Doctoral Students' Emotional Exhaustion and Intentions to Leave Academia

By K. Devine, K. Hunter. 2016

229 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions

View Paper: https://www.semanticscholar.org/paper/95e46d27922ec0be850dc41e87ed44b3e119ec47

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. G. Bates
2. S. Mackie

In General Health Professions

1. Megan Woods
2. G. Bates
3. S. Mackie

Citations in the corpus

• Stressors in early-stage doctoral students* (2018, background): “…of support was advocated by Hockey (1994) who felt supervision should be made up of intellectual and pastoral dimensions, with this echoed by recent research on supervision styles (Manathunga 2005) and suggestions for ameliorating emotional exhausation on doctoral students (Hunter and Devine 2016).”
• Contribution of the doctoral education environment to PhD candidates’ mental health problems: a scoping review (2018, background): “…processes could be improved in ways that could potentially bolster PhD candidates’ mental health (Assembly, 2014; Peluso et al., 2011) and that the relationship offers opportunities for awareness raising, destigmatising and promotion of mental health interventions (Hunter & Devine, 2016).”
• Psychological health of doctoral candidates, study-related challenges and perceived performance (2018, background): “A growing body of evidence demonstrates that psychological distress and emotional exhaustion influence educational outcomes and degree completion (Hunter & Devine, 2016; Wright, 2006) indicating that better understanding the causes and impacts of stress on doctoral students could contribute to…”
• A systematic review of graduate student peer mentorship in academia (2019, background): “Researchers have suggested that the presence of relational supports can mitigate stress, promote and facilitate student learning, and may be instrumental in students’ decisions to withdraw from graduate programs (Gardner, 2008; Hunter & Devine, 2016; Martinez et al., 2013).”