Promoting Psychological Well-Being in Doctoral Students: A Qualitative Study Adopting a Positive Psychology Perspective

Autor/inn/en	Jackman, Patricia C.; Sisson, Kelly
Titel	Promoting Psychological Well-Being in Doctoral Students: A Qualitative Study Adopting a Positive Psychology Perspective
Quelle	In: Studies in Graduate and Postdoctoral Education, 13 (2022) 1, S.19-35 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2398-4686
DOI	10.1108/SGPE-11-2020-0073
Schlagwörter	Well Being; Doctoral Students; Positive Attitudes; Student Attitudes; Influences; Foreign Countries; Student Motivation; Self Efficacy; Knowledge Level; Teacher Student Relationship; Social Support Groups; Life Style; United Kingdom (England) + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Ausland; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Wissensbasis; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Lebensstil
Abstract	Purpose: Concerns about psychological well-being (PWB) in doctoral students have grown in recent years. The purpose of this study was to explore qualitatively doctoral students' perceptions of factors that promoted their PWB during the doctoral journey. Design/methodology/approach: Nine recent doctoral graduates at an English university participated in the study. Participants recalled their experience and PWB during the doctoral journey via a life grid and semi-structured interview. The life grids were visually inspected to identify high points in PWB whilst the interview data were analysed thematically. Findings: The analysis produced the following seven themes representing factors that participants described during periods of better PWB: accomplishments; intrinsic rewards; self-efficacy; comprehension and understanding; supervisor support; wider support network; and self-care and lifestyle. Originality/value: By adopting a positive psychology approach and exploring qualitatively factors that promoted PWB in doctoral students, this study offers an alternative perspective to research on doctoral student well-being, which has largely adopted a pathological focus. As such, the study demonstrates the utility of approaching research on doctoral students' PWB from a positive psychology perspective. Findings are discussed in relation to the extant literature, and future directions for research are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01