Sources of stress and scholarly identity: the case of international doctoral students of education in Finland

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dc.contributor.author Pappa, Sotiria
dc.contributor.author Elomaa, Mailis
dc.contributor.author Perälä-Littunen, Satu
dc.date.accessioned 2020-08-10T10:52:02Z
dc.date.available 2020-08-10T10:52:02Z
dc.date.issued 2020-07
dc.identifier.citation Pappa , S , Elomaa , M & Perälä-Littunen , S 2020 , ' Sources of stress and scholarly identity: the case of international doctoral students of education in Finland ' , Higher Education , vol. 80 , no. 1 , pp. 173-192 . https://doi.org/10.1007/s10734-019-00473-6
dc.identifier.other PURE: 131023265
dc.identifier.other PURE UUID: c72ff811-503b-4d0c-91cb-3e855eee94e5
dc.identifier.other WOS: 000505343800002
dc.identifier.other ORCID: /0000-0002-7796-2772/work/78842527
dc.identifier.uri http://hdl.handle.net/10138/318234
dc.description.abstract Although stressors and coping strategies have been examined in managing stress associated with doctoral education, stress continues to have a permeating and pernicious effect on doctoral students’ experience of their training and, by extension, their future participation in the academic community. International doctoral students have to not only effectively cope with tensions during their training and their socialization in their discipline but also address the values and expectations of higher education institutions in a foreign country. Considering the increase of international doctoral students in Finland, this study focuses on perceived sources of stress in their doctoral training and how their scholarly identity is involved when responding to them. The study draws on thematically analyzed interviews with eleven international doctoral students of educational sciences. The participants, one man and ten women, came from nine countries and conducted research in six Finnish universities. The principal sources of stress identified were intrapersonal regulation, challenges pertaining to doing research, funding and career prospects, and lack of a supportive network. Despite the negative presence of stress, most participants saw stress as a motivating element. However, in order for stress to become a positive and motivational force, participants had to mediate its presence and effects by means of personal resources, ascribing meaning and purpose to their research, and positioning themselves within their academic and social environment. The study argues for stress as a catalyst for scholarly identity negotiation and professional development when perceived positively. en
dc.format.extent 20
dc.language.iso eng
dc.relation.ispartof Higher Education
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.subject International doctoral students
dc.subject Scholarly identity
dc.subject Identity negotiation
dc.subject Stress
dc.subject Eustress
dc.subject Higher education
dc.subject ENGAGEMENT
dc.subject EMOTIONS
dc.subject QUALITY
dc.title Sources of stress and scholarly identity: the case of international doctoral students of education in Finland en
dc.type Article
dc.contributor.organization Department of Education
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1007/s10734-019-00473-6
dc.relation.issn 0018-1560
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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