Wellbeing and the supervisor–PhD student relationship as a key factor in the academic success of doctoral students
DOI:
https://doi.org/10.34767/SZP.2025.02.05Keywords:
PhD student, supervisor, wellbeing, interpersonal relationshipsAbstract
The relationship between a doctoral student and their supervisor is recognised as one of the key factors contributing to doctoral students’ sense of satisfaction and success. The aim of this article is to deepen reflection on the phenomenon of the wellbeing of doctoral students and supervisors and to define the factors that are important for a quality relationship, which, as research shows, is fundamental to the academic success of doctoral students. The research method used was a literature review, including metaanalyses and scientific articles referring to research on the wellbeing of doctoral students, supervisors, the relationship between these entities, and the importance of the latter for the academic success of doctoral students. In addition, the regulations of doctoral schools at ten public universities in Poland were analysed in terms of the tasks assigned to doctoral students and supervisors. The analysed studies and regulations indicate that doctoral students are a specific group in the academic community, balancing between the roles of student and academic teacher, reporting a heavy psychological burden, manifested by somatic complaints, anxiety and insomnia, functional disorders and symptoms of depression. Among the most stressful factors for supervisors are situations directly related to interactions with doctoral students and concerns regarding their success and achievement in academic work. An analysis of the literature has made it possible to identify three areas in the doctoral student-supervisor relationship that are important for the doctoral student’s academic success. The first is substantive and organisational support, which includes support and assistance, expert knowledge, goal setting, and the intellectual commitment of supervisors. The second area is accessibility and communication, while the third concerns emotional and interpersonal support, which consists of sociability, care and emotional involvement, and a relationship combined with a warm and supportive approach.
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