Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being
By K. Pyhältö, Auli Toom, Jenni Stubb, Kirsti Lonka. 2012
215 citations recorded by the source corpus.
Successful studying in Ph. D. education is a complex matter. Although Ph. D. students are a highly select group, some never finish. This paper explores the problems that doctoral candidates face during their doctoral studies as well as students' well-being in relation to their studying engagement. The study is part of a larger research project on doctoral education. Altogether 669 doctoral students from the Faculties of Arts, Medicine, and Behavioural Sciences responded to the survey. Doctoral students' perceptions of the problems they encountered during their studies varied. The problems reported were related to general working processes, domain-specific expertise, supervision, the scholarly community, and resources. Doctoral students' well-being and study engagement showed a clear relationship. More effective means are needed to foster students' ability to overcome problems encountered during their Ph. D. studies.
Subfields: Clinical Psychology, General Health Professions, Social Psychology
View Paper: https://www.semanticscholar.org/paper/5a173e702e8faff7ba10c9e7b76233fae443f0c5
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In Clinical Psychology
In General Health Professions
In Social Psychology
Citations in the corpus
- Psychological health of doctoral candidates, study-related challenges and perceived performance (2018, methodology): “In stage 2, we deductively re-analysed the data in each category to determine the extent to which our findings corresponded with, or extended beyond, the four-category typology of PhD-related problems developed by Pyhältö et al. (2012).”
- Contribution of the doctoral education environment to PhD candidates’ mental health problems: a scoping review (2018, methodology): “Two sets of studies were based on the same data sets, that is, Hyun et al. (2007); Hyun et al. (2006); Pyhältö et al. (2012); Stubb et al. (2011), meaning that 13 surveys were conducted overall.”
- A systematic review of graduate student peer mentorship in academia (2019, background): “Competencies such as time management, and academic writing skills are often developed and honed through observation, practice, and the integration of formal and informal formative feedback from supervisors and peers (Pyhältö et al., 2012).”