How doctoral students’ role perceptions influence advisor-advisee relationships and academic progress: a case study

The patterns among the three participants showed that participants' role perceptions influenced participants' expectations and behaviors. Whether participants' expectations were fulfilled, and whether participants' behaviors were understood by the advisor influenced the advisor-advisee relationships. The advisor-advisee relationships influenced the participants' learning experience and graduation, and further influenced the academic progress. Suggestions for advising Ph.D. students and limitations of this study were provided at the end of this study.