Niveau de stress perçu par les doctorants et stratégies de coping dysfonctionnelles

Gérard, Laetitia; Nagels, Marc

doi:10.4000/ree.3013

Cited by 4 publications

(3 citation statements)

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“…Students delayed by two years in their thesis defense are significantly less likely to obtain their diploma (Matheka et al, 2020). In France, a survey studied the evolution of doctoral students' stress through the years of progression (Gerard & Nagels, 2017); questionnaires sent on social networks were answered by 357 students in the humanities and social sciences, law and economics, medicine, pharmacology, and computer sciences. Results indicated that the student's stress levels increased every year for the first three years and then decreased from the fourth year onwards.…”

Section: Contextual Variablesmentioning

confidence: 99%

“…Dropout intentions tend to diminish in the fourth year, perhaps because students are newly resolved and determined to finish their PhD. Gerard and Nagels (2017) established among doctoral students in France that stress levels tend to increase during the first three years of the PhD and drop during the fourth year. The years after that have higher dropout intention rates (although not significant in the post-hoc test), which may perhaps be explained by students questioning their own work and competencies, as well as bearing accumulating financial pressure.…”

Section: Three Facets To Understanding the Risk Of Doctoral Dropout I...mentioning

confidence: 99%

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The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France

Giudicelli,

Syssau,

Anders

et al. 2024

IJDS

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Aim/Purpose: With respect to doctoral students, the present study examined the association between dropout intentions and contextual, dispositional, and affective variables. The aim was to provide a deeper understanding of the factors that promote successful completion of doctoral studies in the humanities and social sciences in France. Background: Key variables relevant to doctoral life that could serve as predictors for dropout intention were assessed. These were research activity, health and private life, academic social life, supervision, university and facilities settings, career prospects, doctoral year, student personality, self-efficacy, and anxiety and depression levels. Methodology: Each of the aforementioned variables was measured at the end of the 2019-2020 academic year within a sample of 202 students from the same university who were enrolled in doctoral programs in the humanities and social sciences. Dropout intention was modeled with a logistic regression model, which allowed for the simultaneous taking into account a gamut of variables. Contribution: This study is the first to jointly assess the variables respective to predicting dropout intention and innovatively account for personality factors in addition to contextual factors. This study offers a deeper understanding of the role that personality may play and altogether reveals the variables that are most associated with doctoral dropout intentions in France. Findings: Through having also modeled personality as a potential risk/protective factor, this study confirms that contextual factors, compared to personality, play a more consequent role in PhD dropout intentions. Furthermore, we show that while personality factors are indeed associated with dropout intention, their links may be best understood through their interplay with contextual factors. Importantly, a sense of self-efficacy, anxiety, and depression was found significant, as well as research wellness, supervision quality, health, and emotional stability. Overall, dropout intentions were found to increase with the doctoral year. Recommendations for Practitioners: Findings suggest that university personnel aiming to reduce the number of doctoral students who plan to dropout should especially consider the following key variables: research conditions, doctoral year, and student characteristics (e.g., personality, depression, and sense of self-efficacy). Recommendation for Researchers: In order to better understand doctoral dropout, future studies should consider the interplay between choice of doctoral discipline and contextual, dispositional, and affective variables, as well as theories of motivation. Impact on Society: In higher education and research, decreasing doctoral dropout is important in maintaining society’s confidence in, and general success of, scientific research and educational practice, as well as increasing the amount of public and private funds dedicated to these valuable endeavors. Future Research: Future research should more intricately assess and control for interactions between individual-level, personality, and contextual factors during the doctorate, as well as include a larger cohort that may consist of both social sciences and traditional sciences majors.

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Section: Contextual Variablesmentioning

confidence: 99%

Section: Three Facets To Understanding the Risk Of Doctoral Dropout I...mentioning

confidence: 99%

The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France

Giudicelli,

Syssau,

Anders

et al. 2024

IJDS

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“…Worldwide studies have reported students’ concerns about their uncertain professional future, the difficult work-life balance, the fear of not having enough time to finish their research, the number of tenured research positions available and funding 2 3. The perceived stress level of more than 2000 French PhD students was found to be high 4 5. In addition, 36% of the 6320 PhD students surveyed in Nature’s bi-annual survey reported seeking help due to anxiety or depression 2…”

Section: Introductionmentioning

confidence: 99%

Mental health and working constraints of first-year PhD students in health and science in a French university: a cross-sectional study in the context of occupational health monitoring

et al. 2022

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ObjectivesTo assess the mental health and working constraints perception of first-year PhD in France.DesignIt is a cross-sectional study.SettingThe study was conducted by the team of the Lyon 1 University’s Occupational Health and Medical Service for Staff, from October 2019 to February 2020. First-year PhD students employed by the university were seen during the routine occupational health medical check-up.ParticipantsA total of 161 PhD students in science from the 2019 intake were included in the study (participation rate 98%).Outcome measuresData were collected using a self-questionnaire on psychosocial constraints at work (Job Content Questionnaire), the quality of the professional relationship with the supervisor (Advisory Working Alliance Inventory, Student perspective (AWAI-S)), medical conditions, anxiety (Generalized Anxiety Disorder-7) and depressive symptoms (Patient Health Questionnaire-9).ResultsA total of 161 PhD students from the 2019 intake were included in the study (participation rate 98%). Most of the PhD students reported high psychological demands (58%), high decision latitude (53%), high social support (55%) and good professional relationships with their supervisor (mean of global score of AWAI-S=114.5). However, 34% showed signs of at least mild depression, 19% showed signs of anxiety and 20% were referred to a mental health professional after the survey. Bivariate analyses showed that history of psychiatric disorders, their relationship with their supervisor, having complementary teaching activities and stressful working conditions contributed to anxiety and depression.ConclusionsEven in the first year of their PhD, some students had mental health issues. It seems relevant to generalise the medical follow-up of all PhD students as soon as they enter the doctoral programme in order to detect and treat their health problems and psychological disorders at an early stage.

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L’engagement en doctorat des formateurs aux métiers du care

Mahieu

2024

edso

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De plus en plus d’enseignants de formations professionnalisantes du supérieur s’engagent en doctorat. Cela semble en lien avec le processus d’universitarisation. Existe-il d’autres motifs ? Comment parviennent-ils à rester engagés alors qu’ils sont en reprise d’études et doivent concilier leur formation avec leurs autres trajectoires de vie ? Cet article s’intéresse au cas particulier des sages-femmes enseignantes. Nous avons mené une recherche qualitative longitudinale avec des entretiens auprès de 15 sages-femmes enseignantes en cours de doctorat à un an d’intervalle. Les résultats montrent qu’elles considèrent leur engagement comme un investissement pour leur profession et celle de sage-femme. Malgré les difficultés rencontrées, elles font preuve d’endurance. Nous identifions des facteurs influençant le maintien de leur engagement et de leur santé mentale, tels que la reconnaissance du travail doctoral par autrui et la relation soutenante avec leur(s) directeur(s) de thèse.

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Niveau de stress perçu par les doctorants et stratégies de coping dysfonctionnelles

Abstract: La modélisation des savoirs dans les analyses didactiques des situations d'enseignement et apprentissage Niveau de stress perçu par les doctorants et stratégies de coping dysfonctionnelles PhD students'stress and dysfunctional coping strategies

Cited by 4 publications

References 31 publications

The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France

The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France

Mental health and working constraints of first-year PhD students in health and science in a French university: a cross-sectional study in the context of occupational health monitoring

L’engagement en doctorat des formateurs aux métiers du care

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