Spanish and UK Post-PhD Researchers: Writing Perceptions, Well-Being and Productivity

Autor/inn/en	Castelló, Montserrat; McAlpine, Lynn; Pyhältö, Kirsi
Titel	Spanish and UK Post-PhD Researchers: Writing Perceptions, Well-Being and Productivity
Quelle	In: Higher Education Research and Development, 36 (2017) 6, S.1108-1122 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Castelló, Montserrat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2017.1296412
Schlagwörter	Foreign Countries; Comparative Education; Postdoctoral Education; Graduate Students; Student Research; Writing Attitudes; Well Being; Productivity; Burnout; Academic Persistence; Questionnaires; Learner Engagement; Scientific and Technical Information; Demography; Factor Analysis; Statistical Analysis; Correlation; Writing for Publication; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Vergleichende Erziehungswissenschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Studentenforschung; Well-being; Wellness; Wohlbefinden; Produktivität; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Fragebogen; Demografie; Faktorenanalyse; Statistische Analyse; Korrelation; Spanien; Großbritannien
Abstract	Post-PhD researchers working at universities are contributors to a country's productivity and competitiveness mostly through writing, which becomes a means to establish their scholarly identity as they contribute to knowledge. However, little is known about researchers' writing perceptions, and their interrelations with engagement in research, productivity and the influence of workplace climate, which, if negative, can result in burnout and abandonment intentions. In this paper, we explore these issues for the first time. Using a cross-sectional design, 282 postdoctoral researchers answered a cross-cultural questionnaire focusing on "engagement," scientific "writing," researcher "community" and "burnout," and socio-demographic variables. Data analysis included "exploratory factor analysis," "T-test," "ANOVA" or "Mann-Whitney U" (SPSS, v.22). Results showed that "adaptive perceptions of writing" were related to higher levels of "engagement," lower levels of burnout and productivity; "maladaptive perceptions of writing" were related to "burnout" experiences. The consideration of research writing as a developmental process that can take many years beyond the PhD is discussed. Critical to understanding such development is the extent to which a shift in perception of writing to knowledge creation may be a precursor to more adaptive functional behaviours. Educational insights related to constraints in writing, publication processes and related research conditions are also considered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01