Factors associated with anxiety and depression among U.S. doctoral students: Evidence from the gradSERU survey

Assessing the well-being of PhD scholars: a scoping review

BACKGROUND

Gaining insight into the well-being of PhD scholars is essential for cultivating a nurturing academic environment that boosts their efficiency and adds to the overall excellence of higher education. Our scoping review aimed to comprehensively map and analyse the current body of literature on the well-being of PhD scholars, identify important themes and gaps, and offer valuable insights for future studies and interventions to improve the overall well-being of PhD scholars.

METHODS

We conducted a scoping review using the Preferred Reporting Items for Systematic Review and Meta-Analysis-Scoping Review extension as per the Joanna Briggs Institute Protocol guidelines. A systematic search was performed across search engines and databases, including Medline, Embase, PsycINFO, CINAHL Ultimate, and Web of Science. The data were retrieved from inception to May 2024. All identified records were gathered and imported into the Covidence Software for screening, removing duplication, and final selection by the review team. The socio-ecological framework was used as a theoretical framework to analyse the data thematically.

RESULTS

The search across five databases resulted in the identification of 3,391 records, supplemented by an additional 25 records from Google Scholar as grey literature. Following the application of the eligibility criteria and thorough deliberation by the review team, 63 records were included in the review. Inductive thematic analysis systematically identified a conceptual framework encompassing the description of PhD scholars' well-being. The results revealed a comprehensive understanding of the concept of the well-being of PhD scholars, identifying themes at the individual, interpersonal, institutional, community, and policy levels.

CONCLUSION

The scoping review highlighted the complex, diverse, and multifaceted nature of PhD scholars' well-being, emphasising the need for comprehensive and tailored interventions at the individual, interpersonal, institutional, community, and policy levels to enhance their overall well-being.

Emotions and feelings in neuroscience education across career stages: a qualitative study with views from alumni, junior and senior academics

INTRODUCTION

Emotions and feelings are crucial components of our lives. However, their role in medical education scholarship, including in neuroscience education, has been overlooked. Moreover, their impact has been understudied in academia, especially across career stages. We explored emotions and feelings in the context of neuroscience education and across different career stages.

METHODS

This work is based on a project exploring the value of learning in postgraduate education, drawing on data from nineteen semi-structured interviews with university alumni and academics. Eight alumni (six females and two males) and eleven academics from a UK-based STEM-intensive institution participated in the study. Alumni refers to former students who have completed the MSc in neuroscience at a STEM-intense institution within the last six years. Lecturers and Senior Lecturers in neuroscience have been labelled as junior academics, whereas Readers and Professors have been labelled senior academics.

RESULTS

The alumni recognised their master experience was intense and challenging, yet acknowledged that enjoyment and stress are two faces of the same coin. Many cited their peers as an inspiration to go beyond the limits but only one student mentioned gratitude, which was never mentioned by the academics. At least one alumnus and one junior academic mentioned trust and confidence, but not the senior academics. Anxiety and confidence (and lack of) dominated the interviews with junior academics, who used intense words when discussing the pleasures of science. Conversely, the senior academics dedicated few words to emotions and feelings, never talked about anxiety, trust or gratitude, and very briefly mentioned the reward linked to sharing their knowledge with the next generations.

DISCUSSION

This work epitomises the importance of exploring emotions and feelings in neuroscience education. Talking more openly about emotions and reducing the pervasive narration of 'success stories' might be directions to follow, along with stressing the importance of cultivating self-efficacy, trust and gratitude since the early stages. Meetings between students and supervisors can play a key role in developing self-trust among the students. More focus should be placed on supporting the transition process between postgraduate studies and the subsequent steps of the academic ladder.

Mechanisms of Anxiety Among Doctoral Students in China

The anxiety of doctoral students in school has consistently been a major concern in society and the medical community, stemming from pressures, such as the pursuit of identity within highly professional and fiercely competitive academic communities, the urgent drive for high-level original scientific research output, and the need to break through the limits of personal ability to complete in-depth academic training. Current research has focused on the prevalence of, causes of, and intervention strategies for anxiety among doctoral students, but it still exhibits deficiencies, such as overly generalized analytical methods, neglect of the diversity within the doctoral student population, and the incomplete theoretical framework for the mechanisms of influence. Therefore, our study aims to examine the anxiety status of different categories of doctoral students and to explore their anxiety intervention mechanisms. Specifically, we employ a mixed research method combining quantitative and qualitative approaches to address issues, such as the influencing factors of anxiety in different types of doctoral students, the mechanisms of action of each factor, and the formation of an influence mechanism framework. The results indicate that anxiety is prevalent among doctoral students, with the key influencing factors being gender, age, love and marriage pressure, and self-perception. Full-time and part-time doctoral students exhibit different anxiety states and causes on account of varying pressures related to graduation, employment, and family factors. Our research distinguishes the heterogeneity of anxiety among different types of doctoral students in China, innovatively constructing a set of anxiety intervention mechanisms for doctoral students. It aims to provide policy insights for the adjustment of their anxiety and hopes to offer novel perspectives and exemplary references for the theoretical research and practical exploration of doctoral students' anxiety in other countries around the world.

A systematic review and a comprehensive approach to PhD students' wellbeing

The pursuit of a doctoral degree is a challenging process that can have a negative impact on the wellbeing of PhD students. Therefore, the aim here is to offer a systematic review of the current state of the literature on wellbeing among PhD students and the variables it involves in order to build an integrative model that will enrich future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology for systematic reviews has been used to lay out the process in a flow diagram. We systematically review studies up to 2021 (N = 38) published on the Web of Science and SCOPUS databases. The results show the current state of the literature on wellbeing in PhD students, the characteristics of the studies (location, study design, and sample), how the literature defines the concept, the variables involved, the study limitations, and future perspectives to improve the quality of life of doctoral students. Finally, a comprehensive approach to the topic is presented in an integrative model that encompasses all variables identified in the literature and offers a guide for future research.

Exploring the role of personal quantification in alleviating generalized anxiety disorder among Chinese PhD students: A cross-sectional study

Personal quantification plays a crucial role in preserving individual mental health. However, in previous research, its effectiveness in alleviating generalized anxiety disorder (GAD) has not been conclusively established. This study explores the impact of personal quantification on GAD among PhD students. The research data was obtained through questionnaires distributed to 308 PhD students across universities in China. Among these students, 118 anxiety-free participants were excluded, yielding valuable data from 190 students with GADs. We employed Python programming language and SPSS software for the empirical analysis. The results illustrated that personal quantification significantly and negatively impacted GAD (β = -0.148, P = .002), concurrently producing a significantly positive effect on self-efficacy (β = 0.359, P < .001). Further analysis showed that through 5000 sampling iterations and a 95% confidence level, self-efficacy significantly reduced certain symptoms of GAD (β = -0.1183; P = .026; 95% Cl: -0.2222 to -0.0144). Moreover, when the coefficient of self-efficacy was significantly negative, the impact of personal quantification on GAD remained statistically significant (β = -0.1056; P = .033; 95% Cl: -0.2025 to -0.0087). The findings indicated that personal quantification has a significant role in alleviating GAD among PhD students, which is partly mediated through self-efficacy. This study contributes valuable insights to the nonpharmacological alleviation of GAD in Chinese PhD students.

Game-based learning enhances students' understanding of endocrine physiology in veterinary medicine

Endocrine physiology is a complex subject for students. Game-based learning (GBL) and case-based learning (CBL) are active methodologies that are widely used because of their potential for motivation and greater proximity to the reality of modern students. We evaluated the effectiveness of GBL and CBL among veterinary medicine students compared with a control group using peer tutoring. Students (n = 106) from two institutions volunteered to participate in this study. The participants were submitted to a pretest questionnaire and subsequently were divided into three paired groups by their performance on the pretest exam: 1) traditional class + peer tutoring, 2) traditional class + GBL, and 3) traditional class + CBL. After the students completed the activities, their performance was once again evaluated by applying a new test with the same initial 10 questions and another set of 10 different questions. The students' perceptions and satisfaction with the methodologies and learning strategies were assessed. Anxiety was assessed with the State-Trait Anxiety Inventory before and after the conventional class and after the active methodologies. The GBL group significantly improved their correct answers compared with the baseline (P < 0.05), with no significant difference from CBL and peer tutoring. Anxiety levels did not differ regardless of the time of evaluation or the teaching methodology applied. GBL promoted a greater perception of the stimulus for self-study and problem-solving ability and contributed to the development of group dynamics compared with the group who received CBL (P < 0.05). In conclusion, GBL showed better results than peer tutoring and CBL.NEW & NOTEWORTHY We compared the supplementary use of game-based learning, case-based learning, and peer tutoring in the study of endocrine physiology by veterinary students and observed a slight advantage for game-based learning over the other two methodologies. The game was developed by the authors and is an unprecedented tool that can prove useful to improve knowledge acquisition in students of veterinary medicine. Thus, game-based learning is an effective supplementary teaching strategy.

The mediating roles of coping styles and academic burnout in the relationship between stressors and depressive symptoms among Chinese postgraduates

Background

Since few studies have incorporated factors like stressors, coping styles, and academic burnout into the same model to analyze their impacts on depressive symptoms, this research attempts to establish an optimal structural model to explore the direct and indirect effects of these factors on depressive symptoms.

Methods

A total of 266 postgraduates completed questionnaires regarding coping styles, academic burnout, stressors, and depressive symptoms. The path analysis was applied for investigating the roles of coping styles and academic burnout in mediating the relationship between stressors and depressive symptoms.

Results

The total and direct effects of stressors on depressive symptoms were 0.53 and 0.31, respectively. The proportion of the direct effect of stressors on depressive symptoms to its total effect amounted to 58.50%. The indirect effects of academic burnout, positive coping style, and negative coping style on the association between stressors and depressive symptoms were 0.11, 0.04, and 0.03, taking up 20.75%, 7.55%, and 5.66% of the total effect, respectively. The serial indirect effect of positive coping style and academic burnout was 0.02, accounting for 3.77% of the total effect, while that of negative coping style and academic burnout was 0.02, taking up 3.77% of the total effect.

Conclusions

Coping styles and academic burnout chain jointly mediate the relationship between stressors and depressive symptoms among postgraduates. Thus, encouraging postgraduates to tackle stress positively may reduce the likelihood of the development of academic burnout and further reduce depressive symptoms.

Personality traits that associated with generalized anxiety disorder among PhD students

There is an association between personality traits and generalized anxiety disorder (GAD). In order to differentiate the association between various personality traits and GAD, a survey was conducted among PhD students in northern China (mainland). Three conclusions could be drawn with the help of regression analysis. At first, there is a positive association between Honesty-Humility (HH)/Emotionality (E)/Conscientiousness (C)/Openness to experience (O) and GAD, whereas there is a negative association between Agreeableness (A)/eXtraversion (X) and GAD. Secondly, age, gender, major, monthly income, HH, E, X, A, C and O could explain a 21.80 % variance in GAD. Thirdly, E and C are two robust factors that associated with GAD among PhD students.

Mental Health Problems Among Graduate Students in Turkey: a Cross-Sectional Study

In this study, depression/anxiety and academic distress were investigated among graduate students in Turkey. The study sample comprised 459 graduate students who voluntarily completed an online survey (294 women, 64%). Independent t-tests and multivariate analyses were performed to examine group differences. The results confirmed that depression/anxiety and academic distress scores varied according to sociodemographic variables. Whereas depression/anxiety and academic distress did not show significant differences in terms of gender and place of residence, students who had previously sought psychological help had higher levels of depression/anxiety and academic distress. Younger age, being a master's student, and being single increased the risk of having higher levels of depression/anxiety and academic distress. University counseling centers may benefit from these findings in efforts to identify graduate students at risk and apply appropriate prevention and intervention strategies.

Face negotiation in graduate school: the decision to conceal or reveal depression among life sciences Ph.D. students in the United States

Background

Depression is one of the top mental health concerns among biology graduate students and has contributed to the "graduate student mental health crisis" declared in 2018. Several prominent science outlets have called for interventions to improve graduate student mental health, yet it is unclear to what extent graduate students with depression discuss their mental health with others in their Ph.D. programs. While sharing one's depression may be an integral step to seeking mental health support during graduate school, depression is considered to be a concealable stigmatized identity (CSI) and revealing one's depression could result in loss of status or discrimination. As such, face negotiation theory, which describes a set of communicative behaviors that individuals use to regulate their social dignity, may help identify what factors influence graduate students' decisions about whether to reveal their depression in graduate school. In this study, we interviewed 50 Ph.D. students with depression enrolled across 28 life sciences graduate programs across the United States. We examined (1) to what extent graduate students revealed their depression to faculty advisors, graduate students, and undergraduates in their research lab, (2) the reasons why they revealed or concealed their depression, and (3) the consequences and benefits they perceive are associated with revealing depression. We used a hybrid approach of deductive and inductive coding to analyze our data.

Results

More than half (58%) of Ph.D. students revealed their depression to at least one faculty advisor, while 74% revealed to at least one graduate student. However, only 37% of graduate students revealed their depression to at least one undergraduate researcher. Graduate students' decisions to reveal their depression to their peers were driven by positive mutual relationships, while their decisions to reveal to faculty were often based on maintaining dignity by performing preventative or corrective facework. Conversely, graduates performed supportive facework when interacting with undergraduate researchers by revealing their depression as a way to destigmatize struggling with mental health.

Conclusions

Life sciences graduate students most commonly revealed their depression to other graduate students, and over half reported discussing depression with their faculty advisor. However, graduate students were reluctant to share their depression with undergraduate researchers. Power dynamics between graduate students and their advisors, their peers, and their undergraduate mentees influenced the reasons they chose to reveal or conceal their depression in each situation. This study provides insights into how to create more inclusive life science graduate programs where students can feel more comfortable discussing their mental health.

Supplementary Information

The online version contains supplementary material available at 10.1186/s40594-023-00426-7.

How do anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning?-A multi-group analysis

Introduction

Highly accomplished doctoral students may suffer when they cannot manage their performance due to the crippling effects of anxiety and stress. This is even more likely to occur in the highly charged setting of competitive research. Using a structural equation modeling approach, this study examined how anxiety and stress impact the performance of Chinese doctoral students through self-regulated learning.

Methods

A total of 491 doctoral students and recent completers representing 112 universities in China participated in this study. A 42-item five-point Likert scale survey was used to measure participants' perceived anxiety (emotional and physical reactions), stress (study- and research-related stress), self-regulated learning, and performance (task and contextual performance) in their doctoral studies. Specifically, the extent to which participants' self-regulated learning mediated the influence of anxiety and stress on their task performance and contextual performance in their doctoral studies, as well as significant structural equation modeling differences across demographic variables of gender (i.e., male versus female), major (i.e., arts versus sciences), status (i.e., individuals pursuing a doctoral degree versus recent completers), and age (i.e., 30 and younger versus over 30) were examined.

Results and Discussion

The results indicated that self-regulated learning considerably affected task and contextual performance; stress had a considerable direct effect on task and contextual performance; the indirect influence of stress on task and contextual performance via self-regulated learning was significant; and there was a significant structural equation modeling difference between arts and sciences doctoral students. Educational implications are discussed.

The Developmental Trajectory of a Decade of Research on Mental Health and Well-Being amongst Graduate Students: A Bibliometric Analysis

The journey of graduate students through academia can be a difficult road plagued with several roadblocks due to several intersectional factors. These difficulties often impact the students’ mental health with severe consequences on their well-being and personal and academic achievements. There is a critical need for researchers to conduct studies in response to the positive mental well-being for this group of trainees, considering their peculiar role in the scholarly environment. This study aimed to explore the scientific research on the health and well-being of graduate students; typify the scientific landscape and development trajectory, cooperation networks, and fundamental research areas; and identify areas of needed research in this field. A bibliometric analysis of articles indexed in Scopus and published in the past decade (2012 to 2021) was undertaken. The results revealed that the research on graduate students’ mental health and well-being has increased over the years, significantly in the past two years, probably owing to the incidence of the COVID-19 pandemic and concerns around remote learning. The highest number of publications was from the United Kingdom (U.K.) and United States (U.S.), while the organizational affiliations were mainly from universities. The most prominent source type of publications was journal articles. The result also shows a weak collaboration across countries and organizations. The study identifies other areas of useful research, collaboration, intervention strategies, and policy review.

Mental Health of PhD Students at Polish Universities-Before the COVID-19 Outbreak

Background: A group particularly exposed to the occurrence of disorders in the sphere of the psyche are young people with a newly developing personality structure and a sense of identity. In the available literature there are few reports describing the mental health of doctoral students—a group that is affected by a particular group of stressors. The aim of the research was to assess the mental health of PhD students at Polish universities. Material and Methods: The Polish adaptation of the GHQ Questionnaire-28, developed by David Goldberg et al. was used in the research. PhD students from all universities associated in the National Representation of Doctoral Students were invited to take part in the research. A total of 576 completed questionnaires were received. Results: It was found that depression is statistically more frequent in doctoral students who are not in any relationship with another person; anxiety/insomnia is more common in women than men and less frequently in doctoral students of general than in technical universities. Conclusions: (1) More than half of the surveyed students complain about the deterioration of mental health. The most commonly reported symptom groups are anxiety and insomnia, followed by social dysfunctions and somatic symptoms. (2) Depression is statistically more common in people who are not in any relationship with another person and anxiety and insomnia are statistically more common in women than in men and statistically less frequent in doctoral students of general universities than technical universities. (3) In view of the presented results, educating young adults in the field of self-awareness in the field of mental health seems to be particularly important.

PhDepression: Examining How Graduate Research and Teaching Affect Depression in Life Sciences PhD Students

Graduate students are more than six times as likely to experience depression compared with the general population. However, few studies have examined how graduate school specifically affects depression. In this qualitative interview study of 50 life sciences PhD students from 28 institutions, we examined how research and teaching affect depression in PhD students and how depression in turn affects students' experiences teaching and researching. Using inductive coding, we identified factors that either positively or negatively affected student depression. Graduate students more commonly mentioned factors related to research that negatively affected their depression and factors related to teaching that positively affected their depression. We identified four overarching aspects of graduate school that influenced student depression: the amount of structure in teaching and research, positive and negative reinforcement, success and failure, and social support and isolation. Graduate students reported that depression had an exclusively negative effect on their research, primarily hindering their motivation and self-confidence, but that it helped them to be more compassionate teachers. This work pinpoints specific aspects of graduate school that PhD programs can target to improve mental health among life sciences graduate students.

Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph.D. students

University administrators and mental health clinicians have raised concerns about depression and anxiety among Ph.D. students, yet no study has systematically synthesized the available evidence in this area. After searching the literature for studies reporting on depression, anxiety, and/or suicidal ideation among Ph.D. students, we included 32 articles. Among 16 studies reporting the prevalence of clinically significant symptoms of depression across 23,469 Ph.D. students, the pooled estimate of the proportion of students with depression was 0.24 (95% confidence interval [CI], 0.18-0.31; I2 = 98.75%). In a meta-analysis of the nine studies reporting the prevalence of clinically significant symptoms of anxiety across 15,626 students, the estimated proportion of students with anxiety was 0.17 (95% CI, 0.12-0.23; I2 = 98.05%). We conclude that depression and anxiety are highly prevalent among Ph.D. students. Data limitations precluded our ability to obtain a pooled estimate of suicidal ideation prevalence. Programs that systematically monitor and promote the mental health of Ph.D. students are urgently needed.