Women’s mental health in the doctoral context: Protective function of the psychological capital and academic motivation

Women s Health, Journal Year: 2025, Volume and Issue: 21

Published: Jan. 1, 2025

Background: Science recognizes the anxieties, depression, stress, and “turbulences” that women face in doctoral studies, but women’s mental health this context is still little addressed, even though it a critical aspect for well-being, persistence, success of candidates, who continue to be underrepresented many professional fields. Objectives: The study aims evaluate relationship between academic motivation, psychological capital, university performance (UAP) identify factors female success. Design: A cross-sectional, mixed-methods was conducted with sample 108 students from Lima, during first quarter 2024. Methods: In quantitative phase, three standardized scales were administered assess (UAP). qualitative interviews gather relevant information on health. Results: findings emphasize five important points: (1) levels performance, (2) motivational behavior according cycles, (3) risk protection profiles, (4) protective functions, (5) factors. results indicate 36% have low level 34% medium 37% high UAP, likewise “Intrinsic Motivation toward Accomplishment” positive core where most these converge. Significant differences found cycles motivation “University Academic Performance,” significant gap variables. profile (which limits performance) which allows are determined; identified by present “Self-efficacy.” demonstrates “Psychological Capital” “Academic Motivation” along dimensions “Self-efficacy” Experience Stimulation” serve functions. Fourteen organized into four main approaches: Optimism, Hope, Resilience, Self-efficacy. Conclusion: Limitations future projections discussed. practical implications include implementing support programs, fostering intrinsic integrating assessments, establishing networks, making tailored curricular adjustments.

Language: Английский

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Applying the mentor mindset to undergraduate and graduate student teaching assistant professional development in a laboratory course

Journal of Microbiology and Biology Education, Journal Year: 2025, Volume and Issue: unknown

Published: May 12, 2025

ABSTRACT Practitioners of the mentor mindset in academic settings maintain high standards while providing strong support and outside classroom. They encourage growth by being motivating transparent, reducing stress, feedback that can help intellectual growth. The is foundation professional development program for undergraduate graduate student teaching assistants largest introductory biology course at Cornell University (Investigative Biology). helps these gain pedagogical skills they immediately apply inquiry-based laboratory course. provide to each other with improvement. Due this program, are equipped mentoring allow them do more than just teach material. collaboration among different groups (undergraduate assistants, instructors, students) mutually benefits everyone. While group has reasons part learning community, reaching their goals shared mission developing a high-quality supportive environment. Professional must keep incentives, motivations, mind collaborate. This article discusses over past two decades shares resources instructors build similar programs using mindset.

Language: Английский

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Perceived employability of international doctoral students in the UK: applying Bronfenbrenner’s ecological systems theory

Studies in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 19

Published: Oct. 10, 2024

The quality of the UK's doctorate training system plays a fundamental role in fostering vibrant research outputs and attracting global talent. However, while maintaining consistently high standard remains static challenging, little is known about how employability international students shaped at what juncture it opportune to support their during studies. This paper aims understand doctoral within business schools British universities, drawing on Urie Bronfenbrenner's ecological systems theory as framework. qualitative study involves 15 from 9 schools. findings uncover various environmental impacting employability. In addition, this theoretically extends by applying provide multi-layered understanding employability, offering novel framework for targeted career interventions. Further, implications highlight urgent need tailored build industrial connections, promote departmental collaboration scaffold dynamic environment, proffer multiple resource channels, create employment opportunities both inside outside university.

Language: Английский

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The importance of personality and personal beliefs for understanding work-life balance in higher education

Studies in Higher Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 12

Published: Dec. 3, 2024

Internationally, within academia there is a need to address unsustainable work patterns that negatively impact healthy and productive environments. Previous research has focused on systemic pressures, such as academic precarity, demographics, gender, for understanding unhealthy work-life balance. This paper examines personality personal beliefs which may also explain different approaches to, experiences of, work. We undertook content analysis, thematic analysis of qualitative data collected in 2023 at an institution higher education the UK. These comprised perspectives about balance provided 55 online interviews 2 forms written feedback. 'Saying no' work-related tasks 'personal beliefs' were facilitators Not 'saying was inhibitor so anxiousness. Personal pressure compulsivity identified both inhibitors Our findings contribute new insights study add existing knowledge pressures how can differ based demographics. call improved individual academics structural opportunities designing sustainable workloads education.

Language: Английский

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