Doctoral Students' Perceptions of Advising Style and Development and the Relationship between Them

Abstract

Four advising styles, authoritative, authoritarian, permissive, and uninvolved, were identified according to doctoral students' perceptions of demandingness and responsiveness of their advisors. Doctoral students who perceive working with authoritative advisors reported the highest levels of perceived development in cognition, motivation, professional skills, satisfaction, and professional production.