Abstract
This research investigates the interplay between learner autonomy and supervisory style among research students, probing the dynamics that influence academic independence and mentorship effectiveness. In the context of research education, this study investigates how the supervisory style adopted by mentors affects impacts the development of learner autonomy among research students, shedding light on effective supervisory style for fostering learner autonomy. This study employed a quantitative comparative-descriptive methodology. The survey encompassed 149 research participants drawn from diverse academic disciplines, including Interdisciplinary subjects, Humanities and Social Sciences, Commerce and Management, and Science and Technology. Among the participants, 114 were female and 35 were male students enrolled in postgraduate programs at institutions affiliated with Mumbai University, situated in Mumbai, Navi Mumbai, and Thane. The study employed a stratified random sampling technique for respondent selection. It revealed a statistically significant positive correlation of moderate magnitude between learner autonomy and supervisory style among research students. The correlation of learner autonomy with supervisory style suggests that the way in which supervisors interact with their students plays a significant role in fostering learner autonomy. Supervisors who provide guidance and support while also allowing students the freedom to explore and make decisions can contribute to the development of autonomous learners.
Keywords: Learner autonomy, supervisory style, research students, higher education