Doctoral students’ well-being and motivation are important factors that are both shaped by, and shape students’ academic experiences in their programs. Existing literature consistently highlights the concerning well-being and maladaptive motivational patterns in doctoral students, but no research to date attempted to explore some of the structural features associated with these wellness and achievement factors in a large-scale study. The present study examined whether doctoral program phase (i.e. coursework, comprehensive examination, or dissertation phase had an effect on 3004 doctoral students’ well-being levels (stress, depression, program satisfaction, and illness symptoms) and motivation (self-determined motivation and self-efficacy). Results revealed doctoral students to report the highest well-being and internal motivation during the coursework phase, while the comprehensive examination phase was found to be the most challenging for most students as indicated by the lowest wellness and motivation scores. A discussion of the present results and their theoretical and practical implications ensues.

中文翻译：

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不仅是一个阶段：探索计划阶段对博士生的幸福感和动机的作用

博士生的幸福感和动力是重要的因素，既会影响他们的课程，又会影响他们在课程中的学术经验。现有文献一致地强调了博士生的有关幸福感和适应不良的动机模式，但是迄今为止，尚无任何研究试图探索与这些健康和成就因素相关的一些结构特征。本研究调查了博士课程阶段（即课程学习，综合考试或学位论文阶段）是否对3004名博士生的幸福感水平（压力，抑郁，课程满意度和疾病症状）和动机（自我决定的动机和自我效能）。结果表明，博士生在课程学习阶段报告的是最高的幸福感和内在动机，而综合考试阶段被认为对大多数学生而言是最具挑战性的，这是由最低的健康和动机分数所表明的。随后讨论了目前的结果及其理论和实践意义。