CoChat
Sign Up
Cited by 15

The DOI matches its Crossref record; 14 of the 14 references it cites were found in a registry or an index.

Be a hero, be your own best friend: a self-compassion-based PsyCap intervention improves PhD students’ well-being

Solms, Luisa, van den Heuvel, Machteld, Nevicka, Barbara, Homan, Astrid C.·2025·Higher Education
DOI 10.1007/s10734-024-01257-3
Open this paper in CoChat — free account

Abstract

Growing research evidence points towards a mental health crisis in PhD students. High-quality support services for PhD students are scarce as is research on interventions. Inspired by Conservation of Resources theory, we introduce a novel type of PsyCap intervention—a self-compassion-based PsyCap training—that aims to improve PhD students’ well-being (i.e., in terms of reducing work pressure and increasing positive affect and support seeking) through PsyCap and self-compassion. 115 PhD students in the Netherlands were randomized to a self-compassion-based PsyCap intervention, a PsyCap-only intervention, or a wait-list control group. Results indicated that the self-compassion-based PsyCap intervention increased self-compassion, reduced work pressure, and increased support seeking in the short term following the intervention. The PsyCap-only intervention increased psychological capital and reduced work pressure in the short term. Notably, increase in self-compassion was a key mechanism through which participants of the self-compassion-based PsyCap intervention, but not the PsyCap-only intervention, experienced improvements in all well-being outcomes over the longer term. Unexpectedly, the self-compassion-based PsyCap intervention increased psychological capital only at follow-up via self-compassion. This study provides initial evidence that developing PsyCap, alongside self-compassion, may take longer but benefits PhD students’ well-being and does so more than developing PsyCap alone.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.1007/s10734-024-01257-3

Cites

14 of 14 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Show all 14 references

Research works printed but not linked: 71

  1. Alessandri, G., Caprara, G. V., Eisenberg, N., & Steca, P. (2009). Reciprocal relations among self-efficacy beliefs and prosociality across time. Journal of Personality, 77(4), 1229–1259. https://doi.org/10.1111/j.1467-6494.2009.00580.x · DOI
  2. Alves, P., Lopes, A., Cruz-Correia, R., & Menezes, I. (2023). The interrupted journey: Factors and processes related to withdrawal, re-enrolment and dropout from doctoral education. In Higher Education (pp. 1–18). Springer. https://doi.org/10.1007/s10734-023-01113-w · DOI
  3. Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta-analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human Resource Development Quarterly, 22(2), 127–152. https://doi.org/10.1002/hrdq.20070 · DOI
  4. Avey, J. B., Wernsing, T. S., & Luthans, F. (2008). Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors. The Journal of Applied Behavioral Science, 44(1), 48–70. https://doi.org/10.1177/0021886307311470 · DOI
  5. Baldwin, T. T., & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41(1), 63–105. https://doi.org/10.1111/j.1744-6570.1988.tb00632.x · DOI
  6. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L · DOI · Paper page
  7. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman; Times Books; HenryHolt & Co..
  8. Barry, K. M., Woods, M., Martin, A., Stirling, C., & Warnecke, E. (2019). A randomized controlled trial of the effects of mindfulness practice on doctoral candidate psychological status. Journal of American College Health, 67(4), 299–307. https://doi.org/10.1080/07448481.2018.1515760 · DOI · Paper page
  9. Beauchamp, M. R., Barling, J., & Morton, K. L. (2011). Transformational teaching and adolescent self-determined motivation, self-efficacy, and intentions to engage in leisure time physical activity: A randomised controlled pilot trial. Applied Psychology: Health and Well-Being, 3(2), 127–150. https://doi.org/10.1111/j.1758-0854.2011.01048.x · DOI
  10. Beaumont, E., Irons, C., Rayner, G., & Dagnall, N. (2016). Does compassion-focused therapy training for health care educators and providers increase self-compassion and reduce self-persecution and self-criticism? Journal of Continuing Education in the Health Professions, 36(1), 4–10. https://doi.org/10.1097/CEH.0000000000000023 · DOI
  11. Cooper, C. L., Dewe, P. J., Dewe, P. J., O'Driscoll, M. P., & O'Driscoll, M. P. (2001). Organizational stress: A review and critique of theory, research, and applications. Sage Publications, Inc. · DOI
  12. Cornér, S., Pyhältö, K., Peltonen, J., & Bengtsen, S. S. (2018). Similar or different? Researcher community and supervisory support experiences among Danish and Finnish social sciences and humanities PhD students. Studies in Graduate and Postdoctoral Education, 9(2), 274–295. https://doi.org/10.1108/SGPE-D-18-00003 · DOI
  13. Da Costa, M. G., Pinto, L. H., Martins, H., & Vieira, D. A. (2021). Developing psychological capital and emotional intelligence in higher education: A field experiment with economics and management students. The International Journal of Management Education, 19(3), 100516. https://doi.org/10.1016/j.ijme.2021.100516 · DOI
  14. Danna, K., & Griffin, R. W. (1999). Health and well-being in the workplace: A review and synthesis of the literature. Journal of Management, 25(3), 357–384. https://doi.org/10.1177/014920639902500305 · DOI
  15. De Angelis, M., Giusino, D., Nielsen, K., Aboagye, E., Christensen, M., Innstrand, S. T., Mazetti, G., Van den Heuvel, M., Sijbom, R. B. L., Pelzer, V., Chiesa, R., & Pietrantoni, L. (2020). H-work project: Multilevel interventions to promote mental health in smes and public workplaces. International Journal of Environmental Research and Public Health, 17(21), 8035. https://doi.org/10.3390/ijerph17218035 · DOI
  16. Donaldson, S. I., Lee, J. Y., & Donaldson, S. I. (2019). Evaluating positive psychology interventions at work: A systematic review and meta-analysis. International Journal of Applied Positive Psychology, 4, 113–134. https://doi.org/10.1007/s41042-019-00021-8 · DOI
  17. Franco, P. L., & Christie, L. M. (2021). Effectiveness of a one day self-compassion training for pediatric nurses’ resilience. Journal of Pediatric Nursing, 61, 109–114. https://doi.org/10.1016/j.pedn.2021.03.020 · DOI
  18. Greenglass, E. R., Schwarzer, R., & Taubert, S. (1999). The Proactive Coping Inventory (PCI): A multidimensional research instrument. https://estherg.info.yorku.ca/files/2014/09/pci.pdf?x53209 · DOI
  19. Halbesleben, J. R., Neveu, J. P., Paustian-Underdahl, S. C., & Westman, M. (2014). Getting to the “COR” understanding the role of resources in conservation of resources theory. Journal of Management, 40(5), 1334–1364. https://doi.org/10.1177/0149206314527130 · DOI · Paper page
  20. Hardré, P. L. (2003). Beyond two decades of motivation: A review of the research and practice in instructional design and human performance technology. Human Resource Development Review, 2(1), 54–81. https://doi.org/10.1177/1534484303251661 · DOI · Paper page
  21. Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524. https://doi.org/10.1037/0003-066X.44.3.513 · DOI · Paper page
  22. Hobfoll, S. E. (2002). Social and psychological resources and adaptation. Review of General Psychology, 6(4), 307–324. https://doi.org/10.1037/1089-2680.6.4.307 · DOI · Paper page
  23. Hobfoll, S. E. (2011). Conservation of resources theory: Its implication for stress, health, and resilience. In S. Folkman (Ed.), The Oxford handbook of stress, health, and coping (pp. 127–147). Oxford University Press.
  24. Holahan, C. K., & Holahan, C. J. (1987). Self-efficacy, social support, and depression in aging: A longitudinal analysis. Journal of Gerontology, 42(1), 65–68. https://doi.org/10.1093/geronj/42.1.65 · DOI
  25. Homan, A. C., Buengeler, C., Eckhoff, R. A., van Ginkel, W. P., & Voelpel, S. C. (2015). The interplay of diversity training and diversity beliefs on team creativity in nationality diverse teams. Journal of Applied Psychology, 100(5), 1456–1467. https://doi.org/10.1037/apl0000013 · DOI
  26. Iskender, M. (2009). The relationship between self-compassion, self-efficacy, and control belief about learning in Turkish university students. Social Behavior and Personality: An International Journal, 37(5), 711–720. https://doi.org/10.2224/sbp.2009.37.5.711 · DOI
  27. Kinman, G., & Wray, S. (2014). Taking its toll: Rising stress levels in further education. University and College Union https://www.ucu.org.uk/media/7264/UCU-stress-survey-2014/pdf/ucu_festressreport14.pdf
  28. Lipsey, M. (1996). Key issues in intervention research: A program evaluation perspective. American Journal of Industrial Medicine, 29(4), 298–302 bqtbf8. · DOI
  29. Lupșa, D., Vîrga, D., Maricuțoiu, L. P., & Rusu, A. (2020). Increasing psychological capital: A pre-registered meta-analysis of controlled interventions. Applied Psychology, 69(4), 1506–1556. https://doi.org/10.1111/apps.12219 · DOI
  30. Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. Journal of Education for Business, 87(5), 253–259. https://doi.org/10.1080/08832323.2011.609844 · DOI
  31. Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. https://doi.org/10.1002/job.165 · DOI
  32. Luthans, F., Avey, J. B., Avolio, B. J., Norman, S. M., & Combs, G. M. (2006). Psychological capital development: toward a micro-intervention. Journal of Organizational Behavior: The International Journal of Industrial, Occupational and Organizational Psychology and Behavior, 27(3), 387–393. https://doi.org/10.1002/job.373 · DOI
  33. Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541–572. https://doi.org/10.1111/j.1744-6570.2007.00083.x · DOI · Paper page
  34. Luthans, F., & Youssef-Morgan, C. M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 339–366. https://doi.org/10.1146/annurev-orgpsych-032516-113324 · DOI
  35. Mackie, S. A., & Bates, G. W. (2019). Contribution of the doctoral education environment to PhD candidates’ mental health problems: A scoping review. Higher Education Research & Development, 38(3), 565–578. https://doi.org/10.1080/07294360.2018.1556620 · DOI · Paper page
  36. Marais, G. A. B., Shankland, R., Haag, P., Fiault, R., & Juniper, B. (2018). A survey and a positive psychology intervention on French PhD student well-being. International Journal of Doctoral Studies, 13, 109–138. · DOI
  37. Martínez, I. M., Youssef-Morgan, C. M., Chambel, M. J., & Marques-Pinto, A. (2019). Antecedents of academic performance of university students: Academic engagement and psychological capital resources. Educational Psychology, 39(8), 1047–1067. https://doi.org/10.1080/01443410.2019.1623382 · DOI
  38. Masten, A. S. (2009). Ordinary magic: Lessons from research on resilience in human development. Education Canada, 49(3), 28–32.
  39. Meyers, M. C., & Van Woerkom, M. (2017). Effects of a strengths intervention on general and work-related well-being: The mediating role of positive affect. Journal of Happiness Studies, 18(3), 671–689. https://doi.org/10.1007/s10902-016-9745-x · DOI
  40. Mikus, K., & Teoh, K. R. (2022). Psychological capital, future-oriented coping, and the well-being of secondary school teachers in Germany. Educational Psychology, 42(3), 334–353. https://doi.org/10.1080/01443410.2021.1954601 · DOI
  41. Moate, R. M., Gnilka, P. B., West, E. M., & Rice, K. G. (2019). Doctoral student perfectionism and emotional well-being. Measurement and Evaluation in Counseling and Development, 52(3), 145–155. https://doi.org/10.1080/07481756.2018.1547619 · DOI
  42. Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself. Self and Identity, 2(2), 85–101. https://doi.org/10.1080/15298860309032 · DOI · Paper page
  43. Neff, K. D. (2011a). Self-compassion: The proven power of being kind to yourself. Harper Collins Publishers.
  44. Neff, K. D. (2011b). Self-compassion, self-esteem, and well-being. Social and Personality Psychology Compass, 5(1), 1–12. https://doi.org/10.1111/j.1751-9004.2010.00330.x · DOI
  45. Ogbonna, E., & Harris, L. C. (2004). Work intensification and emotional labour among UK university lecturers: An exploratory study. Organization Studies, 25(7), 1185–1203. https://doi.org/10.1177/0170840604046315 · DOI
  46. Paucsik, M., Leys, C., Marais, G., Baeyens, C., & Shankland, R. (2022). Self-compassion and savouring buffer the impact of the first year of the COVID-19 on PhD students' mental health. Stress and Health, 1–11. https://doi.org/10.1002/smi.3142 · DOI
  47. Pyhältö, K. (2018). Function of supervisory and researcher community support in PhD and post-PhD trajectories. In E. Bizer, M. Fourie-Malherbe, L. Frick, & K. Pyhältö (Eds.), Spaces, journeys and new horizons for postgraduate supervision (pp. 205–222). Sun Media.
  48. Richardson, C. M., Trusty, W. T., & George, K. A. (2020). Trainee wellness: Self-critical perfectionism, self-compassion, depression, and burnout among doctoral trainees in psychology. Counselling Psychology Quarterly, 33(2), 187–198. https://doi.org/10.1080/09515070.2018.1509839 · DOI · Paper page
  49. Rigotti, T., Schyns, B., & Mohr, G. (2008). A short version of the occupational self-efficacy scale: Structural and construct validity across five countries. Journal of Career Assessment, 16(2), 238–255. https://doi.org/10.1177/106907270730576 · DOI
  50. Roe, R. A., & Zijlstra, F. R. H. (2000). Work pressure. Results of a conceptual and empirical analysis. In M. Vartiainen, F. Avallone, & N. Anderson (Eds.), Innovative theories, tools and practices in W&O Psychology (pp. 29–46). Hogrefe.
  51. Rusticus, S. A., & Lovato, C. Y. (2014). Impact of sample size and variability on the power and type I error rates of equivalence tests: A simulation study. Practical Assessment, Research, and Evaluation, 19(1), 1–10. https://doi.org/10.7275/4s9m-4e81 · DOI
  52. Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: assessment and implications of generalized outcome expectancies. Health Psychology, 4(3), 219–247. https://doi.org/10.1037/0278-6133.4.3.219 · DOI · Paper page
  53. Schmidt, M., & Hansson, E. (2018). Doctoral students’ well-being: A literature review. International Journal of Qualitative Studies on Health and Well-Being, 13(1), 1508171. https://doi.org/10.1080/17482631.2018.1508171 · DOI · Paper page
  54. Seligman, M. E. P. (1998). Learned optimism. Pocket Books.
  55. Simpson, A., & Maltese, A. (2017). “Failure is a major component of learning anything”: The role of failure in the development of STEM professionals. Journal of Science Education and Technology, 26(2), 223–237. https://doi.org/10.1007/s10956-016-9674-9 · DOI
  56. Snyder, C. R. (2000). Hypothesis: There is hope. In C. R. Snyder (Ed.), Handbook of hope: Theory, measures, and applications (pp. 3-21). Academic Press. https://doi.org/10.1016/B978-012654050-5/50003-8 · DOI
  57. Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2002). Hope theory: A member of the positive psychology family. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 257–276). Oxford University Press.
  58. Stajkovic, A., & Luthans, F. (2002). Social cognitive theory and self-efficacy: Implications for motivation theory and practice. In R. M. Steers, L. W. Porter, & G. A Bigley (Eds.), Motivation and Work Behavior (7th ed., pp. 126-140). McGraw-Hill.
  59. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Allyn & Bacon.
  60. Thoits, P. A. (1994). Stressors and problem-solving: The individual as psychological activist. Journal of Health and Social Behavior, 35(2), 143–160. https://doi.org/10.2307/2137362 · DOI · Paper page
  61. Urbina-Garcia, A. (2020). What do we know about university academics' mental health? A systematic literature review. Stress and Health, 36(5), 563–585. https://doi.org/10.1002/smi.2956 · DOI
  62. Valente, M. J., & MacKinnon, D. P. (2017). Comparing models of change to estimate the mediated effect in the pretest–posttest control group design. Structural Equation Modeling: A Multidisciplinary Journal, 24(3), 428–450. https://doi.org/10.1080/10705511.2016.1274657 · DOI · Paper page
  63. Van den Heuvel, M., Demerouti, E., Schaufeli, W. B., & Bakker, A. B. (2010). Personal resources and work engagement in the face of change. In J. Houdmont & S. Leka (Eds.), Contemporary occupational health psychology: Global perspectives on research and practice (pp. 124–150). Wiley Blackwell. https://doi.org/10.1002/9780470661550.ch7 · DOI
  64. Van den Heuvel, M., Demerouti, E., Bakker, A., Hetland, J., & Schaufeli, W. (2020). How do employees adapt to organizational change? The role of meaning-making and work engagement. The Spanish Journal of Psychology, 23, e56. https://doi.org/10.1017/SJP.2020.55 · DOI
  65. Van Horn, J. E., Taris, T. W., Schaufeli, W. B., & Schreurs, P. J. (2004). The structure of occupational well-being: A study among Dutch teachers. Journal of Occupational and Organizational Psychology, 77(3), 365–375. https://doi.org/10.1348/0963179041752718 · DOI
  66. Van Katwyk, P. T., Fox, S., Spector, P. E., & Kelloway, E. K. (2000). Using the job-related affective well-being scale (JAWS) to investigate affective responses to work stressors. Journal of Occupational Health Psychology, 5(2), 219–230. https://doi.org/10.1037/1076-8998.5.2.219 · DOI
  67. Van Rooij, E., Fokkens-Bruinsma, M., & Jansen, E. (2021). Factors that influence PhD candidates’ success: the importance of PhD project characteristics. Studies in Continuing Education, 43(1), 48–67. https://doi.org/10.1080/0158037X.2019.1652158 · DOI
  68. Van Veelen, R., & Derks, B. (2022). Academics as Agentic Superheroes: Female academics’ lack of fit with the agentic stereotype of success limits their career advancement. British Journal of Social Psychology, 61(3), 748–767. https://doi.org/10.1111/bjso.12515 · DOI
  69. Virtanen, V., Taina, J., & Pyhältö, K. (2017). What disengages doctoral students in the biological and environmental sciences from their doctoral studies? Studies in Continuing Education, 39(1), 71–86. https://doi.org/10.1080/0158037X.2016.1250737 · DOI
  70. Watson, D., & Turnpenny, J. (2022). Interventions, practices and institutional arrangements for supporting PGR mental health and wellbeing: reviewing effectiveness and addressing barriers. Studies in Higher Education, 47(9), 1957–1979. https://doi.org/10.1080/03075079.2021.2020744 · DOI
  71. Wood, R., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision making. Journal of Personality and Social Psychology, 56(3), 407–415. https://doi.org/10.1037/0022-3514.56.3.407 · DOI

Cited by

Sorted by citations

Metadata

Authors
Solms, L., van den Heuvel, M., Nevicka, B., & Homan, A. C.
ORCID
Solms, Luisa
Venue
Higher Education
Publisher
Springer Science and Business Media LLC
Published
2024-07-11
Volume
89
Issue
4
Pages
969-999
ISSN
  • 0018-1560
  • 1573-174X
DOI
10.1007/s10734-024-01257-3
Cited by
15
References
14
Language
en
Licence

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review