Motivation in Graduate Students

  • Rahimi, S., Hall, N. C., & Sticca, F. (in press). Understanding academic procrastination: A longitudinal analysis of procrastination and emotions in undergraduate and graduate students. Motivation and Emotion.
  • Houlden, S., Hodson, J., Veletsianos, G., Gosse, C., Lowenthal, P., Dousay, T., & Hall, N. C. (2022). Support for scholars coping with online harassment: An ecological framework. Feminist Media Studies, 22(5), 1120-1138. doi:10.1080/14680777.2021.1883086
  • Jonas, E. A., & Hall, N. C. (2022). Writing and reading self-efficacy in graduate students: Exploring implications for well-being. Interdisciplinary Education and Psychology, 3(1): 3. doi:10.31532/InterdiscipEducPsychol.3.1.003
  • Sverdlik, A., Hall, N. C., & Vallerand, R. J. (2022). Doctoral students and COVID-19: Exploring challenges, academic progress, and well-being. Educational Psychology. doi:10.1080/01443410.2022.2091749
  • Hall, N. C. (2021). Motivation and well-being of faculty and graduate students: Empirical relations with university rankings. In M. Stack (Ed.), Global university rankings and the politics of knowledge (pp. 195-224). Toronto, ON: University of Toronto Press.  [download]
  • Rahimi, S., & Hall, N. C. (2021). Why are you waiting? Differences in academic procrastination between undergraduate and graduate students. Innovative Higher Education. doi:10.1007/s10755-021-09563-9
  • Rahimi, S., & Hall, N. C. (2021, April). Differences in the prevalence of and reasons for academic procrastination between undergraduate and graduate students. American Educational Research Association, Orlando, FL.
  • Gosse, C., Veletsianos, G., Hodson, J., Houlden, S., Dousay, T., Lowenthal, P., & Hall, N. C. (2021). The hidden costs of connectivity: Nature and effects of scholars’ online harassment. Learning, Media and Technology, 46(3), 264-280. doi:10.1080/17439884.2021.1878218
  • Sverdlik, A., McAlpine, L., & Hall, N. C. (2021). Insights from a survey ‘comments’ section: Extending research on doctoral student well-being. Studies in Graduate and Postdoctoral Education, 12(2), 262-282. doi:10.1108/SGPE-06-2020-0035
  • Sverdlik, A., Hall, N. C., & McAlpine, L. (2020). PhD imposter syndrome: Exploring antecedents, consequences, and implications for well-being. International Journal of Doctoral Studies, 15, 737-758. doi:10.28945/4670
  • Horrocks, P. T. M., Hall, N. C., & Jonas, E. A. (2020, June). Well-being in graduate students: The effects of self-determined motivation. SELF International Conference, Quebec City, QC.
  • Jonas, E. A., Hall, N. C., & Lee, S. Y. (2020, June). The roles of writing and reading self-efficacy in graduate student well-being. SELF International Conference, Quebec City, QC.
  • Jonas, E. A., Lee, S. Y., & Hall, N. C. (2020, June). PhD or MA? Humanities or STEM? Understanding graduate-level reading and writing self-efficacy. SELF International Conference, Quebec City, QC.
  • Rahimi, S., & Hall, N. C. (2020, June). Academic procrastination in graduate vs. undergraduate students. SELF International Conference, Quebec City, QC.
  • Sverdlik, A., Hall, N. C., & McAlpine, L. (2020, June). Feeling like a fraud: How perceived belongingness and imposter syndrome shape doctoral students’ well-being. SELF International Conference, Quebec City, QC.
  • Sverdlik, A., & Hall, N. C. (2019). Not just a phase: Exploring the role of doctoral program stage on motivation and well-being. Journal of Adult and Continuing Education. [DOI]
  • Feizi, S., & Hall, N. C. (2019, May). Supervisors’ role in doctoral students’ mental health.  Society for the Study of Motivation, Washington, DC.
  • Feizi, S., Sverdlik, A., & Hall, N. C. (2019, May). How doctoral students’ psychological well-being can change in different stages of the Ph.D. program. Association for Psychological Science, Washington, DC.
  • Jonas, E. A., Feizi, S., & Hall, N. C. (2019, May). Confused, anxious, and frustrated: The mediating role of epistemic emotions between writing self-efficacy and psychological well-being in graduate students. Association for Psychological Science, Washington, DC.
  • Jonas, E. A., Feizi, S., Hall, N. C. (2019, May). Exploring relations between writing self-efficacy, emotions, and psychological adjustment in graduate students. Canadian Psychological Association, Halifax, NS.
  • Jonas, E. A., & Hall, N. C., & Lee, S. Y. (2019, May). Reading and writing self-efficacy in graduate education: Does degree program or academic discipline matter? Society for the Study of Motivation, Washington, DC.
  • Jonas, E. A., Lee, S. Y., Wang, H., & Hall, N. C. (2019, April). Exploring the roles of writing and reading self-efficacy in the well-being of graduate students. American Educational Research Association, Toronto, ON.
  • Feizi, S., Hall, N. C., & Sverdlik, A. (2018, June). The SAS Project: Examining the effects of self-efficacy on well-being in graduate students. International Congress of Applied Psychology, Montreal, QC.
  • Feizi, S., & Hall, N. C. (2018, May). Analyzing the effects of self-efficacy on well-being in graduate students. Canadian Society for the Study of Higher Education, Regina, SK.
  • Feizi, S., & Hall, N. C. (2018, May). The SAS Project: Longitudinal effects of self-efficacy on mental health in graduate students. Association for Psychological Science, San Francisco, CA.
  • Feizi, S., Hall, N. C., Sverdlik, A., & Wang, H. (2018, April). The SAS Project: An international analysis of self-efficacy and well-being in graduate students. American Educational Research Association, New York, NY.
  • Sverdlik, A., Hall, N. C., Hubbard, K. A., & McAlpine, L. (2018). The PhD experience: A review of the factors influencing doctoral students’ completion, achievement, and well-being. International Journal of Doctoral Studies, 13, 361-388.  [DOI]
  • Sverdlik, A., Hall, N. C., & Wang, H. (2018, April). Not just a phase: Understanding the role of doctoral program stage on motivation and well-being. American Educational Research Association, New York, NY.
  • Feizi, S., & Hall, N. C. (2018, March). Self-efficacy and emotions in graduate students. McGill Education Graduate Students’ Society, Montreal, QC.
  • Hall, N. C., Sverdlik, A., Rahimi, S., & Hubbard, K. A. (2017, May). The SAS Project: Exploring relations between university rankings, motivation, and well-being in graduate students. Society for the Study of Motivation, Boston, MA.
  • Sverdlik, A., Hall, N. C., & McAlpine, L. (2016, April). What doctoral students reveal in the comment section: Insights from an overlooked source. American Educational Research Association, Washington, DC.