Purpose

This study aimed to address three key gaps in existing knowledge about postgraduate researchers’ (PGRs) well-being. It investigated 1) the frequency and nature of depression, anxiety and well-being amongst PGRs, and relatedly, characteristics that convey vulnerability, 2) factors that impact PGR well-being, and 3) factors that influence help-seeking.

Design/methodology/approach

The mixed-methods design comprised quantitative and qualitative approaches. Using opportunity sampling, 585 PGRs registered at a large UK University completed an online survey. The perspectives of a purposive sample of academic and Professional Services staff (n = 61) involved in supporting PGRs were sought through in-depth focus groups and semi-structured interviews, which were audio-recorded, transcribed verbatim and analysed using inductive thematic analysis.

Findings

PGRs scored lower on measures of well-being and higher on measures of anxiety and depression than aged-matched groups in the general population. PGR well-being was positively affected by personal and professional relationships, and negatively affected by academic challenges and mental health problems. Academic supervisors were the primary source of support for students experiencing well-being difficulties. Thematic analysis revealed four domains that impact upon PGR well-being: postgraduate researcher identity; pressures and expectations of postgraduate research; complexity of the supervisor role; and pinch points in postgraduate research. Each domain had associations with help-seeking behaviours.

Originality/value

This study provides evidence that the PGR experience is perceived to be distinct from that of other students, and this helps understand sources of stress and barriers to help-seeking. It provides a steer as to how higher education institutions could better support the PGR learning experience.

中文翻译：

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学生、学术和专业服务人员对研究生研究员福祉和求助的看法：混合方法共同设计的调查

目的

本研究旨在解决有关研究生研究人员 (PGR) 福祉的现有知识中的三个关键差距。它调查了 1) PGR 中抑郁、焦虑和幸福的频率和性质，以及相关的传达脆弱性的特征，2) 影响 PGR 幸福的因素，以及 3) 影响寻求帮助的因素。

设计/方法/方法

混合方法设计包括定量和定性方法。使用机会抽样，在英国一所大型大学注册的 585 名 PGR 完成了在线调查。参与支持 PGR的学术和专业服务人员（n  = 61）的有目的样本的观点是通过深入的焦点小组和半结构化访谈来寻求的，这些访谈被录音、逐字转录并使用归纳主题分析进行分析。

发现

与一般人群中的年龄匹配组相比，PGR 在幸福感方面的得分较低，而在焦虑和抑郁方面的得分较高。PGR 福祉受到个人和职业关系的积极影响，而受到学术挑战和心理健康问题的消极影响。学术导师是为遇到福祉困难的学生提供支持的主要来源。主题分析揭示了影响 PGR 福祉的四个领域：研究生研究员身份；研究生研究的压力和期望；主管角色的复杂性；和研究生研究中的关键点。每个领域都与寻求帮助的行为有关。

原创性/价值

这项研究提供了证据，证明 PGR 的经历被认为与其他学生的不同，这有助于了解压力的来源和寻求帮助的障碍。它为高等教育机构如何更好地支持 PGR 学习体验提供了指导。