Different sources of social support for different identities of professional roles : a survey of Lithuanian doctoral candidates

Abstract

The purpose of this study was to analyze whether the availability of social support can help improve the professional identity of Lithuanian doctoral candidates. This is because the lack of support may be detrimental to progress in doctoral studies and conversely, social support may have a significant impact on professional identity development and expression. Methodology. The data were gathered through internet-based survey questionnaire. The instrument to measure doctoral candidates’ professional identity was developed and used. This instrument (27 items, α = 0.841) measures identity expression of 3 professional roles: researcher (α = 0.801), teacher (α = 0.844) and practician (α = 0.730). Also, social support (12 items, α = 0.740) was measured, the subscales are: supervisor support (α = 0.892), colleagues support (α = 0.819), and family and friends support (α = 0.720). Participants in this study were a sample of doctoral candidates (N = 124). The students represent a wide variety of profiles, ranging from technology and engineering to psychology and other social sciences. Findings. The hierarchical multiple regression analysis indicated that in contrast to years of doctoral studies and science (study) area, social support has a significance in prediction of doctoral candidates’ professional identity (F = 2.91, p < 0.05). Analysis of the results revealed that researcher’s professional role identity was significantly predicted by supervisor support (p < 0.01) and colleagues support (p < 0.01). Also, colleagues support was a significant predictor of teacher’s professional role identity (p < 0.01), and all kind of social support (overall) was a significant predictor of practician’s professional role identity (p < 0.05). Research implications.[...]