¿Cómo sobrevivir al doctorado? Un meta-análisis del éxito en doctorandos. How to survive the doctorate? A metaanalysis of success in PhD Candidates
Lozano-Blasco, Raquel (Universidad de Zaragoza) ; Romero-Gonzalez, Borja ; Soto-Sanchez, Alberto
Resumen: El doctorado es la llave para que los nuevos investigadores inicien su actividad científica. Este proceso ha implicado tradicionalmente una profunda soledad y el desarrollo de problemas que afectan a la salud de los doctorandos. El objetivo de la investigación fue realizar un meta-análisis para comprobar la influencia de determinadas variables sociodemográficas y personales en el abandono de estudios de doctorado. Tras una revisión de la literatura existente y de acuerdo con los criterios de inclusión y exclusión, la muestra total fue de 9 artículos, que contenían un total de 53 muestras y 32760 estudiantes de doctorado con una edad media de 29,80 años. Los principales resultados muestran que la permanencia en el programa de doctorado depende del género, la edad y de variables personales, siendo el apoyo social (apoyo familiar, apoyo institucional y autoestima) el que explica el 11% de la permanencia en el programa de doctorado, seguido de la autoestima, mientras que el burnout explica un porcentaje muy bajo del éxito (Tau2 = 0.40; I2 = 99.48; R2 = .03; p = .001). El modelo que mejor explica la permanencia en el doctorado parte del apoyo social. De esta forma, los estudiantes de doctorado demandan el apoyo de sus iguales, familia e institución, pudiendo ser nuestros resultados explicados por el rol tan importante que tiene el apoyo social como mediador de las consecuencias del estrés. Del mismo modo, el papel de la familia y el entorno más cercano no son los únicos elementos relevantes; las universidades, como organizaciones, también pueden favorecer un entorno adecuado, agradable y motivador a través de estilos de liderazgo democráticos y al promover actividades sociales que permitan a los estudiantes de doctorado establecer relaciones socioafectivas que les proporcionen bienestar emocional, una red de aprendizaje y sinergias.
Doctorates are the key for new researchers to begin their scientific activity. This process has traditionally implied a profound loneliness and the development of issues that affect the health of PhD students. The objective of the research was to conduct a meta-analysis to examine the influence of certain sociodemographic and personal variables on doctoral dropout. Following a review of existing literature and based on inclusion and exclusion criteria, the total sample consisted of 9 articles, which included a total of 53 samples and 32760 doctoral students with an average age of 29.80 years. The main results indicate that the permanence in the doctoral program depends on gender, age, and personal variables, with social support (family support, institutional support, and self-esteem) explaining 11% of the persistence in the doctoral program, followed by self-esteem. Burnout, on the other hand, explains a very small percentage of success (Tau2 = 0.40; I2 = 99.48; R2 = .03; p = .001). The model that best explains permanence in doctorate studies is social support. Doctorate students demand support from their peers, families and institutions to which they are giving their work, so our results can be explained by the relevant role of social support as a mediator in the consequences of stress. In view of the obtained results, it is concluded that the existence of a series of factors such as age, gender, support from the closest environment and a democratic and ethical leadership style by the institutions, along with the social actions of communicating and generating synergies, favours success in the attainment of a doctorate degree. To sum up, the results of this study suggest the convenience of carrying out prosocial actions aimed at finishing the PhD stage successfully.
Idioma: Español
DOI: 10.5944/educxx1.36566
Año: 2024
Publicado en: EDUCACIÓN XX1 27, 1 (2024), 105-129
ISSN: 1139-613X
Tipo y forma: Article (Published version)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
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Doctorates are the key for new researchers to begin their scientific activity. This process has traditionally implied a profound loneliness and the development of issues that affect the health of PhD students. The objective of the research was to conduct a meta-analysis to examine the influence of certain sociodemographic and personal variables on doctoral dropout. Following a review of existing literature and based on inclusion and exclusion criteria, the total sample consisted of 9 articles, which included a total of 53 samples and 32760 doctoral students with an average age of 29.80 years. The main results indicate that the permanence in the doctoral program depends on gender, age, and personal variables, with social support (family support, institutional support, and self-esteem) explaining 11% of the persistence in the doctoral program, followed by self-esteem. Burnout, on the other hand, explains a very small percentage of success (Tau2 = 0.40; I2 = 99.48; R2 = .03; p = .001). The model that best explains permanence in doctorate studies is social support. Doctorate students demand support from their peers, families and institutions to which they are giving their work, so our results can be explained by the relevant role of social support as a mediator in the consequences of stress. In view of the obtained results, it is concluded that the existence of a series of factors such as age, gender, support from the closest environment and a democratic and ethical leadership style by the institutions, along with the social actions of communicating and generating synergies, favours success in the attainment of a doctorate degree. To sum up, the results of this study suggest the convenience of carrying out prosocial actions aimed at finishing the PhD stage successfully.
Idioma: Español
DOI: 10.5944/educxx1.36566
Año: 2024
Publicado en: EDUCACIÓN XX1 27, 1 (2024), 105-129
ISSN: 1139-613X
Tipo y forma: Article (Published version)
Área (Departamento): Área Psicolog.Evolut.Educac (Dpto. Psicología y Sociología)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2024-03-15-08:50:49)
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Record created 2024-03-15, last modified 2024-03-15