RENDIMIENTO SOBRE LA INVERSIÓN

The purpose of this study was to determine whether there differences exist in subjective

well-being and motivation among three discrete groups of doctoral students: Ed.D. and Ph.D.

students, part-time enrolled and full-time enrolled students, as well as first-year and second-year

doctoral students. One survey was administered to 142 doctoral students within UCF’s College

of Education. Of the 142 students who received a link to the survey via their student email

address, 40 doctoral students responded and completed the survey in its entirety. This chapter

presents the results of that data review as it relates to providing answers to:

1. Are there differences between Ed.D. and Ph.D. students in their motivation and

subjective well-being?

a. If there is a difference between students enrolled in the Ed.D. and Ph.D. programs in

motivation and subjective well-being, what may be contributing to the difference?

2. Are there differences between part-time enrolled and full-time enrolled students in their

motivation and subjective well-being?

a. If there is a difference between part-time enrolled and full-time enrolled students

enrolled in these doctoral programs, what may be contributing to the difference?

3. Are there differences between first year and second year students’ motivation and

subjective well-being?

a. If there is a difference between first and second year doctoral students in motivation,

Data Analysis

Survey participants had a two-week period during which they could begin and complete

the survey, with the ability to return later and complete the survey prior to the survey close date.

At the time of the survey’s closing, 47 students had responded to and began taking the electronic survey, however only 40 completed the entire survey. Therefore, the survey response rate was

28.2%, after removing the partial responses of the seven incomplete surveys that were recorded

at the close of the survey.

Statistical analysis of the three research questions was completed using the Mann-

Whitney test for non-parametric data (see results in Table 2). The Mann-Whitney U test was

chosen for the analysis of the three primary research questions because it compares distributions,

and the data collected were relatively non-normal, and the scales used throughout the survey

were ordinal. Findings were considered statistically significant at p < .05(Gall, Gall, & Borg,

2007).

Table 2. Mann-Whitney Mean Scores

Mann-Whitney Results

Ed.D. and Ph.D. PT Enrolled and FT Enrolled First Year and Second Year Subjective Well-Being p .091 .416 0.2 U 204.00 169.50 133.50 Motivation to Enter p .718 .196 0.9 U 179.00 152.00 182.00 Motivation to Do Well p .091 .634 0.8 U 253.00 217.00 186.00

Mann Whitney Descriptive Statistics

Ed.D. Ph.D. PT Enrolled FT Enrolled First Year Second Year

M M M M M M

Subjective Well-Being 20.00 21.25 21.93 18.92 22.06 17.27

Motivation to Enter 21.04 19.69 22.76 18.00 20.26 21.00

Table 3. Mann-Whitney Test Results

Scale Interpretation Subjective well-being

To determine a cumulative score for each participant’s subjective well-being, the score for the Satisfaction with Life Scale (SWLS) was combined with the score from the Brief

Symptom Inventory (BSI). A higher score on the BSI indicated decreased participant well-being,

while a higher score on the SWLS prior to reverse-scoring indicated increased well-being. To

properly calculate a cumulative SWB score, each item within the SWLS was reverse-scored so

that a higher score on the SWLS would similarly indicate decreased well-being. After reverse-

scoring of the SWLS, each participant’s overall subjective well-being score was then determined by simple calculation. Descriptive statistics for the items measuring this construct are available

in Table 4. A higher score on this scale should be interpreted as decreased well-being, while a

lower score should be interpreted as increased well-being.

To determine a cumulative score for each participant’s intrinsic and extrinsic motivations, the Self-Determined Career Motivations (SDCM) scale for motivation to enter and motivation to

do well in the doctoral program were also reverse-scored. The first three items of each

instrument were indicators of extrinsic motivation, while last three items of each instrument were Mann-Whitney Results

Ed.D. and Ph.D. PT Enrolled and FT Enrolled First Year and Second Year Subjective Well-Being p .091 .416 0.2 U 204.00 169.50 133.50 Motivation to Enter p .718 .196 0.9 U 179.00 152.00 182.00 Motivation to Do Well p .091 .634 0.8 U 253.00 217.00 186.00

Mann Whitney Descriptive Statistics

Ed.D. Ph.D. PT Enrolled FT Enrolled First Year Second Year

M M M M M M

Subjective Well-Being 20.00 21.25 21.93 18.92 22.06 17.27

Motivation to Enter 21.04 19.69 22.76 18.00 20.26 21.00

motivators were reverse-scored so that a higher score on the entire instrument indicated a

tendency toward extrinsic motivations. This process was repeated for each participant’s

motivation to do well in their doctoral program. Descriptive statistics for the items measuring

this construct are available in Table 5. A higher score on this scale should be interpreted as

heightened extrinsically motivated behavior, while a lower score on this scale should be

interpreted as more intrinsically motivated behavior.

Table 4. Measures of SWB, Descriptive Statistics

Item N Min. Max. M SD

Satisfaction with Life Scale (SWLS)

In most ways, my life is close to ideal. 40 1 5 3.48 .987

The conditions of my life are excellent. 40 2 5 3.78 .920

I am satisfied with my life. 40 2 5 4.00 .877

If I could live my life over, I would change almost nothing. 40 1 5 3.60 1.336 So far I have gotten the important things I want in life. 40 2 5 4.05 .932

Brief Symptom Inventory (BSI)

Nervousness or shakiness inside 40 1 5 1.85 1.122

Faintness or dizziness 40 1 5 1.43 1.010

Feeling that others are to blame for most of your troubles 40 1 3 1.25 .494

Trouble remembering things 40 1 5 2.05 1.131

Feeling easily annoyed or irritated 40 1 5 2.48 1.176

Pains in heart or chest 40 1 3 1.23 .530

Thoughts of ending your life 40 1 2 1.03 .158

Feeling that most people cannot be trusted 40 1 4 1.45 .714

Poor appetite 40 1 5 1.45 .959

Suddenly scared for no reason 40 1 3 1.10 .379

Temper outbursts that you could not control 40 1 3 1.37 .667

Feeling blocked in getting things done 40 1 5 2.18 1.059

Feeling lonely 40 1 4 1.88 1.042

Feeling blue 40 1 4 1.60 .841

Feeling no interest in things 40 1 3 1.38 .628

Feeling fearful 40 1 4 1.33 .656

Your feelings being easily hurt 40 1 4 1.60 .841

Feeling that people are unfriendly or dislike you 40 1 3 1.40 .672

Feeling inferior to others 40 1 5 1.70 1.018

Nausea or upset stomach 40 1 5 1.53 1.037

Feeling that you are watched or talked about by others 40 1 4 1.38 .740

Trouble falling asleep 40 1 5 1.95 1.218

Having to check and double check what you do 40 1 5 2.10 1.128

Difficulty making decisions 40 1 4 1.78 .891

Trouble catching your breath 40 1 3 1.15 .427

Hot or cold spells 40 1 4 1.30 .723

Your mind going blank 40 1 5 1.195 1.154

Numbness or tingling in parts of your body 40 1 5 1.35 .893

Feeling hopeless about the future 40 1 3 1.35 .622

Trouble concentrating 40 1 4 1.193 .917

Feeling weak in parts of your body 40 1 4 1.35 .770

Feeling tense or keyed up 40 1 5 2.23 1.271

Thoughts of death or dying 40 1 2 1.05 .221

Having urges to beat, injure, or harm someone 40 1 2 1.10 .304

Having urges to break or smash things 40 1 4 1.30 .687

Feeling very self-conscious with others 40 1 4 1.73 .960

Spells of terror or panic 40 1 4 1.25 .630

Getting into frequent arguments 40 1 4 1.23 .577

Feeling nervous when you are left alone 40 1 3 1.08 .350

Others not giving you credit for your achievements 40 1 4 1.52 .784

Feeling so restless you couldn’t sit still 40 1 5 1.45 .959

Feelings of worthlessness 40 1 4 1.38 .774

Feeling that people will take advantage of you if you let them 40 1 5 1.75 1.149

Feelings of guilt 40 1 4 1.48 .784

Table 5. Measures of Motivation, Descriptive Statistics _{Descriptive Statistics, Measures of Motivation}

Item N Min. Max. M SD

Motivation to Enter Doctoral Program

REASON I. You entered this program because somebody else wants you