Doctoral Degree Motivation

Doctoral Degree Motivation

2 paragraphs includes references

The key strategy for synthesizing articles for writing (i.e., writing about them as a group versus just summarizing them individually) is analyzing them thematically (identifying similarities/contradictions in their findings). You’re going to practice that in this discussion by thematically analyzing each other’s discussion posts.

Write 3–5 reasons that you decided to pursue a doctoral degree.
Then, analyze a colleague’s post about their reasons for pursuing a doctoral degree. Are there common themes in their reasons? Contradictions?

Response Guidelines

Read the posts of your peers and respond to at least one other learner. Please make sure your response is substantive.

Check our essay writing services here

APA

Pursuing a doctoral degree is a significant decision driven by multiple personal and professional motivations. First, I am motivated by a desire to contribute to the advancement of knowledge in my field, particularly in mental health research, where I aim to address gaps in understanding disorders like bipolar disorder through rigorous inquiry. Second, achieving a doctoral degree aligns with my career goal of becoming a recognized expert, enabling me to influence policy and practice in clinical settings. Third, the intellectual challenge of doctoral study excites me, as it offers opportunities to engage deeply with complex problems and develop critical thinking skills. Fourth, I seek to inspire and mentor future professionals, using my expertise to foster the next generation of scholars. Finally, the personal fulfillment of achieving a terminal degree drives me, as it represents a milestone in my lifelong commitment to learning and growth.

In analyzing a colleague’s post, common themes and contradictions emerge when comparing their reasons for pursuing a doctoral degree. Like me, my colleague emphasizes a passion for advancing knowledge, specifically in educational leadership, suggesting a shared theme of contributing to field-specific progress. They also highlight career advancement, mirroring my goal of expertise, though their focus is on administrative roles rather than clinical practice, indicating a divergence in application. A contradiction arises in their emphasis on financial stability as a motivator, which I did not prioritize, as my focus leans more toward intellectual and personal fulfillment. Additionally, their mention of community impact through localized education reforms complements my mentorship goal but differs in scope, as I aim for broader systemic influence. These similarities and differences underscore how personal values and professional contexts shape doctoral pursuits (Ryan & Deci, 2020; Wellington & Sikes, 2021).

References
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Wellington, J., & Sikes, P. (2021). Becoming a researcher: The process of doctoral education. Higher Education Research & Development, 40(3), 567–581. https://doi.org/10.1080/07294360.2020.1753188