The Impact of Facebook-based Dissertation Support Groups on the Sense of Belonging and Community Among PhD Students. This dissertation addresses the feelings of isolation and lack of support doctoral students feel during their doctoral journey, which results in a high attrition rate. The study explores the role of Facebook-based dissertation support groups in mitigating these challenges. Utilizing a mixed-methods approach, including content analysis of Facebook posts, a Likert-scale questionnaire, and detailed interviews, the study investigates two research questions: "How do Facebook groups, centered around doctoral students and the dissertation process, impact the sense of connectiveness between doctoral students and their peers in online programs?" And "what are the expectations of doctoral students regarding the practices within a Facebook community of practice which influence their sense of connectedness?" 400 Facebook posts were used for the content analysis, with 26 responses on the questionnaire, and five for the interviews. The results of the research suggested online support groups play a supportive multifaceted role in the doctoral journey. The questionnaire suggested a correlation between lack of support by dissertation chair and stronger perceived support by Facebook Groups. Despite the risk of Type 1 errors, the correlations in the quantitative data are supported by both qualitative data points. The content analysis suggested a platform used for emotional support, aiding students in navigating the often-isolating experience of pursuing a doctoral degree. Members shared personal and professional challenges, fostering feeling of connection and mutual understanding. Interviews revealed feeling of emotional camaraderie and of professional inadequacies. Member's academic confidence and self-advocacy skills, essential for navigating complex academic landscapes, improved due to interactions with their group. These groups functioned as communities of practice. Students experienced personal growth and empowerment and gained confidence in their academic identities and decision-making abilities. Students actively sought and received advice on specific challenges encountered during their doctoral studies, ranging from methodological inquiries to navigating academic administration hurdles. These groups not only provided a platform for sharing knowledge and resources but also fostered a sense of belonging, community, and emotional resilience. The role of these groups extended beyond academic support, influencing the broader doctoral experience, supporting students' academic success and personal growth. [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.]