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Transition points: well-being and disciplinary identity in the first years of doctoral studies

Transition points: well-being and disciplinary identity in the first years of doctoral studies The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study.Design/methodology/approachThis study relies on data from a longitudinal study of PhD students enrolled at a large, research-intensive university in the USA. A group-based trajectory modeling approach is used to examine varying trajectories of well-being and disciplinary identity.FindingsThe authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership.Originality/valueAlthough there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Studies in Graduate and Postdoctoral Education Emerald Publishing

Transition points: well-being and disciplinary identity in the first years of doctoral studies

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-4686
DOI
10.1108/sgpe-07-2020-0045
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to examine doctoral students’ developmental trajectories in well-being and disciplinary identity during the first three years of doctoral study.Design/methodology/approachThis study relies on data from a longitudinal study of PhD students enrolled at a large, research-intensive university in the USA. A group-based trajectory modeling approach is used to examine varying trajectories of well-being and disciplinary identity.FindingsThe authors find that students’ physical health, mental health and disciplinary identity generally decline during the first few years of doctoral study. Despite this common downward trend, the results suggest that six different developmental trajectories exist. Students’ backgrounds and levels of stress, psychological needs satisfaction, anticipatory socialization experiences and prior academic success predict group membership.Originality/valueAlthough there is emergent evidence of a mental health crisis in graduate education scant evidence exists about the way in which well-being changes over time as students progress through their doctoral studies. There is also little evidence of how these changes might be related to academic processes such as the development of disciplinary identity. This study reported varying baseline degrees of well-being and disciplinary identity and offers that stress and unmet psychological needs might be partially responsible for varying trajectories.

Journal

Studies in Graduate and Postdoctoral EducationEmerald Publishing

Published: Aug 2, 2021

Keywords: Well-being; Motivation; Doctoral students; Stress; Disciplinary identity; Trajectory development

References