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      Zur Situation der Jungwissen- schaftlerinnen und -wissenschaftler in der Psychologie in Österreich

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          Abstract

          Zusammenfassung. Unsichere Berufsaussichten, Schwierigkeiten hinsichtlich der Work-Life-Balance und gesundheitliche Probleme werden ebenso wie eine mittlere bis hohe Arbeitszufriedenheit mit der Tätigkeit von Jungwissenschaftler_innen (JuWis) assoziiert. Da zur Situation von JuWis, die im Fach Psychologie in Österreich tätig sind, bisher keine systematischen Untersuchungen vorliegen, wurden ihre Arbeitssituation, Arbeitszufriedenheit und Beanspruchung in einer Online-Umfrage untersucht. Die Stichprobe ( N = 97) bestand aus 64 Praedocs (66 % Frauen, M Alter = 29.84 Jahre, SD Alter = 4.00 Jahre) und 33 Postdocs (55 % Frauen, M Alter = 33.39 Jahre, SD Alter = 3.41 Jahre). Die Ergebnisse zeigen eine durch verschiedene Belastungen (z. B. unsichere Karriereplanung durch befristete Verträge, eine hohe Anzahl an zusätzlichen Arbeitsstunden) gekennzeichnete Arbeitssituation von in der Psychologie tätigen JuWis. Die Arbeitszufriedenheit lag dabei im mittleren bis höheren Bereich, die Beanspruchung im mittleren bis niedrigeren Bereich. Es werden einige Bereiche mit Verbesserungspotenzial erkennbar. Aufgrund der geringen Stichprobengröße sind die Repräsentativität sowie die Generalisierbarkeit der Ergebnisse jedoch eingeschränkt. Auf Basis dieser Umfrage werden mögliche Ansatzpunkte zur Verbesserung der aktuellen Situation angeführt. Dieser Artikel soll angehenden JuWis als Orientierungshilfe dienen.

          On the Work Situation for Early-Stage Researchers in the Field of Psychology in Austria

          Abstract. Uncertainty with respect to professional prospects, a challenging work–life balance, and health problems, as well as moderate to high work satisfaction are all associated with being a young scientist. This study aimed to investigate the working conditions, job satisfaction, and strain of early-stage researchers working in the field of psychology in Austria. To date, no systematic investigation has examined the working situations of these individuals. A total of 97 early-stage researchers – 64 PhD students (66 % female, M Age = 29.84 years, SD Age = 4.00 years), and 33 postdocs (55 % female, M Age = 33.39 years, SD Age = 3.41 years) – participated in an online survey. The results revealed that both groups reported highly demanding working conditions (e. g., uncertain career paths due to temporary work contracts, high number of additional hours of work done outside the contractual work hours), moderate to high levels of work satisfaction, and moderate to low levels of strain. A considerable number of potential areas for improvement were apparent. However, due to the small sample size, the representativeness as well as generalizability of the results is limited. Based on the results of this survey, possible measures to improve the current situation are presented. This article provides guidance for potential future early-stage researchers.

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          Work organization and mental health problems in PhD students

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            PhDs: the tortuous truth

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              Is Open Access

              The PhD Experience: A Review of the Factors Influencing Doctoral Students’ Completion, Achievement, and Well-Being

              Aim/Purpose: Research on students in higher education contexts to date has focused primarily on the experiences undergraduates, largely overlooking topics relevant to doctoral students’ mental, physiological, motivational, and social experiences. Existing research on doctoral students has consistently found mental and physical health concerns and high attrition rates among these students, but a comprehensive understanding of these students’ experiences is still lacking. Background: The present review paper aims to offer deep insight into the issues affecting doctoral students by reviewing and critically analyzing recent literature on the doctoral experience. An extensive review of recent literature uncovered factors that can be readily categorized as external and internal to the doctoral student; external factors include supervision, personal/social lives, the department and socialization, and financial support opportunities, while internal factors motivation, writing skills, self-regulatory strategies, and academic identity. Methodology: 163 empirical articles on the topic of doctoral education are reviewed and analyzed in the present paper. Contribution: The present paper represents a comprehensive review of the factors found to influence the experiences (e.g., success, satisfaction, well-being) of doctoral students in their programs. It represents a unique contribution to the field of doctoral education as it attempt to bring together all the factors found to date to shape the lived experiences of doctoral students, as well as evidence-based ways to facilitate students’ success and well-being through these factors. More specifically, the present paper aims to inform students, faculty, and practitioners (e.g., student support staff) of the optimal practices and structures uncovered to date, as most beneficial to doctoral students in terms of both academic success and well-being. Impact on Society: Decreases to doctoral students’ well-being as they progress in their programs, financial struggles, and the notable difficulty in maintaining a social life/family responsibilities have been widely discussed in popular culture. The present paper aims to highlight these, and other, issues affecting the doctoral experience in an attempt to contribute to the conversation with comprehensive empirical evidence. By facilitating discussions on the issues that play a role in the attribution and dissatisfaction of existing doctoral students, and perhaps deter potential doctoral students from ever entering doctoral education system, we hope to contribute to a student-cantered focus in which departments are concerned with the academic success of doctoral students, but also equally concerned with maximizing students’ well-being in the process of attaining a doctoral degree. This, we hope, will enhance the societal perception of doctoral education as a challenging, yet worthwhile and rewarding process. Future Research: Future research in which the confluence of the factors discussed in this review, particularly with respect to the cross-cutting impact of socialization variables, is recommended to provide a sufficiently in-depth examination of the salient predictors of doctoral student development and persistence. Future research efforts that steer away from single-factor foci to explore interactive or redundant relationships between factors are thus recommended, as are analyses of the potential effects that changes to one aspect of the doctoral experience (e.g., motivational interventions) can have on other factors. Finally, studies employing various alternative methodologies and analytical methods (e.g., observational, questionnaire, experimental, experience sampling) are similarly expected to yield valuable knowledge as to the nature and extent of the afore-mentioned and novel contributing factors, as well as the utility of student intervention programs aimed at improving both the personal and professional lives of doctoral students internationally
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                Author and article information

                Contributors
                Journal
                pru
                Psychologische Rundschau
                Hogrefe Verlag, Göttingen
                0033-3042
                2190-6238
                2020
                : 71
                : 4 , Themenheft: Psychologie in Österreich
                : 361-371
                Affiliations
                [ 1 ] Johannes Kepler Universität Linz
                [ 2 ] Universität Wien
                [ 3 ] Universität Graz
                [ 4 ] Max Planck Institute for Intelligent Systems
                [ 5 ] Universität Innsbruck
                [ 6 ] Fachhochschule Wiener Neustadt
                Author notes
                Jakob C. Bergmann, Linz School of Education, Johannes Kepler Universität Linz, Altenbergerstrasse 69, 4040 Linz, Österreich, jakob.bergmann@ 123456jku.at
                Hanna M. Mües, Institut für Klinische und, Gesundheitspsychologie, Universität Wien, Liebiggasse 5, 1010 Wien, Österreich, hanna.muees@ 123456univie.ac.at
                Article
                pru_71_4_361
                10.1026/0033-3042/a000507
                58d1ffa5-2e69-409d-99dc-065bf1e312e2
                Copyright @ 2020
                History
                Categories
                Originalarbeit

                Psychology
                Austria,work situation,Arbeitssituation,Arbeitszufriedenheit,Beanspruchung,Jungwissenschaftler_innen,Psychologie,Österreich,psychology,strain,work satisfaction,early-stage researcher

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