Graduation Semester and Year




Document Type


Degree Name

Doctor of Philosophy in Educational Leadership and Policy Studies


Educational Leadership and Policy Studies

First Advisor

E. Adrienne Hyle


Attrition rates, completion rates, and time to degree are the key areas researchers have sought to examine influencing factors and patterns of behavior that describe the departure process of students in doctoral study. Through the lens of self-determination theory (Deci & Ryan, 1985), the purpose of this phenomenological qualitative study was to examine and describe the intrinsic motivation experiences of doctoral level education cohort program students, those who are still in process and those who have completed. Specifically, this study focuses on investigating the variables of autonomy, competence, and relatedness in nine doctoral-level education cohort program participants who are in various stages of their doctoral program. This research revealed that there are many factors that influence students' progress. The factors includes: selection of topic, management of time, dealing with the challenges of statics, writing and research, connection to advisor, connection to cohort, personal life situation, breaks in the program, continuous feedback from advisor, and professional promotion and challenges during the program.


Education | Educational Leadership


Degree granted by The University of Texas at Arlington