PROGRESS-ORIENTED WORKSHOPS FOR DOCTORAL WELL-BEING: EVIDENCE FROM A TWO-COUNTRY DESIGN-BASED RESEARCH.
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| Title: | PROGRESS-ORIENTED WORKSHOPS FOR DOCTORAL WELL-BEING: EVIDENCE FROM A TWO-COUNTRY DESIGN-BASED RESEARCH. |
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| Authors: | Prieto, Luis P.1 lprisan@tlu.ee, Odriozola-González, Paula2 paula.odriozola@unican.es, Jesús Rodríguez-Triana, María1 mjrt@tlu.ee, Dimitriadis, Yannis3 yannis@tel.uva.es, Ley, Tobias1 tley@tlu.ee |
| Source: | International Journal of Doctoral Studies. 2022, Vol. 17, p39-66. 28p. |
| Subject Terms: | *Doctoral students, *Mental health education, *Mental depression, *Emotional experience, *Anxiety, Well-being, Taboo, Mental health |
| Geographic Terms: | Estonia, Spain |
| Abstract: | Aim/Purpose This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates. Background Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population. Among structural, psychosocial, and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. Methodology This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students' everyday practice. We gathered mixed data over four iterations, with a total of 82 doctoral students from multiple disciplines in Spain and Estonia. Contribution An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences, and indicators of progress, as well as self-tracking, analysis, and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional well-being, and dropout ideation in two new contexts. Finally, the paper also distills design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions, and researchers. Findings Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout, and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students' positive psychological capital after the workshops (Cohen's d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits. Recommendations for Practitioners Intervention design guidelines for doctoral trainers include focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection. Recommendations for Researchers The construct of progress, its components, and its relationships with both emotional well-being and doctoral dropout need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries). Impact on Society The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional well-being and dropout challenges facing hundreds of thousands of doctoral students worldwide, ultimately helping increase the research and innovation potential of society as a whole. Future Research More rigorous evaluative studies of the proposed approach need to be conducted, with larger samples and in other countries/contexts. Aside from the proposed one-shot training events, complementary longitudinal interventions focusing on supporting everyday progress and reflection throughout the doctoral process should be trialed. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Doctoral Studies is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 156990505 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: PROGRESS-ORIENTED WORKSHOPS FOR DOCTORAL WELL-BEING: EVIDENCE FROM A TWO-COUNTRY DESIGN-BASED RESEARCH. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Prieto%2C+Luis+P%2E%22">Prieto, Luis P.</searchLink><relatesTo>1</relatesTo><i> lprisan@tlu.ee</i><br /><searchLink fieldCode="AR" term="%22Odriozola-González%2C+Paula%22">Odriozola-González, Paula</searchLink><relatesTo>2</relatesTo><i> paula.odriozola@unican.es</i><br /><searchLink fieldCode="AR" term="%22Jesús+Rodríguez-Triana%2C+María%22">Jesús Rodríguez-Triana, María</searchLink><relatesTo>1</relatesTo><i> mjrt@tlu.ee</i><br /><searchLink fieldCode="AR" term="%22Dimitriadis%2C+Yannis%22">Dimitriadis, Yannis</searchLink><relatesTo>3</relatesTo><i> yannis@tel.uva.es</i><br /><searchLink fieldCode="AR" term="%22Ley%2C+Tobias%22">Ley, Tobias</searchLink><relatesTo>1</relatesTo><i> tley@tlu.ee</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Doctoral+Studies%22">International Journal of Doctoral Studies</searchLink>. 2022, Vol. 17, p39-66. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Doctoral+students%22">Doctoral students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mental+health+education%22">Mental health education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mental+depression%22">Mental depression</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+experience%22">Emotional experience</searchLink><br />*<searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Taboo%22">Taboo</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Estonia%22">Estonia</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aim/Purpose This paper explores an intervention approach (in the form of workshops) focusing on doctoral progress, to address the problems of low emotional well-being experienced by many doctoral candidates. Background Doctoral education suffers from two severe overlapping problems: high dropout rates and widespread low emotional well-being (e.g., depression or anxiety symptoms). Yet, there are few interventional approaches specifically designed to address them in the doctoral student population. Among structural, psychosocial, and demographic factors influencing these problems, the self-perception of progress has emerged recently as a crucial motivational factor in doctoral persistence. Methodology This paper reports on an iterative design-based research study of workshop interventions to foster such perception of progress in doctoral students' everyday practice. We gathered mixed data over four iterations, with a total of 82 doctoral students from multiple disciplines in Spain and Estonia. Contribution An approach to preventive interventions that combines research-backed education about mental health and productivity, peer sharing and discussion of experiences, and indicators of progress, as well as self-tracking, analysis, and reflection upon everyday evidence of their own progress. The paper provides initial evidence of the effectiveness of the proposed interventions, across two institutions in two different countries. Further, our data confirms emergent research on the relationships among progress, emotional well-being, and dropout ideation in two new contexts. Finally, the paper also distills design knowledge about doctoral interventions that focus on progress, relevant for doctoral trainers, institutions, and researchers. Findings Our quantitative and qualitative results confirm previous findings on the relationships among progress, burnout, and dropout ideation. Our iterative evaluation of the workshops also revealed a large positive effect in students' positive psychological capital after the workshops (Cohen's d=0.83). Our quantitative and qualitative analyses also started teasing out individual factors in the variance of these benefits. Recommendations for Practitioners Intervention design guidelines for doctoral trainers include focusing on actionable productivity and mental health practices, the use of activities targeting perception biases and taboos, or the use of active practices and real (anonymous) data from the participants to make progress visible and encourage reflection. Recommendations for Researchers The construct of progress, its components, and its relationships with both emotional well-being and doctoral dropout need to be more deeply studied, using multiple methods of data collection, especially from more frequent, ecologically valid data sources (e.g., diaries). Impact on Society The proposed interventions (and focusing on doctoral progress more generally) hold promise to address the current emotional well-being and dropout challenges facing hundreds of thousands of doctoral students worldwide, ultimately helping increase the research and innovation potential of society as a whole. Future Research More rigorous evaluative studies of the proposed approach need to be conducted, with larger samples and in other countries/contexts. Aside from the proposed one-shot training events, complementary longitudinal interventions focusing on supporting everyday progress and reflection throughout the doctoral process should be trialed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Doctoral Studies is the property of Informing Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.28945/4898 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 39 Subjects: – SubjectFull: Doctoral students Type: general – SubjectFull: Mental health education Type: general – SubjectFull: Mental depression Type: general – SubjectFull: Emotional experience Type: general – SubjectFull: Anxiety Type: general – SubjectFull: Well-being Type: general – SubjectFull: Taboo Type: general – SubjectFull: Mental health Type: general – SubjectFull: Estonia Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: PROGRESS-ORIENTED WORKSHOPS FOR DOCTORAL WELL-BEING: EVIDENCE FROM A TWO-COUNTRY DESIGN-BASED RESEARCH. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Prieto, Luis P. – PersonEntity: Name: NameFull: Odriozola-González, Paula – PersonEntity: Name: NameFull: Jesús Rodríguez-Triana, María – PersonEntity: Name: NameFull: Dimitriadis, Yannis – PersonEntity: Name: NameFull: Ley, Tobias IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 15568881 Numbering: – Type: volume Value: 17 Titles: – TitleFull: International Journal of Doctoral Studies Type: main |
| ResultId | 1 |
