Supporting Data for The Impact of Academic Buoyancy and Perceived Autonomy Support on Doctoral Students' Developmental Outcomes: The Role of Research Styles

The research is about the direct and indirect contributions of academic buoyancy and perceived autonomy support to doctoral students’ professional identity, life satisfaction, self-regulated learning, and coping strategies via research styles. It also investigates how student demographics (age, gender, academic discipline, doctoral program year and socioeconomic status) affect the said relationship. The sample size is five hundred and fifty-two doctoral students in six major cities (Beijing, Shanghai, Nanjing, Guangzhou, Shenzhen and Hong Kong).