Doctoral programs experience low attrition rates and with keeping this in mind, it is important to address the challenges and barriers preventing students from reaching their academic goals. The purpose of this study is to investigate knowledge sharing behaviors and types of knowledge being shared among doctoral students and whether this process predicts research self-efficacy. The Social Cognitive Theory is used as the framework for this study with a focus on research self-efficacy. The results provide insight on how internal processes (emotion and cognition), environmental influences (research climate), and behaviors can impact knowledge sharing in doctoral programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]