The Benefits of Group Identification for PhD Candidates' Health and Work
Palavras-chave:
Group identification, Social cure, health, Work, Imposter syndrome, PhD candidatesResumo
In line with the social cure literature, the present preregistered study aimed to test the extent to which group identification could have beneficial effects for PhD candidates, in particular by promoting their mental health, mitigating their feelings of imposture, and promoting their work. An online questionnaire was distributed to a convenience sample of 124 French PhD candidates and assessed participants’ identification to the group of PhD candidates, psychological health (i.e., stress, anxiety, depression, burnout, obsessive passion), imposter thoughts, and work related variables expected to favor career success (i.e., self-efficacy, perceived competence, harmonious passion). As expected, group identification showed negative associations with stress, anxiety, depression, burnout, and obsessive passion. A contrario, group identification also showed positive associations with self-efficacy, perceived competence, and harmonious passion. However, no association was observed between group identification and imposter thoughts. Taken together, these results highlight the beneficial effects of social identification for PhD candidates’ mental health and work. Theoretical and practical perspectives are discussed.
Referências
Alsaleh, M., & Lebreuilly, R. (2017). Validation de la traduction française d’un questionnaire court de dépression de Beck (BDI-FS-Fr) [Validation of the French translation of a short questionnaire Beck Depression (BDI-FS-Fr)]. Annales Médico-psychologiques, revue psychiatrique, 175(7), 608-616. https://doi.org/10.1016/j.amp.2016.06.015
Avanzi, L., Fraccaroli, F., Castelli, L., Marcionetti, J., Crescentini, A., Balducci, C., & van Dick, R. (2018). How to mobilize social support against workload and burnout: The role of organizational identification. Teaching and teacher Education, 69, 154–167. https://doi.org/10.1016/j.tate.2017.10.001
Baumeister, R. F., Vohs, K. D., & Funder, D. C. (2007). Psychology as the science of self-reports and finger movements: Whatever happened to actual behavior? Perspectives on Psychological Science, 2(4), 396–403. https://doi.org/10.1111/j.1745-6916.2007.00051.x
Beierlein, C., Kemper, C. J., Kovaleva, A., & Rammstedt, B. (2013). Short scale for measuring general self-efficacy beliefs (ASKU). Methods, data, analyses, 7(2), 251-278. https://doi.org/10.12758/mda.2013.014
Bernabé, M., Lisbona, A., Palací, F. J., & Martín-Aragón, M. (2014). Social identity, passion and well-being in university students, the mediating effect of passion. The Spanish Journal of Psychology, 17, E81. https://doi.org/10.1017/sjp.2014.85
Bonetto, E., Delouvée, S., Mahfud, Y., & Adam-Troian, J. (2021). National identification, a social cure for COVID-19? Evidence from 67 countries. International Journal of Social Psychiatry, 00207640211020036. https://doi.org/10.1177/00207640211020036
Bonetto, E., Guiller, T., & Pavani, J. B. (2023). Imposter Syndrome and (Mal) Adaptive Cognitive Emotion Regulation Strategies Among PhD Candidates. https://doi.org/10.31234/osf.io/atyb6
Bravata, D. M., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., ... & Hagg, H. K. (2020). Prevalence, predictors, and treatment of impostor syndrome: a systematic review. Journal of General Internal Medicine, 35(4), 1252-1275. https://doi.org/10.1007/s11606-019-05364-1
Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of health and social behavior, 24(4), 385-396. https://doi.org/10.2307/2136404
Décieux, J. P., Sischka, P. E., Schumacher, A., & Willems, H. (2020). Psychometrical properties of a french version of the general self-efficacy short scale (ASKU). Swiss Journal of Psychology. 79(1), 15–25. https://doi.org/10.1024/1421-0185/a000233
De Clercq, M., Frenay, M., Azzi, A., Klein, O., & Galand, B. (2021). All you need is self-determination: Investigation of PhD students’ motivation profiles and their impact on the doctoral completion process. International Journal of Doctoral Studies, 16, 189-209. https://doi.org/10.28945/4702
DeMarco, T. C., & Newheiser, A. K. (2019). When groups do not cure: Group esteem moderates the social cure effect. European Journal of Social Psychology, 49(7), 1421-1438. https://doi.org/10.1002/ejsp.2594
Doosje, B., Ellemers, N., & Spears, R. (1995). Perceived intragroup variability as a function of group status and identification. Journal of experimental social psychology, 31(5), 410-436. https://doi.org/10.1006/jesp.1995.1018
European University Association (2023). EU Research & Innovation Programmes. Retrieved from: https://eua.eu/issues/16:eu-research-innovation-programmes.html
Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature biotechnology, 36(3), 282-284. https://doi.org/10.1038/nbt.4089
Frisch, J. U., Häusser, J. A., van Dick, R., & Mojzisch, A. (2014). Making support work: The interplay between social support and social identity. Journal of Experimental Social Psychology, 55, 154-161. https://doi.org/10.1016/j.jesp.2014.06.009
Galesic, M., & Bosnjak, M. (2009). Effects of questionnaire length on participation and indicators of response quality in a web survey. Public opinion quarterly, 73(2), 349-360. https://doi.org/10.1093/poq/nfp031
Gardner, S. K. (2009). Student and faculty attributions of attrition in high and low-completing doctoral programs in the United States. Higher education, 58, 97-112. https://doi.org/10.1007/s10734-008-9184-7
Gardner, S. K., & Holley, K. A. (2011). “Those invisible barriers are real”: The progression of first-generation students through doctoral education. Equity & Excellence in Education,44(1), 77–92. https://doi.org/10.1080/10665684.2011.529791
Greenaway, K. H., Cruwys, T., Haslam, S. A., & Jetten, J. (2016). Social identities promote well‐being because they satisfy global psychological needs. European Journal of Social Psychology, 46(3), 294-307. https://doi.org/10.1002/ejsp.2169
Haig, B. D. (2003). What is a spurious correlation?. Understanding Statistics: Statistical Issues in Psychology, Education, and the Social Sciences, 2(2), 125-132. https://doi.org/10.1207/S15328031US0202_03
Haley, K. J. (2006). Graduate education experience and career paths of women faculty in higher education administration. Un-published doctoral dissertation, North Carolina State University, Raleigh, NC.
Hall, S. (2023). A mental-health crisis is gripping science—toxic research culture is to blame. Nature, 617(7962), 666-668. https://doi.org/10.1038/d41586-023-01708-4
Harvey, S. B., Glozier, N., Henderson, M., Allaway, S., Litchfield, P., Holland-Elliott, K., & Hotopf, M. (2011). Depression and work performance: an ecological study using web-based screening. Occupational Medicine, 61(3), 209-211. https://doi.org/10.1093/occmed/kqr020
Haslam, C., Cruwys, T., Haslam, S. A., Dingle, G., & Chang, M. X. L. (2016). Groups 4 Health: Evidence that a social-identity intervention that builds and strengthens social group membership improves mental health. Journal of affective disorders, 194, 188-195. https://doi.org/10.1016/j.jad.2016.01.010
Haslam, C., Jetten, J., Cruwys, C., Dingle, G., & Haslam, S. A. (2018). The New Psychology of Health: Unlocking the Social Cure. Routledge.
Häusser, J. A., Junker, N. M., & van Dick, R. (2020). The how and the when of the social cure: A conceptual model of group‐and individual‐level mechanisms linking social identity to health and well‐being. European Journal of Social Psychology, 50(4), 721-732. https://doi.org/10.1002/ejsp.2668
Hazell, C. M., Niven, J. E., Chapman, L., Roberts, P. E., Cartwright-Hatton, S., Valeix, S., & Berry, C. (2021). Nationwide assessment of the mental health of UK Doctoral Researchers. Humanities and Social Sciences Communications, 8(1), 1-9. https://doi-org.lama.univ-amu.fr/10.1057/s41599-021-00983-8
Hemmings, B., & Kay, R. (2010), "Research self‐efficacy, publication output, and early career development", International Journal of Educational Management, 24(7), 562-574. https://doi.org/10.1108/09513541011079978
Hopkins, N., Reicher, S. D., Khan, S. S., Tewari, S., Srinivasan, N., & Stevenson, C. (2016). Explaining effervescence: Investigating the relationship between shared social identity and positive experience in crowds. Cognition and Emotion, 30, 20–32. https://doi.org/10.1080/02699931.2015.1015969
Hutchins, H. M. (2015). Outing the imposter: A study exploring imposter phenomenon among higher edu-cation faculty. New Horizons in Adult Education and Human Resource Development, 27, 3–12. https://doi.org/10.1002/nha3.20098
Jetten, J., Haslam, C., Haslam, S. A., Dingle, G., & Jones, J. M. (2014). How groups affect our health and well‐being: The path from theory to policy. Social issues and policy review, 8(1), 103-130. https://doi.org/10.1111/sipr.12003
Jöstl, G., Bergsmann, E., Lüftenegger, M., Schober, B., Spiel, C. (2012). When will they blow my cover? The impostor phenomenon among Austrian doctoral students. Journal of Psychology, 220(2),109-120. https://doi.org/10.1027/2151-2604/a000102
Kinman, G. (2001). Pressure points: A review of research on stressors and strains in UK academics. Educational psychology, 21(4), 473-492. https://doi.org/10.1080/01443410120090849
Knights, D., & Clarke, C. A. (2014). It’s a bittersweet symphony, this life: Fragile academic selves and insecure identities at work. Organization Studies, 35(3), 335-357. https://doi.org/10.1177/0170840613508396
Kolligian Jr, J., & Sternberg, R. J. (1991). Perceived fraudulence in young adults: Is there an'imposter syndrome'?. Journal of personality assessment, 56(2), 308-326. https://doi.org/10.1207/s15327752jpa5602_10
Leary, M. R., Patton, K. M., Orlando, E., and Funk, W. W. (2000). The impostor phenomenon: self-perceptions, reflected appraisals, and interpersonal strategies. J. Pers., 68, 725–756. https://doi.org/10.1111/1467-6494.00114
Leonhardt, M., Bechtoldt, M. N., & Rohrmann, S. (2017). All impostors aren’t alike differentiating the impostor phenomenon. Frontiers in psychology, 8, 1505. https://doi.org/10.3389/fpsyg.2017.01505
Lesage, F. X., Berjot, S., & Deschamps, F. (2012). Psychometric properties of the French versions of the Perceived Stress Scale. International journal of occupational medicine and environmental health, 25, 178-184. https://doi.org/10.2478/S13382-012-0024-8
Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research policy, 46(4), 868-879. https://doi.org/10.1016/j.respol.2017.02.008
Litalien, D., & Guay, F. (2015). Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41, 218-231. https://doi.org/10.1016/j.cedpsych.2015.03.004
Lourel, M., Gueguen, N., & Mouda, F. (2007). L'évaluation du burnout de Pines: adaptation et validation en version française de l'instrument Burnout Measure Short version (BMS-10)[The burnout assessment of Pines: a french adaptation and validation of the “Burnout Measure Short version” (BMS-10)]. Pratiques psychologiques, 13(3), 353-364. https://doi.org/10.1016/j.prps.2007.06.001
Lustgarten, S. D., Garrison, Y. L., Sinnard, M. T., & Flynn, A. W. (2020). Digital privacy in mental healthcare: current issues and recommendations for technology use. Current opinion in psychology, 36, 25-31. https://doi.org/10.1016/j.copsyc.2020.03.012
Malach-Pines, A. (2005). The burnout measure, short version. International Journal of Stress Management, 12(1), 78–88. https://doi.org/10.1037/1072-5245.12.1.78
Marsh, H. W., Vallerand, R. J., Lafrenière, M. A. K., Parker, P., Morin, A. J., Carbonneau, N., ... & Paquet, Y. (2013). Passion: Does one scale fit all? Construct validity of two-factor passion scale and psychometric invariance over different activities and languages. Psychological assessment, 25(3), 796–809. https://doi.org/10.1037/a0032573
Maton, K. I., Beason, T. S., Godsay, S., Sto. Domingo, M. R., Bailey, T. C., Sun, S., & Hrabowski III, F. A. (2016). Outcomes and processes in the Meyerhoff Scholars Program: STEM PhD completion, sense of community, perceived program benefit, science identity, and research self-efficacy. CBE—Life Sciences Education, 15(3), ar48. https://doi.org/10.1187/cbe.16-01-0062
Micoulaud-Franchi, J. A., Lagarde, S., Barkate, G., Dufournet, B., Besancon, C., Trébuchon-Da Fonseca, A., ... & McGonigal, A. (2016). Rapid detection of generalized anxiety disorder and major depression in epilepsy: validation of the GAD-7 as a complementary tool to the NDDI-E in a French sample. Epilepsy & Behavior, 57, 211-216. https://doi.org/10.1016/j.yebeh.2016.02.015
Nature. (2019a). Being a PhD student shouldn’t be bad for your health. Nature, 569(307). https://doi.org/10.1038/d41586-019-01492-0
Nature. (2019b). The mental health of PhD researchers demands urgent attention. Nature, 575(7782), 257-258. https://doi.org/10.1038/d41586-019-03489-1
Nori, H., & Vanttaja, M. (2022). Too stupid for PhD? Doctoral impostor syndrome among Finnish PhD students. Higher Education, 1-17. https://doi.org/10.1007/s10734-022-00921-w
OECD (2019). Education at a glance 2019. Retrieved from: https://www.oecd-ilibrary.org/sites/8389c70e-en/index.html?itemId=/content/component/8389c70e-en
OECD (2022). Education at a Glance 2022. Retrieved from: https://www.oecd.org/education/education-at-a-glance/
Peixoto, E. M., Pallini, A. C., Vallerand, R. J., Rahimi, S., & Silva, M. V. (2021). The role of passion for studies on academic procrastination and mental health during the COVID-19 pandemic. Social Psychology of education, 24(3), 877-893. https://doi.org/10.1007/s11218-021-09636-9
Postmes, T., Wichmann, L. J., van Valkengoed, A. M., & van der Hoef, H. (2019). Social identification and depression: A meta-analysis. European Journal of Social Psychology, 49, 110–126. https://doi.org/10.1002/ejsp.2508
Rohrmann, S., Bechtoldt, M. N., & Leonhardt, M. (2016). Validation of the impostor phenomenon among managers. Frontiers in psychology, 7, 821. https://doi.org/10.3389/fpsyg.2016.00821
Rummell, C. M. (2015). An exploratory study of psychology graduate student workload, health, and program satisfaction. Professional Psychology: Research and Practice, 46(6), 391-399. https://doi.org/10.1037/pro0000056
Şahin, M., & Aybek, E. (2019). Jamovi: an easy to use statistical software for the social scientists. International Journal of Assessment Tools in Education, 6(4), 670-692. https://doi.org/10.21449/ijate.661803
Salzer, M. S. (2012). A comparative study of campus experiences of college students with mental illnesses versus a general college sample. Journal of American College Health, 60(1), 1-7. https://doi.org/10.1080/07448481.2011.552537
Satinsky, E. N., Kimura, T., Kiang, M. V., Abebe, R., Cunningham, S., Lee, H., ... & Tsai, A. C. (2021). Systematic review and meta-analysis of depression, anxiety, and suicidal ideation among Ph. D. students. Scientific Reports, 11(1), 14370. https://doi.org/10.1038/s41598-021-93687-7
Sorrel, M. A., Martínez-Huertas, J. Á., & Arconada, M. (2020). It must have been burnout: Prevalence and related factors among Spanish PhD students. The Spanish Journal of Psychology, 23, 1-13. https://doi.org/10.1017/SJP.2020.31
Spitzer, R. L., Kroenke, K., Williams, J. B., & Löwe, B. (2006). A brief measure for assessing generalized anxiety disorder: the GAD-7. Archives of internal medicine, 166(10), 1092-1097. https://doi.org/10.1001/archinte.166.10.1092
Steffens, N. K., LaRue, C. J., Haslam, C., Walter, Z. C., Cruwys, T., Munt, K. A., Haslam, S. A., Jetten, J., & Tarrant, M. (2019). Social identification-building interventions to improve health: A systematic review and meta-analysis. Health Psychology Review, 15, 85–112. https://doi.org/10.1080/17437199.2019.1669481
Sverdlik, A., Hall, N. C., & McAlpine, L. (2020). PhD imposter syndrome: Exploring antecedents, consequences, and implications for doctoral well-being. International Journal of Doctoral Studies, 15, 737-758. https://doi.org/10.28945/4670
United Nations (2023). Peace, dignity and equality on a healthy planet. Global issues. Retrieved from: https://www.un.org/en/global-issues
Vallerand, R. J. (2015). The psychology of passion: On the Dualistic Model of Passion. New York: Oxford University Press.
Vallerand, R. J., Blanchard, C., Mageau, G. A., Koestner, R., Ratelle, C., Léonard, M., ... & Marsolais, J. (2003). Les passions de l'ame: on obsessive and harmonious passion. Journal of personality and social psychology, 85(4), 756-767. https://doi.org/10.1037/0022-3514.85.4.756
Van de Velde, J., Levecque, K., Mortier, A., & De Beuckelaer, A. (2019). Why PhD students in Flanders consider quitting their PhD. ECOOM BRIEFS, 20, 1-5.
Van der Linden, N., Devos, C., Boudrenghien, G., Frenay, M., Azzi, A., Klein, O., & Galand, B. (2018). Gaining insight into doctoral persistence: Development and validation of Doctorate-related Need Support and Need Satisfaction short scales. Learning and Individual Differences, 65, 100-111. https://doi.org/10.1016/j.lindif.2018.03.008
Wakefield, J. R., Bowe, M., Kellezi, B., McNamara, N., & Stevenson, C. (2019). When groups help and when groups harm: Origins, developments, and future directions of the “Social Cure” perspective of group dynamics. Social and Personality Psychology Compass, 13(3), e12440. https://doi.org/10.1111/spc3.12440
Wakefield, J. R. H., Kellezi, B., Stevenson, C., McNamara, N., Bowe, M., Wilson, I., ... & Mair, E. (2022). Social Prescribing as ‘Social Cure’: A longitudinal study of the health benefits of social connectedness within a Social Prescribing pathway. Journal of health psychology, 27(2), 386-396. https://doi.org/10.1177/1359105320944991
Wegener, D. T., Fabrigar, L. R., Pek, J., & Hoisington-Shaw, K. (2022). Evaluating research in personality and social psychology: Considerations of statistical power and concerns about false findings. Personality and Social Psychology Bulletin, 48(7), 1105-1117. https://doi.org/10.1177/01461672211030811
Wegge, J., Van Dick, R., Fisher, G. K., Wecking, C., & Moltzen, K. (2006). Work motivation, organisational identification, and well-being in call centre work. Work & Stress, 20, 60–83. https://doi.org/10.1080/02678370600655553
Woolston, C. (2019). PhDs: the tortuous truth. Nature, 575(7782), 403-407. https://doi.org/10.1038/d41586-019-03459-7
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Declaro que o texto é inédito e foi submetido exclusivamente a essa Revista para fins de publicação. Ressalto que foram respeitados todos os procedimentos éticos exigidos em lei.
Declaro concordar com a cessão dos direitos autorais do artigo à Revista Psicologia e Saber Social, estando vedada sua reprodução, total ou parcial, em meio impresso, magnético ou eletrônico, sem autorização prévia por escrito do Editor Científico da Revista.
