced Differently by the Mentoring Style of Their Supervisor?” In Research Network Sociology of Education, European Sociological Association Mid-term Conference, Abstracts.
Chicago author-date (all authors)
Derycke, Hanne, Ronan Van Rossem, and Katia Levecque. 2012. “Is the Well-being of Male and Female Ph.D. Students Influenced Differently by the Mentoring Style of Their Supervisor?” In Research Network Sociology of Education, European Sociological Association Mid-term Conference, Abstracts.
Vancouver
1.
Derycke H, Van Rossem R, Levecque K. Is the well-being of male and female Ph.D. students influenced differently by the mentoring style of their supervisor? Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts. 2012.
IEEE
[1]
H. Derycke, R. Van Rossem, and K. Levecque, “Is the well-being of male and female Ph.D. students influenced differently by the mentoring style of their supervisor?,” in Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts, Ghent, Belgium, 2012.
@inproceedings{2997565,
  abstract     = {Aim: The aim of this study is to assess whether the mentoring style of a Ph.D. supervisor influences the work-related well-being of male and female Ph.D. students differently by taking into account students’ psychosocial work conditions (Karasek, 1979) as possible mediating factors. Method: The study is based on data collected using the Survey of Junior Researchers (2008), including 952 male and 928 female Ph.D. students from 4 Flemish universities. The mentoring style was assessed using two scales, measuring whether Ph.D. students perceived their supervisor to be authoritative and/or supportive. Multi-group structural equation modelling was applied to explore the underlying structure of the relationships among mentoring style, psychosocial work conditions and work-related well-being. Results: Our results indicated that for both men and women the relation between mentoring style and well-being was partially mediated by one’s psychosocial work conditions such as perceived job demands, control and social support from co-workers but there is also a direct effect of mentoring style on well-being. For both male and female students, results showed that the more they perceived their supervisor as supportive, the higher their co-worker support and work-related well-being. In contrast, an authoritative mentoring style was positively related to job demands and negatively related to job control, co-worker support and well-being. Job control and co-worker support had a positive effect on male and female well-being, whereas job demands were only among women negatively related to well-being. For men and women, the combination of a supportive and an authoritative mentoring style was negatively associated with co-worker support and job control, while it was positively associated with job demands for women. For men, an interaction effect between both types of mentoring style was observed: the more students perceive their supervisor as both authoritative and supportive, the lower their well-being. Conclusion: These findings suggest that a supportive and an authoritative mentoring style have opposite effects on the well-being of both male and female Ph.D. students. However, when the mentor is authoritative, the positive effect on well-being of a supportive mentoring style disappeared.},
  author       = {Derycke, Hanne and Van Rossem, Ronan and Levecque, Katia},
  booktitle    = {Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts},
  keywords     = {gender,mentoring style,doctoral education},
  language     = {eng},
  location     = {Ghent, Belgium},
  title        = {Is the well-being of male and female Ph.D. students influenced differently by the mentoring style of their supervisor?},
  year         = {2012},
}