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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 (2012) Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts.
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.
Please use this url to cite or link to this publication:
author
organization
year
type
conference
publication status
published
subject
keyword
gender, mentoring style, doctoral education
in
Research Network Sociology of Education, European Sociological Association Mid-term conference, Abstracts
conference name
Research Network Sociology of Education, European Sociological Association Mid-term conference
conference location
Ghent, Belgium
conference start
2012-09-13
conference end
2012-09-14
language
English
UGent publication?
yes
classification
C3
id
2997565
handle
http://hdl.handle.net/1854/LU-2997565
date created
2012-09-21 16:03:26
date last changed
2012-09-26 10:23:55
@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{\textquoteright} 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{\textquoteright}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},
  keyword      = {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},
}

Chicago
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.
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.
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.
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.