Relevant bibliographies by topics / Doctoral students – Psychology

Academic literature on the topic 'Doctoral students – Psychology'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Doctoral students – Psychology"

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Littleford, Linh Nguyen, Kim Buxton, Meredith A. Bucher, Stephanie L. Simon-Dack, and Kao Lee Yang. "Psychology Doctoral Program Admissions." Teaching of Psychology 45, no. 1 (December 15, 2017): 75–83. http://dx.doi.org/10.1177/0098628317745453.

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What do psychology doctorate programs require and prefer in their master’s level applicants? Do the programs value students’ graduate experiences during and postadmission? Doctoral programs’ ( n = 221) responses to an online survey showed that most required letters of recommendation, personal statements, Graduate Records Examination scores, and undergraduate grade point average. These credentials, interviewing skills, and student–mentor research match are crucial to admission decisions. However, clinical PhD, counseling PhD, clinical and counseling PsyD, practice subfields (e.g., school psychology), and research subfields (e.g., social psychology) evaluated differently 8 of the 26 credentials. Master’s-level applicants benefit more than bachelor’s-level applicants when beginning their doctoral work (e.g., having their master’s theses waived), but the advantages vary by subfields. Implications and recommendations for doctoral applicants are discussed.
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Roland-Lévy, Christine. "Doctoral Training of Psychology Students in France." European Psychologist 8, no. 1 (March 2003): 3–8. http://dx.doi.org/10.1027//1016-9040.8.1.3.

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Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.
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Rodríguez, Yolanda García. "Doctoral Studies in Psychology in Spain." European Psychologist 8, no. 1 (March 2003): 28–33. http://dx.doi.org/10.1027//1016-9040.8.1.28.

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In Spain doctoral studies underwent a major legal reform in 1998. The new legislation has brought together the criteria, norms, rules, and study certificates in universities throughout the country, both public and private. A brief description is presented here of the planning and structuring of doctoral programs, which have two clearly differentiated periods: teaching and research. At the end of the 2-year teaching program, the individual and personal phase of preparing one's doctoral thesis commences. However, despite efforts by the state to regulate these studies and to achieve greater efficiency, critical judgment is in order as to whether the envisioned aims are being achieved, namely, that students successfully complete their doctoral studies. After this analysis, we make proposals for the future aimed mainly at the individual period during which the thesis is written, a critical phase in obtaining the doctor's degree. Not enough attention has been given to this in the existing legislation.
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Strube, Gerhard, and Hans Spada. "The Training of Doctoral Students of Psychology in Germany." European Psychologist 8, no. 1 (March 2003): 18–22. http://dx.doi.org/10.1027//1016-9040.8.1.18.

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Traditionally, doctoral students in Germany have been trained under the individual guidance of their advisors. Because of recent developments, doctoral students, especially psychology students, are now being trained within organized research groups, including broad national doctoral programs, the Graduiertenkollegs. The present article documents these changes and provides some statistical data.
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Silvera, David H., Bruno Laeng, and Tove I. Dahl. "The Training of Doctoral Students of Psychology in the United States." European Psychologist 8, no. 1 (March 2003): 48–53. http://dx.doi.org/10.1027//1016-9040.8.1.48.

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This article describes both formal and informal aspects of doctoral training of psychology students in the United States. We first describe admission procedures and the financial support of doctoral students and then discuss the various milestones in a typical doctoral program. There follows an overview of what is expected of doctoral students and a description of the working environment (e.g., faculty and fellow students) in doctoral programs. Finally, we provide a brief analysis of the doctoral training system in the United States. One question of particular importance is whether the close supervision associated with many doctoral programs prepares the student adequately for supervising researchers and developing a research program of his/her own after graduation.
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Hill, Robert D., Linda G. Castillo, Le Quyen Ngu, and Ken Pepion. "Mentoring Ethnic Minority Students for Careers in Academia." Counseling Psychologist 27, no. 6 (November 1999): 827–45. http://dx.doi.org/10.1177/0011000099276007.

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The need for academic mentoring of ethnic minority doctoral students in counseling psychology has resulted in a call for training programs to build environments that not only provide financial assistance, but also work toward enhancing qualitative aspects of training that may be important in the students’preparations for future academic careers. This article describes the Western Interstate Commission of Higher Education’s (WICHE) Doctoral Scholars Program that provides both external funding and strategies designed to encourage faculty-student mentoring. The extent to which WICHE has influenced doctoral training in the counseling psychology program at the University of Utah is described from the perspective of the WICHE director, a WICHE faculty mentor, and two WICHE doctoral scholars. The importance of the faculty mentor as a facilitative agent in the training of ethnic minority students and in helping them to prepare for careers in academia is highlighted.
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Baranowski, Kim A., Sriya Bhattacharyya, Edward J. Ameen, Rachel Becker Herbst, Carolina Corrales, Laura M. Cote Gonzalez, Dianna Marisol González, et al. "Community and Public Arena Advocacy Training Challenges, Supports, and Recommendations in Counseling Psychology: A Participatory Qualitative Inquiry." Journal for Social Action in Counseling & Psychology 8, no. 2 (December 1, 2016): 70–97. http://dx.doi.org/10.33043/jsacp.8.2.70-97.

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Despite a continuing need for clinicians to engage in socially-­‐just practice that addresses systemic factors impacting the mental health of clients through advocacy, there are often limited formalized opportunities for doctoral counseling psychology students to be exposed to and to engage in community or public arena advocacy. Two counseling psychology faculty members initiated and supervised a Participatory Action Research (PAR) team comprised of six advanced counseling psychology doctoral students and three early career counseling psychologists with experience conducting community and public arena advocacy. The nine PAR team members explored the doctoral students’ experiences conducting advocacy during their doctoral training and the resulting qualitative data was analyzed using a content analysis methodology. The study results highlight the challenges inherent in facilitating and conducting these types of advocacy training activities, discuss essential supports provided by their doctoral programs, and offer recommendations to counseling psychology faculty interested in preparing their students to engage in this work.
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Benjamin, Ludy T., Maureen Durkin, Michelle Link, Marilyn Vestal, and Jill Acord. "Wundt's American doctoral students." American Psychologist 47, no. 2 (1992): 123–31. http://dx.doi.org/10.1037/0003-066x.47.2.123.

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Tibbits-Kleber, A. Lura, and Robert J. Howell. "Doctoral training in clinical psychology: A students' perspective." Professional Psychology: Research and Practice 18, no. 6 (December 1987): 634–39. http://dx.doi.org/10.1037/0735-7028.18.6.634.

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Bedi, Robinder P., Kayla D. Christiani, and Julie A. Cohen. "The future of Canadian counselling psychology: Doctoral students." Counselling Psychology Quarterly 31, no. 2 (January 12, 2017): 205–22. http://dx.doi.org/10.1080/09515070.2016.1277977.

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Dissertations / Theses on the topic "Doctoral students – Psychology"

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Grigsby, Michelle Linn. "Personality, Coping, and Burnout in Online Doctoral Psychology Students." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/357.

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Completion times for doctoral psychology students are twice as long as those of other disciplines, and the attrition rate is over half of the matriculated students. Research indicates that (a) burnout plays an integral part in delayed completion and attrition for doctoral students and (b) personality and coping influence the development of burnout. In an effort to support prevention and intervention strategies, this study explored the gap in research regarding moderating effects of coping styles on the relationship between personality traits and burnout levels in online doctoral psychology students, as this population is growing at a significant rate and possesses additional risks for burnout due to physical isolation from faculty, academic peers, and support services. The NEO Five-Factor Inventory assessed the personality traits of Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness; the Coping Inventory for Stressful Situations measured Task-, Emotion-, and Avoidant-Oriented coping styles; and the Maslach Burnout Inventory--Student Survey assessed the burnout dimensions of Exhaustion, Cynicism, and Efficacy. Results of multiple regression analysis indicated positive relationships between Neuroticism, Emotion-Oriented Coping, and Burnout, and negative relationships between Extraversion, Openness, Agreeableness, and Conscientiousness, Task-Oriented Coping, and Burnout. Avoidant-Oriented Coping was identified as a moderating variable on the predictive relationship between Conscientiousness and Professional Efficacy. This study contributes to social change by improving the understanding of burnout factors for online doctoral psychology students, which could enhance intervention strategies and improve timely program completion.
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Nolan, Lindsay. "Professional Identity Development in Blended Clinical Psychology Doctoral Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7708.

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As online graduate programs gain popularity, it has become more important to understand how students enrolled in these programs develop their professional identities. Researchers have demonstrated that there are both benefits and drawbacks to participation in blended learning programs (which incorporate in person and online instruction). It is not known how students enrolled in blended clinical psychology PhD programs experience the in-person portion of these programs and what their experiences mean for their professional identity development. This study examined the perceived impact of one part of an online clinical psychology doctoral program, the in-person classroom experiences, on the professional identity of clinical psychology trainees. Drawing from theories such as actor network theory and transactional distance theory, the current study explored how interactions between students and professors shaped professional identity. The study was qualitative phenomenological, using NVivo software to organize interview data from participants enrolled in blended doctoral programs. There were 6 participants total. A total of 8 themes were found in the data. These themes included fear, expertise, improved understanding, adjusting, growth, change, dissatisfaction, and finding support. Students valued the time spent with professors and perceived themselves to have grown after participating in in-person intensives. The themes found gleaned insight into the professional identity development of students enrolled in blended clinical psychology doctoral programs. This study has implications for how training programs for those in blended programs can be improved, thus improving the quality of patient care.
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Weaver, Kelli L. "Burnout, stress and social support among doctoral students in psychology." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1591.

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Thesis (Ph. D.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 172 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 140-151).
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Lainez, Gloria. "Assessing Cultural and Linguistic Competencies in Doctoral Clinical Psychology Students." Thesis, Pepperdine University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13812228.

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With an increase of Spanish-speakers residing in the United States, there is an increase in the need for Spanish-speaking mental health providers. Psychologists have to undergo years of education and extensive training in order to get licensed to provide services. However, little is known about the education and training of psychologists who are bilingual Spanish-English speakers providing mental health services to monolingual Spanish-speaking clients. This qualitative study gathered feedback via phone interviews from seven doctoral level psychology students who identified as bilingual Spanish-English. Feedback gathered was on the Spanish Language Assessment measure created by Dr. Rogelio Serrano in the hope of modifying the measure for future use. In addition, feedback was gathered on each participant?s experience in graduate school as it relates to preparedness for working with the Spanish-speaking population, suggestions for improving education and training in this area, and their understanding of cultural and linguistic competence. A thematic analysis outlined themes in participant responses. The findings will help shed light on the assessment for linguistic and cultural competence in bilingual Spanish-English clinicians, in addition to exploring ways to improve clinical graduate training for those working with Spanish-speaking populations. Keywords: bilingual, assessment, evaluation, training, cultural competence, linguistic competence, graduate training

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Cromer, Philip W. "Counseling and clinical psychology doctoral students' perceptions of their faculty's ethical behavior." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3812.

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Thesis (Ph. D.)--West Virginia University, 2005.
Title from document title page. Document formatted into pages; contains ix, 127 p. Includes abstract. Includes bibliographical references (p. 112-118).
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Zec, Adrianna J. "Applying Social Cognitive Theory to Interest in Geropsychology Among Clinical Psychology Doctoral Students." Xavier University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1396719375.

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Polaha, Jodi. "CFHA in Philadelphia: A Field Trip for ETSU Doctoral Students in Clinical Psychology." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6768.

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Olds, Tami McCray Witte James E. "An examination of cognitive complexity and self-directed learner readiness of traditional and nontraditional undergraduate students." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/doctoral/OLDS_TAMI_24.pdf.

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Hall, Nicola Jane. "An Exploration of Military Doctoral Students' Journey to Degree Completion." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7227.

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Little is known about the experiences of doctoral students who are active duty military or veterans seeking a degree in counselor education and supervision (CES). The purpose of this research was to positively impact the counseling profession by ensuring adequate representation of military-competent counselors through an exploration of the academic journey of military students. This research sought to highlight military students' perceptions of barriers and contributors to degree completion. Selection criteria for participants involved any United States military personnel classified as active or inactive. These military personnel had to have earned within the past 12 months or were currently enrolled in a counselor education and supervision PhD program at an institution accredited by the Council for Accreditation of Counseling and Related Educational Programs. This research adopted a phenomenological hermeneutic theoretical approach to explore the lived experiences of 6 military students on their journey to degree completion in a CES doctoral program. The central research question focused on the lived experiences of military CES students related to their journey towards degree completion. Key results emerged in the form of themes that contributed to degree completion such as helping other veterans/giving back and programmatic fit. Themes that showed prevalent barriers to degree completion included professional identity development, military students and degree completion, environmental factors, and access to military counselors. The implications of this study for social change include supporting academic institutions in reducing the attrition rates of military CES students.
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Farber, Nancy Karen. "Counseling psychology doctoral students' help seeking behavior : factors affecting willingness to seek help for psychological problems." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1137595.

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The purpose of this study was to identify factors that may affect counseling psychology doctoral students' tendencies to seek professional psychological help for their personal problems. The study had the following specific goals: (a) to identify psychology students' reasons for seeking professional help, (b) to identify psychology students' reasons for hesitating to seek professional help, (c) to determine the incidence of personal distress among psychology students, (d) to determine the incidence of professional psychological help seeking, and (e) to begin to examine the impact that training environments have on the development of psychologists' attitudes toward seeking personal psychotherapy.The population of this study was doctoral students in APA-approved programs in Counseling Psychology during their internship phase of training. The sample consisted of 178 pre-doctoral interns. Students were mailed a survey developed by the researcher. The survey instrument consisted of questions about psychological problems experienced and the extent to which students had sought or would seek help for these problems. The survey also addressed students' perceptions about whether or not personal help seeking was advocated in their training programs and extent to which the topic of personal psychotherapy was included in their graduate curriculum.Data were analyzed using a combination of qualitative and quantitative procedures. Grounded theory analysis techniques, frequency distributions and multiple regression analyses were utilized.The study reveals that the decision to seek help is a complex one. While most students had sought or would be willing to seek help in the future, many would hesitate to do so. Conclusions drawn are that psychologists (in training) may prefer to turn to professional help as a last resort, and that there are barriers that prevent trainees from obtaining psychological services including finances, availability of therapists, and concerns about confidentiality. Trainees who have had positive experiences with therapy or who value it for personal or professional growth are more likely to seek help. Trainees who perceive that help seeking is normative among their peers are also more likely to seek help. The topic of "psychologists' seeking help for themselves" is not consistently addressed as a part of counseling psychologists' formal training.
Department of Counseling Psychology and Guidance Services
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Books on the topic "Doctoral students – Psychology"

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Ron, Valenti, ed. Completing a professional practice dissertation: A guide for doctoral students and faculty. Charlotte, N.C: Information Age Pub., 2010.

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Willis, Jerry. Completing a professional practice dissertation: A guide for doctoral students and faculty. Charlotte, N.C: Information Age Pub., 2010.

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The education dissertation: A guide for practitioner scholars. Thousand Oaks, Calif: Corwin Press, 2010.

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Butin, Dan W. The education dissertation: A guide for practitioner scholars. Thousand Oaks, Calif: Corwin, 2010.

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Araújo, Emília Rodrigues. O doutoramento: A odisseia de uma fase da vida. Lisboa: Edições Colibri, 2006.

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Pichugin, Vitaliy, Elena Kamneva, and Zhanna Korobanova. The problem of responsibility formation in the development of human capital. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1873865.

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The monograph examines the current problems related to the development of human capital, presents the results of research on the conditions, means and methods of effective formation of responsibility in the process of human capital development. Prepared on the basis of the results of research carried out within the framework of the university-wide complex topic of the Financial University under the Government of the Russian Federation "Socio-political, economic and legal conditions for the development of human potential, society and the state. Socio-political, psychological and linguistic factors of civilizational development in conditions of instability". It is intended for managers of personnel departments, researchers, teachers, postgraduates, doctoral students and students of higher educational institutions. The materials can be used in the educational process when reading courses "Management Psychology", "Labor Psychology", "Organizational Psychology", "Personnel Management", etc.
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Abramova, Galina, and Yuliya Yudchic. Psychology in medicine. ru: INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/textbook_5a0a92a00b4075.63360726.

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The textbook addresses the problems of psychological research arising at the intersection of professional interests of doctors and psychologists. It can be used by representatives of these professions in the process of choosing the content and forms of influence on the experiences of a person associated with his health and diseases. The manual is intended for students of medical and psychological specialties, studying courses in deontology, valeology, psychosomatic medicine, General psychology, clinical and medical psychology. Specialists in the field of practical medicine and psychology can use the information provided to organize professional interaction.
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Poidevant, John Monroe. Vocational aspirations of doctoral students in the counseling profession. 1989.

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Stress Among Clinical Psychology Doctoral Students: A comparison of perceived stress levels during the five years of a clinical psychology doctoral program ... a private university in Chicago, Illinois. AuthorHouse, 2006.

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Urban, Jennifer Brown, and Miriam R. Linver. Building a career outside academia: A guide for doctoral students in the behavioral and social sciences. 2019.

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Book chapters on the topic "Doctoral students – Psychology"

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Wiorogórska, Zuza. "Field-Specific Information Needs of Doctoral Students in Psychology. A Comparative Study." In Communications in Computer and Information Science, 375–82. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_38.

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Nundy, Samiran, Atul Kakar, and Zulfiqar A. Bhutta. "Bedside Teaching in Developing Countries." In How to Practice Academic Medicine and Publish from Developing Countries?, 369–78. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-5248-6_39.

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AbstractThe patient’s bedside has been compared to a platform where budding doctors get an opportunity to actively engage, learn, and acquire new skills. It provides the best in-person professional environment for young medical graduates, staff physicians, and fellows to translate their theoretical knowledge into practical skills. The concept of human learning has been based on the evolution of varying theories of behaviourism, cognitivism, and constructivism [1]. Human psychology trains itself by constructive analysis of the varying experiences in day-to-day learning; in other words, exploring old information through the discovery of new information. This phenomenon has been termed as the ‘spiral learning’ by Bruner [2] a concept that is reinforced in bedside teaching. This emphasizes active participation in teaching by the mentee/learner, which is the ‘new normal’ for a didactic teaching format (Fig. 39.1). The importance of bedside teaching dates back to the fifteenth century, when Sylvius (1614–1672), a renowned French practitioner, voiced his thoughts on teaching on rounds [3]. He believed in the concept of daily teaching by asking questions about the various clinical signs and symptoms and inquiring from the students regarding their observations, thoughts, and perceptions relating to patient care. It has been shown by studies that history contributes to deriving 56% of the diagnosis [4] and a comprehensive physical examination can provide 70%.
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Burns, Raquel M., Colleen E. Commisso, Irem B. Karabacak, and Brenna K. Wood. "Doctoral Student Involvement in Online Course Development." In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 110–31. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch006.

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As modes of course delivery evolve so do the demands for instructors with experience both online and in-person. Traditionally, advanced graduate students in special education gain experiences through “in-person,” co-teaching, or graduate/teaching assistant experiences. Further, if given the opportunity to teach online, the course is usually already developed with little or no opportunity to build additional online modules. In this chapter, the authors will describe a course during which an instructor and seven PhD students work as a collaborative learning community to develop an online version of an “in-person” introduction to special education course. A unique feature of the class was the online version needed to address a broad range of pre-service school personnel (e.g., pre-service: teachers, school counselors, school psychology students). Although the focus of this chapter is the development of an online introductory course, the strategies covered can be used to develop a wide range of online course topics.
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Sachau, Daniel A., and Barbara A. Fritzsche. "Issues Faced by Faculty in an Industrial-Organizational Master’s Program." In Mastering Industrial-Organizational Psychology, 96–114. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.003.0006.

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This chapter identifies challenges faculty face when teaching in a terminal industrial-organizational psychology master’s program. The authors discuss how faculty, particularly new/junior faculty, can deal with these issues to become productive in teaching, research, service, consulting, and shaping program culture. The authors offer suggestions for creating a successful program tailored to the needs of different types of students (recent graduates versus experienced students), strategies for maintaining an active research program, and ways to integrate consulting into a master’s program. This chapter includes a discussion of the challenges of offering both a master’s and doctoral program, managing administrators, and building a program culture.
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Morosov, Ivete. "A PRAGMÁTICA E OS JOGOS COMPORTAMENTAIS NAS COMUNICAÇÕES ORGANIZACIONAIS." In Coletânea de Pragmática: Grupo de Pesquisa Linguagem, comunicação e cognição. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-075-5-10.

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The Pragmatics Collection, organized by the Language, Communication and Cognition Research Group CNPq, aims to present scientific research carried out in this area in its multiple dialogues with other sciences, such as neuroscience, biology, psychology, social sciences, literary studies, law , translation, social communication, among many others, as well as disseminating research applied to the most diverse contexts of human activity . This inaugural volume includes research by national and foreign doctoral professors, signed jointly with colleagues and students, with the purpose of both strengthening the exchange of ideas at ABRAP - Brazilian Association of Pragmatics, as well as maximizing the reach, originality, potential impact and interdisciplinarity of this science in Brazil.
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Dias, Luzia Schalkoski, and Angela Mari Gusso. "ANÁLISE MULTIMODAL DAS ESTRATÉGIAS DE POLIDEZ EM CAMPANHA DE DOAÇÃO DE SANGUE DO MINISTÉRIO DA SAÚDE." In Coletânea de Pragmática: Grupo de Pesquisa Linguagem, comunicação e cognição. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-075-5-11.

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The Pragmatics Collection, organized by the Language, Communication and Cognition Research Group CNPq, aims to present scientific research carried out in this area in its multiple dialogues with other sciences, such as neuroscience, biology, psychology, social sciences, literary studies, law , translation, social communication, among many others, as well as disseminating research applied to the most diverse contexts of human activity . This inaugural volume includes research by national and foreign doctoral professors, signed jointly with colleagues and students, with the purpose of both strengthening the exchange of ideas at ABRAP - Brazilian Association of Pragmatics, as well as maximizing the reach, originality, potential impact and interdisciplinarity of this science in Brazil.
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Ferreira, Marina Xavier. "A OSTENSÃO COMO ELEMENTO PRAGMÁTICO DA LIBRAS." In Coletânea de Pragmática: Grupo de Pesquisa Linguagem, comunicação e cognição. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-075-5-12.

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The Pragmatics Collection, organized by the Language, Communication and Cognition Research Group CNPq, aims to present scientific research carried out in this area in its multiple dialogues with other sciences, such as neuroscience, biology, psychology, social sciences, literary studies, law , translation, social communication, among many others, as well as disseminating research applied to the most diverse contexts of human activity . This inaugural volume includes research by national and foreign doctoral professors, signed jointly with colleagues and students, with the purpose of both strengthening the exchange of ideas at ABRAP - Brazilian Association of Pragmatics, as well as maximizing the reach, originality, potential impact and interdisciplinarity of this science in Brazil.
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Santos, Sebastião Lourenço dos. "LINGUAGEM E COGNIÇÃO: UMA ABORDAGEM INTERDISCIPLINAR DOS PROCESSOS DE INTERPRETAÇÃO HUMANA." In Coletânea de Pragmática: Grupo de Pesquisa Linguagem, comunicação e cognição. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-075-5-2.

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The Pragmatics Collection, organized by the Language, Communication and Cognition Research Group CNPq, aims to present scientific research carried out in this area in its multiple dialogues with other sciences, such as neuroscience, biology, psychology, social sciences, literary studies, law , translation, social communication, among many others, as well as disseminating research applied to the most diverse contexts of human activity . This inaugural volume includes research by national and foreign doctoral professors, signed jointly with colleagues and students, with the purpose of both strengthening the exchange of ideas at ABRAP - Brazilian Association of Pragmatics, as well as maximizing the reach, originality, potential impact and interdisciplinarity of this science in Brazil.
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9

Ferreira, Rodrigo Bueno, and Elena Godoy. "POÉTICA COGNITIVA: A PRAGMÁTICA NA COMUNICAÇÃO LITERÁRIA." In Coletânea de Pragmática: Grupo de Pesquisa Linguagem, comunicação e cognição. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-075-5-3.

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Abstract:
The Pragmatics Collection, organized by the Language, Communication and Cognition Research Group CNPq, aims to present scientific research carried out in this area in its multiple dialogues with other sciences, such as neuroscience, biology, psychology, social sciences, literary studies, law , translation, social communication, among many others, as well as disseminating research applied to the most diverse contexts of human activity . This inaugural volume includes research by national and foreign doctoral professors, signed jointly with colleagues and students, with the purpose of both strengthening the exchange of ideas at ABRAP - Brazilian Association of Pragmatics, as well as maximizing the reach, originality, potential impact and interdisciplinarity of this science in Brazil.
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10

Ferreira, Marina Xavier, and Elena Godoy. "O CONTEXTO COMO AUXÍLIO NO PROCESSO DE ENSINO-APRENDIZAGEM DE LÍNGUA ESPANHOLA." In Coletânea de Pragmática: Grupo de Pesquisa Linguagem, comunicação e cognição. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-075-5-4.

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Abstract:
The Pragmatics Collection, organized by the Language, Communication and Cognition Research Group CNPq, aims to present scientific research carried out in this area in its multiple dialogues with other sciences, such as neuroscience, biology, psychology, social sciences, literary studies, law , translation, social communication, among many others, as well as disseminating research applied to the most diverse contexts of human activity . This inaugural volume includes research by national and foreign doctoral professors, signed jointly with colleagues and students, with the purpose of both strengthening the exchange of ideas at ABRAP - Brazilian Association of Pragmatics, as well as maximizing the reach, originality, potential impact and interdisciplinarity of this science in Brazil.
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Conference papers on the topic "Doctoral students – Psychology"

1

Pogodayeva, Margarita, Julia Chepurko, Olga Molokova, Tatyana Nikulina, and Svetlana Matafonova. "Interrelation of stress resistance and adaptability at doctors and students of medical institute." In Proceedings of the II International Scientific-Practical Conference "Psychology of Extreme Professions" (ISPCPEP 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ispcpep-19.2019.37.

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Yin, Wenqiang. "Relationship study on doctor-patient communication performance, communicative skills, willingness and environmental perception of medical students." In 2016 2nd Chinese Youth’s Health Forum – Physiology, Psychology and Education. Asian Academic Press Co., Limited, 2017. http://dx.doi.org/10.24104/rmhe/2017.01.02010.

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Tommasi, Francesco, Andrea Ceschi, and Riccardo Sartori. "PERSON-ENVIRONMENT MISFIT AND MENTAL DISORDER AMONG PHD STUDENTS: THE MEDIATING ROLE OF MEANINGFUL WORK." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact045.

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"In organizational psychology, the authors’ awareness of the concerns about the current academic working conditions and their potential impacts on PhD students’ mental health is increasing. Accordingly, authors have witnessed increased the attention to PhD students’ perception of their fit with the environmental conditions, i.e., organizational policies, co-workers’ and supervisors’ relations and supports, as an antecedent of their PhD experience. In particular, such environmental conditions seem to be related to the high diffusion of state anxiety and depression among PhD students that perceive a certain level of misfit between them and the environment. However, studies suggested that, despite the working conditions, in the presence of positive experience at work, such as meaningful work, individuals are less at risk of developing mental disorders as well as of quitting their job. Indeed, meaningful work construct regards a positive individual phenomenon of experience and perception of meaningfulness at work. Then, it might be a potential experience that might mitigate the experience of negative states at work. The present paper aims to address the current need for knowledge by involving a literature review of the role played by meaningful work in the PhD experience. Then, the paper explores the potential mediational role of meaningful work between the path from P-E misfit and mental disorders’ symptoms and students’ intention to quit. A cross-sectional study has been devised via the use of an online questionnaire with self-report measures on P-E misfit, meaningful work, mental health disorders symptoms, and intention to quit. In a sample of N = 251 Italian PhD students, the results showed a prevalence of three mental health disorders symptoms, i.e., depression, anxiety and hostility, among doctorate students, which resulted to be positively related to the levels of P-E misfit. Then, the results showed a negative mediating role of meaningful work on the paths from P-E misfit to (a) mental disorders and (b) intention to quit. Finally, the paper advances further steps for research as well as for practical implications for supporting PhD students."
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