Trust in advisor predicts Ph.D. students' academic motivation, well-being, and achievement: A prospective longitudinal study.

ABSTRACT: Ph.D. training across academic disciplines has faced significant challenges, with news and media outlets regularly highlighting student struggles, including frequent distrust and antagonism in relationships with faculty advisors. Given the centrality of the advisor-advisee relationship in doctoral education-most programs follow an apprenticeship model where students are mentored closely by a primary faculty advisor-the quality of this relationship may be particularly important. Yet almost no empirical research has systematically examined the long-term implications of advisor trust in doctoral education. In a prospective longitudinal study of 558 incoming Ph.D. students-primarily in STEM (Science, Technology, Engineering, and Mathematics) fields-at three US research universities, we examine

SUBMITTER: Hu D 

PROVIDER: S-EPMC12836308 | biostudies-literature | 2026 Jan

REPOSITORIES: biostudies-literature