Abstracts
Résumé
Plusieurs études qualitatives suggèrent que le sentiment de faire partie de la communauté scientifique est essentiel à la réussite du parcours doctoral. Bien que quelques outils aient été développés pour capter certaines composantes du sentiment de communauté scientifique, il n’existe aucun instrument pour mesurer ce construit dans sa globalité. La présente étude visait donc à développer l’Échelle du sentiment de communauté scientifique (ÉSCS) et à en examiner les qualités psychométriques auprès d’un échantillon de 318 doctorants au Canada. Cinq indicateurs de la validité de construit (exploratoire, confirmatoire, discriminante, prédictive et concourante) et trois indicateurs de fidélité (cohérence interne, test-retest et stabilité temporelle) de l’ÉCSC ont été examinés. En somme, cette échelle comporte 18 items répartis en trois facteurs (perception d’appartenir, d’influencer et de bénéficier de soutien) présentant tous de bons indices de cohérence interne. Les qualités psychométriques de l’ÉSCS justifient son usage dans des études ultérieures.
Mots-clés :
- bien-être social,
- développement d’outil,
- doctorat,
- sentiment de communauté scientifique,
- validation d’outil
Abstract
Several qualitative studies suggest that the sense of belonging to the scientific community is critical to the success of the doctoral journey. Although a few tools have been developed to capture some components of the sense of scientific community, no instrument is available to measure this construct in its entirety. The purpose of this study was to develop the Sense of Scientific Community Scale (SSCS) and to examine its psychometric qualities using a sample of 318 doctoral students in Canada. Five indicators of construct validity (exploratory, confirmatory, discriminant, predictive, and concurrent) and three indicators of reliability (internal consistency, test-retest and temporal stability) of the SCSS were examined. In sum, this scale comprises 18 items divided into three factors (perception of belonging, influencing, and benefiting from support) providing good internal consistency indices. The psychometric qualities of the SCSS justify its use in future studies.
Keywords:
- doctorate,
- scale development,
- scale validation,
- sense of scientific community,
- social wellbeing
Resumo
Vários estudos qualitativos sugerem que o sentimento de pertença à comunidade científica é essencial para o sucesso do percurso de doutoramento. Embora algumas ferramentas tenham sido desenvolvidas para capturar certas componentes do sentimento de comunidade científica, não há nenhum instrumento para medir este construto na sua globalidade. O presente estudo teve assim como objetivo desenvolver a Escala do sentimento de comunidade científica (ESCC) e examinar as qualidades psicométricas de uma amostra de 318 doutorandos no Canadá. Cinco indicadores de validade do construto (exploratória, confirmatória, discriminante, preditiva e concorrente) e três indicadores de fidelidade (coerência interna, teste-reteste e estabilidade temporal) da ESCC. Em suma, esta escala compreende 18 itens divididos em três fatores (percepção de pertença, de influência e de benefício de apoios) apresentando todos bons índices de coerência interna. As qualidades psicométricas da ESCC justificam o seu uso em estudos ulteriores.
Palavras chaves:
- desenvolvimento de ferramentas,
- doutoramento,
- qualidades psicométricas,
- sentimento de comunidade científica,
- validação de ferramentas
Appendices
Liste de références
- Achim, A. (2020). Esprit et enjeux de l’analyse factorielle exploratoire. The quantitative methods for psychology, 16(4), 213-247. https://doi.org/10.20982/tqmp.16.4.p213
- Boyd, N. M., Liu, X., & Horissian, K. (2022). Impact of community experiences on student retention perceptions and satisfaction in higher education. Journal of College Student Retention: Research, Theory & Practice, 24(2), 337-365. https://doi/10.1177/1521025120916433
- Boyd, N. M., & Nowell, B. (2013). Psychological sense of community: A new construct for the field of management. Journal of Management Inquiry, 23(2), 107-122. https://doi.org/10.1177/1056492613491433
- Bucchi, M. (2014). Norms, competition and visibility in contemporary science: The legacy of Robert K. Merton. Journal of Classical Sociology, 15(3), 233-252. https://doi.org/10.1177/1468795X14558766
- Cabot, I., & Facchin, S. (2021). Élaboration et validation de l’Échelle de perception d’un centre d’aide en français du postsecondaire (ÉPCAFP). Revue canadienne de l’éducation, 44(2), 466-495. https://doi.org/10.53967/cje-rce.v44i2.4761
- Chao, M., Monini, C., Munck, S., Thomas, S., Rochot, J., & Van de Velde, C. (2015). Les expériences de la solitude en doctorat. Fondements et inégalités. Socio-logos. Revue de l’association française de sociologie, (10). https://doi.org/10.4000/socio-logos.2929
- Chavis, D. M., Lee, K. S., & Acosta, J. D. (2008). Sense of Community Index 2 (SCI-2). APA PsycTests. https://doi.org/10.1037/t33090-000
- Cornér, S., Löfström, E., & Pyhältö, K. (2017). The relationship between doctoral students’ perceptions of supervision and burnout. International Journal of Doctoral Studies, 12, 91-106. https://doi.org/10.28945/3754
- DeVellis, R. F., & Thorpe, C. T. (2021). Scale development: Theory and applications. SAGE Publications.
- Emmioğlu, E., McAlpine, L., & Amundsen, C. (2017). Doctoral students’ experiences of feeling (or not) like an academic. International Journal of Doctoral Studies, 12, 73-90. https://doi.org/10.28945/3727
- Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50. https://doi.org/10.1177/002224378101800104
- Gallea, J. I., Medrano, L. A., & Morera, L. P. (2021). Work-related mental health issues in graduate student population. Frontiers in neuroscience, 15, article 593562. https://doi.org/10.3389/fnins.2021.593562
- Gardner, S. K. (2008). Fitting the mold of graduate school: A qualitative study of socialization in doctoral education. Innovative Higher Education, 33, 125-138. https://doi.org/10.1007/s10755-008-9068-x
- Gardner, S. K., & Barnes, B. J. (2007). Graduate student involvement: Socialization for the professional role. Journal of college student development, 48(4), 369-387. 10.1353/csd.2007.0036
- González-Betancor, S. M., & Dorta-González, P. (2020). Risk of Interruption of Doctoral Studies and Mental Health in PhD Students. Mathematics, 8(10), 1695. https://doi.org/10.3390/math8101695
- Hair, J. F., Black, W.C., Babin, B. J., & Anderson, R. E. (2019). Multivariate Data Analysis (8e ed.). Prentice-Hall.
- Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach’s alpha for estimating reliability. But…. Communication Methods and Measures, 14(1), 1-24. https://doi.org/10.1080/19312458.2020.1718629
- Holley, K. (2009). Animal research practices and doctoral student identity development in a scientific community. Studies in Higher Education, 34(5), 577-591. https://doi.org/10.1080/03075070802597176
- Jackman, P. C., Slater, M. J., Carter, E. E., Sisson, K., & Bird, M. D. (2022). Social support, social identification, mental wellbeing, and psychological distress in doctoral students: A person-centred analysis. Journal of Further and Higher Education, 1-14. https://doi.org/10.1080/0309877X.2022.2088272
- Keyes, C. L. M. (2014). Mental health as a complete state: how the salutogenic perspective completes the picture. In : G. F. Bauer & O. Hämmig (Eds.), Bridging occupational, organizational and public health (pp. 179-192). Springer.
- Kindelberger, C., & Picherit, S. (2016). La mesure de l’estime de soi à l’adolescence: proposition d’une nouvelle échelle multidimensionnelle (Emesa). Pratiques psychologiques, 22(1), 49-59. https://doi.org/10.1016/j.prps.2015.10.002
- Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. https://doi.org/10.1016/j.cedpsych.2015.03.004
- McAlpine, L., & Amundsen, C. (2009). Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education, 31(2), 109-125. https://doi.org/10.1080/01580370902927378
- McAlpine, L., & Norton, J. (2006). Reframing our approach to doctoral programs: An integrative framework for action and research. Higher Education Research & Development, 25(1), 3-17. https://doi.org/10.1080/07294360500453012
- McMillan, D. W., & Chavis, D. M. (1986). Sense of community: A definition and theory. Journal of community psychology, 14(1), 6-23. https://doi.org/10.1002/1520-6629(198601)14:1<6::AID-JCOP2290140103>3.0.CO;2-I
- Merton, R. K. (1973). The Sociology of Science: Theoretical and Empirical Investigations. University of Chicago Press.
- Navarro-González, D., Lorenzo-Seva, U., & Vigil-Colet, A. (2016). How response bias affects the factorial structure of personality self-reports. Psicothema, 28, 465–470. https://doi.org/10.7334/psicothema2016.113.
- Overall, N. C., Deane, K. L., & Peterson, E. R. (2011). Promoting doctoral students’ research self-efficacy: Combining academic guidance with autonomy support. Higher Education Research & Development, 30(6), 791‑805. https://doi.org/10.1080/07294360.2010.535508
- Putnick, D. L., & Bornstein, M. H. (2016). Measurement invariance conventions and reporting: The state of the art and future directions for psychological research. Developmental review, 41, 71-90. https://doi.org/10.1016/j.dr.2016.06.004
- Pyhältö, K., & Keskinen, J. (2012). Doctoral Students’ Sense of Relational Agency in Their Scholarly Communities. International Journal of Higher Education, 1(2), 136-149. https://doi.org/10.5430/ijhe.v1n2p136
- Richer, S. F., & Vallerand, R. J. (1998). Construction et validation de l’Échelle du sentiment d’appartenance sociale (ESAS). Revue Européenne de Psychologie Appliquée, 48(2), 129-137.
- Statistique Canada (2017). La scolarité au Canada : faits saillants du Recensement de 2016. https://www150.statcan.gc.ca/n1/daily-quotidien/171129/dq171129a-fra.htm
- Stubb, J. K. (2012). Becoming a scholar: The dynamic interaction between the doctoral student and the scholarly community [Thèse de doctorat, University of Helsinki]. https://helda.helsinki.fi/handle/10138/32807
- Sverdlik, A., Hall, N. C., & McAlpine, L. (2020). PhD imposter syndrome: Exploring antecedents, consequences, and implications for doctoral well-being. International Journal of Doctoral Studies, 15, 737-758. https://doi.org/10.28945/4670
- Talò, C., Mannarini, T., & Rochira, A. (2014). Sense of community and community participation: A meta-analytic review. Social indicators research, 117(1), 1-28.
- Terrell, S. R., Snyder, M. M., & Dringus, L. P. (2009). The development, validation, and application of the Doctoral Student Connectedness Scale. The Internet and Higher Education, 12(2), 112-116. https://doi.org/10.1016/j.iheduc.2009.06.004
- Tremblay-Wragg, É., Vincent, C., Lison, C., Gilbert, W., Valois, P., & Mathieu-Chartier, S. (2021). Les retraites de rédaction structurées auprès des doctorant·e·s : Quelles conditions favorisent une expérience de rédaction légitime, productive et plaisante ? Revue Canadienne de l’éducation, 44(2), 530-558. https://doi.org/10.53967/cje-rce.v44i2.4775
- Vallerand, R. J. (1989). Vers une méthodologie de validation trans-culturelle de questionnaires psychologiques: Implications pour la recherche en langue française. Psychologie Canadienne, 30(4), 662. https://doi.org/10.1037/h0079856
- Vallières, A., Levesque, N., & Bernard, J. (2022). Micro-pouvoirs en action au doctorat : la perception des étudiants. Revue internationale de pédagogie de l’enseignement supérieur, 38(3). https://doi.org/10.4000/ripes.4310
- Van Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2019). Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education, 43(1), 48-67. https://doi.org/10.1080/0158037X.2019.1652158
- Vekkaila, J., Pyhältö, K., & Lonka, K. (2013). Experiences of disengagement–A study of doctoral students in the behavioral sciences. International Journal of Doctoral Studies, 8, 61‑81. https://doi.org/10.28945/1870
- Vincent, C., Plante, I., Tremblay-Wragg, É. et Barroso Da Costa, C. (accepté). Échelle de santé psychologique adaptée et validée au doctorat. Mesure et Évaluation en Éducation.
- White, J., & Nonnamaker, J. (2008). Belonging and mattering: How doctoral students experience community. Journal of Student Affairs Research and Practice, 45(3), 676-698. https://doi.org/10.2202/1949-6605.1860