The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Management of Stress and Anxiety Among PhD Students During Thesis Writing: A Qualitative Study
Abstract
Today, postgraduate students experience a variety of stresses and anxiety in different situations of academic cycle. Stress and anxiety have been defined as a syndrome shown by emotional exhaustion and reduced personal goal achievement. This article addresses the causes and different strategies of coping with this phenomena by PhD students at Iranian Universities of Medical Sciences. The study was conducted by a qualitative method using conventional content analysis approach. Through purposive sampling, 16 postgraduate medical sciences PhD students were selected on the basis of theoretical sampling. Data were gathered through semistructured interviews and field observations. Six hundred fifty-four initial codes were summarized and classified into 4 main categories and 11 subcategories on the thematic coding stage dependent on conceptual similarities and differences. The obtained codes were categorized under 4 themes including "thesis as a major source of stress," "supervisor relationship," "socioeconomic problem," and "coping with stress and anxiety." It was concluded that PhD students experience stress and anxiety from a variety of sources and apply different methods of coping in effective and ineffective ways. Purposeful supervision and guidance can reduce the cause of stress and anxiety; in addition, coping strategy must be in a thoughtful approach, as recommended in this study.
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“Engaging in activities like talking with friends, eating, watching TV, socializing, exercising, sleeping, aromatherapy, drinking, shopping, smoking, massage, seeking treatment, meditation, yoga, and taking medication may offer only temporary relief from stress.”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Bazrafkan et al., 2016
In the citing paper
“Additionally, the professional type and identity developed during undergraduate studies serve as predisposing factors for anxiety (Bazrafkan et al., 2016; Van Laethem et al., 2016).”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Bazrafkan et al., 2016
In the citing paper
“Economic pressures arise from the absence of working income for full-time PhD candidates, reduced income for those pursuing on-the-job PhD's and inadequate rewards for scientific research.”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Bazrafkan et al., 2016
In the citing paper
“The economic disparity compared to peers who have entered the workforce contributes to a pervasive “sense of failure.” (Bazrafkan et al., 2016; Charles et al., 2022)”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Bazrafkan et al., 2016
In the citing paper
“Without addressing the underlying stressor, the sense of worry is likely to re-emerge soon (Bazrafkan et al., 2016).”
From A narrative review of anxiety regulation in PhD students based on Green model (2024) · cites this paper as Bazrafkan et al., 2016
Citations
Cites
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The Effects of Acute Stress on Performance: Implications for Health Professions Education
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“However, some studies suggest that stress management courses and mindfulness based on stress reduction will be effective in decreasing the stress among students.(3,31,32) The limitations of this research included limited access to students from other universities in the country.”
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Cited by
Sorted by citations
A narrative review of anxiety regulation in PhD students based on Green model
Ma, Y., Yu, A., Ma, H., Zhao, Y., Liu, X., Zhai, H., & Gao, Y. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1351386 · Cited by 13
Metadata
- Authors
- Bazrafkan, L., Shokrpour, N., Yousefi, A., & Yamani, N.
- Venue
- The Health Care Manager
- Published
- 2016-07
- Volume
- 35
- Issue
- 3
- Pages
- 231-240
- ISSN
- 1550-512X
- 1525-5794
- Cited by
- 55
- References
- 3
- Language
- en
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