Investigating Graduate Students’ Experiences through Structural Equation Modeling (SEM)

Abstract

This study used structural equation modeling (SEM) to investigate the role of graduate students’ experiences of microaffirmations, microaggressions, financial concerns, and mentor support (exogenous variables) on their perceptions of imposter syndrome, sense of belonging, and access and opportunities (endogenous variables). These success factors were measured using the Graduate Student Support Survey (GSSS), a 7-factor, 28-item survey. The GSSS success factors were mapped onto the basic needs components of self-determination theory: relatedness, competence, and autonomy. The SEM investigated the experiences of students based on a wide range of personal factors: enrollment status (full/part-time), gender, major (STEM/non-STEM), demographic group (race/ethnicity), degree type (M.S./Ph.D.), and family college experience (first/continuing generation). The SEM identified several significant pathways between the latent constructs (e.g., mentor support and sense of belonging) and differences based on demographic characteristics (e.g., STEM, female, and part-time student). Recognizing the impact of these factors on students’ well-being can spur relevant university administrators, faculty, and staff to take steps that will create a more inclusive campus climate that better supports graduate student success.

Keywords

• self-determination theory
• graduate student success
• sense of belonging
• imposter syndrome
• mentor support
• structural equation modeling