Does a Good Advisor a Day Keep the Doctor Away? How Advisor-Advisee Relationships are Associated with Psychological and Physical Well-Being among Graduate Students

Becerra, Monica; Wong, Emily; Jenkins, Brooke N.; Pressman, Sarah D.

doi:10.1007/s42413-020-00087-2

Cited by 8 publications

(7 citation statements)

References 60 publications

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“…However, the current study did not find that negative perceptions of key relationships with academic staff or with work peers adversely affected well-being or mental health problems over time. This contrasts with other research, albeit cross-sectional, which found in a large sample ( n = 446) that high-quality advisee–student relationships were an important counter to academic stress-inducing problems (Becerra et al , 2020). Aside from the difference in design, i.e.…”

Section: Discussioncontrasting

confidence: 93%

Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis

Gooding

Crook

Westwood

et al. 2023

SGPE

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Purpose This study aims to examine the following across a six-month period in post-graduate research (PGR) students: mental health and well-being; the effect of academic pressures on depression, anxiety and well-being; and the extent to which psychological resilience buffered against academic pressures. Design/methodology/approach This was a longitudinal questionnaire study with predictor variables of six types of academic pressure, outcome variables of depression, anxiety and well-being, and a moderator of resilience. Findings Well-being significantly worsened across the six-month timeframe, but levels of depression and anxiety remained relatively stable. Negative perceptions of academic challenges at baseline significantly predicted anxiety, but not depression or well-being, six months later. Negative appraisals of relationships with supervisors, other university staff and work peers were not predictors of anxiety. Social support resilience which was present at baseline buffered the relationship between perceived academic challenges and anxiety. Practical implications Higher education institutions have a duty of care towards PGR students, many of whom struggle with the escalating interactions between mental health problems and academic pressures. Actively nurturing psychological resilience related to social support is key at the level of individual students and the PGR community but more broadly at an institutional level. Originality/value To the best of the authors’ knowledge, this is the first study to examine the effects of negative perceptions of multiple facets of academic life on depression, anxiety and well-being longitudinally. Additionally, it is the first study to investigate, and demonstrate, the extent to which psychological resilience can lessen the relationship between academic challenges and anxiety over time.

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Section: Discussioncontrasting

confidence: 93%

Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis

Gooding

Crook

Westwood

et al. 2023

SGPE

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“…Students who felt more emotionally close to mentors reported less depression and worry at follow-up than students less connected to their mentors (Le et al, 2021). Mentors are recognized as being particularly important for retention, mental health, and well-being among graduate students, and, once again, this is particularly true for students with minoritized identities (Allen et al, 2020;Becerra et al, 2020;Charles et al, 2021;Goldberg et al, 2019;Hazell et al, 2020;Hyun et al, 2006;Jones-White et al, 2020;Posselt, 2021;Ryan et al, 2021;Tuma et al, 2021).…”

Section: Faculty and Staff Interventionsmentioning

confidence: 99%

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

Abelson

Lipson

Eisenberg

2021

Higher Education: Handbook of Theory and Research

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The mental health of students has become one of the top concerns in higher education. The number of students reporting distress and seeking services has dramatically increased, and colleges and universities are struggling to address these challenges. A rich and growing body of research documents the scope of the problem and potential interventions to address it, but this literature is scattered across a variety of academic fields. This chapter aims to bring coherence to this large volume of information through a detailed review of programs, services, practices, and policies that influence student mental health. The review is organized around a socioecological framework, considering interventions at the individual, interpersonal, community, institutional, and public policy levels. It highlights strengths, weaknesses, and gaps in the evidence. The chapter concludes with recommendations for enhancing how research and data can inform practice moving forward. A more evidence-informed approach is needed to address the growing challenges of student mental health in higher education.

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“…Most contact is initiated by students themselves when they face problems. Although research is limited, evidence shows that a higher quality academic advisor-advisee relationship contributes to higher academic well-being [53] and professional development [54]. Furthermore, because professional development may have become more troublesome during the pandemic, this advisor-advisee relationship may be critical for coping with COVID-19 stressors.…”

Section: The Role Of Perceived Social Support In the University Envir...mentioning

confidence: 99%

STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study

Aarntzen,

Nieuwenhuis,

Endedijk

et al. 2023

Sustainability

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This paper offers an indepth analysis of the impact of the COVID-19 pandemic on STEM students’ academic well-being beyond the initial stages of the pandemic. We draw upon a unique self-collected cross-sectional cohort dataset (n = 990, prepandemic and pandemic first-year STEM students) and longitudinal dataset (n = 170, students who started their studies pre-pandemic and are in their second year during the pandemic). Study 1 revealed that STEM students’ academic well-being during the COVID-19 pandemic was lower than before its onset, as shown when comparing a pre-pandemic and pandemic cohort of first-year students and from analyzing first-year students’ changes in academic well-being over time (i.e., lower academic satisfaction, belonging, efficacy and persistence intentions). Study 2 showed that especially COVID-19-related worries regarding academic enjoyment and study progress were related to STEM students’ decreased academic well-being, both for first and second-year students. Study 3 demonstrated that both peer support and faculty support contributed to higher academic well-being among first and second-year STEM students during the pandemic. These findings benefit policymakers and higher education institutions as they provide insight in how to safeguard sustainable academic well-being for STEM students in times of crisis or challenge.

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Does a Good Advisor a Day Keep the Doctor Away? How Advisor-Advisee Relationships are Associated with Psychological and Physical Well-Being among Graduate Students

Cited by 8 publications

References 60 publications

Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis

Social support resilience as a protective mental health factor in postgraduate researchers’ experiences: a longitudinal analysis

Mental Health in College Populations: A Multidisciplinary Review of What Works, Evidence Gaps, and Paths Forward

STEM Students’ Academic Well-Being at University before and during Later Stages of the COVID-19 Pandemic: A Cross-Sectional Cohort and Longitudinal Study

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