by Bilge Gencoglu
Embarking on a PhD is often seen as a journey of solo work, where PhD students dive deep into their research fields, exploring and discovering new knowledge. However, there is an aspect of this journey that is not often talked about: the silent yet powerful influence of peer supports and peer pressure. This hidden force plays a significant role in shaping the experiences of PhD candidates, affecting everything from their work habits to their mental well-being. In this blog, we will explore the nuances of peers in the PhD trajectory, looking at how it can both challenge and support PhDs on their academic path.
Peers can serve as a motivator and a formidable challenge. Research reveals that a supportive academic network, encompassing both peers and supervisors, plays a crucial role in a PhD candidate’s progress (Martinsuo & Turkulainen, 2011). In particular, peer support seems to protect university students’ mental health (Alsubaie et al., 2019): indeed, those who report higher levels of perceived social support, also report lower levels of loneliness (Bemardon et al., 2011). Also, peer support can be a powerful motivator, urging students to push their boundaries and achieve academic milestones.
However, while PhD candidates are expected to support each other, this may backfire and can also lead to detrimental effects on mental well-being, causing stress, self-doubt, and unhealthy competition. A study by Kusurkar et al. (2022) found feelings of relatedness with coworkers as an energizer as well as peer pressure as a stressor for PhD candidates. On the one hand, PhD candidates are expected to foster a supportive community, sharing insights and uplifting each other. On the other hand, this environment can turn into a competitive arena, where the pressure to match or surpass peers’ achievements could have adverse effects.
At its core, peer pressure among PhD candidates is a double-edged sword. It is a continuum of collaboration versus comparison, of motivation versus mental fatigue. It involves balancing the act of drawing motivation and inspiration from peers and surpassing their achievements.
A PhD candidate answered the question “what aspects of doing a PhD negatively affect(ed) your mental health” in the PhD Well-being Survey 2020, which was held by the University of Groningen (Fokkens-Bruinsma et al., 2021), as follows:
“… publication pressure and high level of competition, but that’s not what I (!) feel actually, but it’s more the whole academic system in which people experience these things and for example in my departments, PhDs put pressure on everyone to work more, they even organize work-weekends during this corona period. I don’t really experience this pressure myself, because I’m just doing my own project, but I got highly demotivated and angry about others expecting people to work more etc, and even explicitly mention it (e.g. I was called not ambitious because I am to finish work everyday at 5h30 the latest).”
PhD candidates often find themselves in environments where long hours are worn as a badge of honor, where being the first to arrive and the last to leave is subtly celebrated. This may trigger you as a PhD feeling you are not doing enough and you should always work more to be better. This culture of overwork, as highlighted in the quote of this PhD candidate, is not just about personal choice—it is a reflection of an unspoken expectation to match or surpass the dedication of peers. This quote captures a personal narrative that sheds light on a pervasive issue, revealing how the pressures of publication and competition are not merely institutional mandates but are deeply ingrained in the academic culture, perpetuated by peers. The existing literature highlights systemic issues of overwork and workaholism in PhDs due to the pressures of academia (Casey et al., 2023). It was previously shown that workaholism is associated with anxiety, depression, poor sleep, poor well-being, and suicidal behaviors in PhD candidates (Milicev et al., 2023). This pervasive sense of pressure and competition can chip away at mental health and job satisfaction.
In addition, in academia, the discourse “less is more” often finds no footing. The narrative that “more is always better” when it comes to publications, work hours, or even caffeine consumption becomes an ingrained belief within academia, fueling a culture that often prioritizes quantity over quality, and perpetuates a cycle of stress and burnout among PhD candidates. But let’s pause and consider the consequences. A study by Levecque et al. (2017) highlights that 32% of PhD candidates are at high risk of having or developing mental health disorders, especially depression.
Who can help PhD candidates? Previous research found that a blend of higher support from supervisors and peers, stronger identification with peers, and greater identification with the academic community at an institution is related to positive psychological health outcomes in PhDs (Jackman et al., 2023). However, peer support alone is not sufficient: The same study found that peer support and a sense of identification with peers without high supervisory support and identification with the academic community at their institution were related to maladaptive outcomes. At this point, the role of departments and supervisors becomes crucial (Acharya & Rajendran, 2023; Mackie & Bates, 2019). They are positioned to either perpetuate this cycle of stress and overwork or to challenge it, fostering a supportive environment. Promoting collaborative projects can help reduce the sense of isolation and competition among students, emphasizing teamwork and collective achievement. Celebrating small milestones and achievements within the department can boost motivation and encourage a positive and supportive culture. Recognizing the progress and successes, no matter how minor, validates the hard work and dedication of students, contributing to a sense of accomplishment and belonging. This practice can serve as a powerful counterbalance to the often high-pressure environment of academia, reminding students that their efforts are seen and appreciated. Additionally, openly sharing and discussing failures or setbacks is equally important. Acknowledging that setbacks are a normal and valuable part of the academic process can demystify the experience of failure, reducing the stigma and isolation it often brings. This openness helps build resilience, encourages a growth mindset, and promotes a more realistic understanding of the research process. It underscores the idea that progress in academia is not a straight path but a journey with ups and downs that all contribute to learning and development. At the same time, supervisors can advocate for their students’ needs, ensuring that the departmental policies reflect a commitment to supporting students’ development.
“How is your research going?” When it comes to individual peer interaction, this seemingly innocuous question can sometimes send shivers down the spine of any PhD candidate. Simple on the surface, yet loaded with the subtext of the academic world – a world where peer comparison and the culture of competition thrive alongside collaborative discovery and intellectual growth. Although it may sound like a friendly check-in, the next time you are about to ask a fellow PhD candidate, “How is your research going?” pause for a moment. Reflect on your motivation behind the question: Is it genuine curiosity, a desire to connect and support? Or is it an involuntary comparison, a need to know where you stand in the sneaky competition? This dilemma of peer networks, where PhD candidates find both support and stress within their interactions, mirrors findings from a study by Jackman et al. (2022) which delved into the mental health and well-being of first-year PhD students through focus groups. The study shows that while peer support networks foster a sense of belonging, discussions centered solely on research progress can become a source of stress.
Remember, every PhD journey is unique, marked by its own set of challenges, breakthroughs, and moments of brilliance. Rather than a competition, it is a collective adventure—a quest for knowledge where every explorer has their own story. So, let’s shift the intention. Let’s connect not just to compare but to understand, to empathize, and to support. Because each journey is invaluable and each connection and support is vital. By recognizing this, we not only enrich our own experiences but also contribute to a more supportive, collaborative, and inspiring academic community.
References
Acharya, V., & Rajendran, A. (2023). A holistic model of resources to enhance the doctoral student’s well-being. International Journal of Educational Management, 37(6–7), 1445–1480. https://doi.org/10.1108/IJEM-11-2022-0457
Alsubaie, M. M., Stain, H. J., Webster, L. A. D., & Wadman, R. (2019). The role of sources of social support on depression and quality of life for university students. International Journal of Adolescence and Youth, 24(4), 484–496. https://doi.org/10.1080/02673843.2019.1568887
Bemardon, S., Babb, K. A., Hakim-Larson, J., & Gragg, M. (2011). Loneliness, attachment, and the perception and use of social support in university students. Canadian Journal of Behavioural Science, 43(1), 40–51. https://doi.org/10.1037/a0021199
Casey, C., Taylor, J., Knight, F., & Trenoweth, S. (2023). Understanding the mental health of doctoral students. Encyclopedia, 3(4), 1523–1536. https://doi.org/10.3390/encyclopedia3040109
Fokkens-Bruinsma, M., Jansen, E., & Axmann, F. (2021). Well-being Survey 2020 Aspects of University of Groningen PhD students’ well-being.
Jackman, P. C., Sanderson, R., Allen-Collinson, J., & Jacobs, L. (2022). ‘There’s only so much an individual can do’: an ecological systems perspective on mental health and wellbeing in the early stages of doctoral research. Journal of Further and Higher Education, 46(7), 931–946. https://doi.org/10.1080/0309877X.2021.2023732
Jackman, P. C., Slater, M. J., Carter, E. E., Sisson, K., & Bird, M. D. (2023). Social support, social identification, mental wellbeing, and psychological distress in doctoral students: A person-centred analysis. Journal of Further and Higher Education, 47(1), 45–58. https://doi.org/10.1080/0309877X.2022.2088272
Kusurkar, R. A., Isik, U., van der Burgt, S. M. E., Wouters, A., & Mak-van der Vossen, M. (2022). What stressors and energizers do PhD students in medicine identify for their work: A qualitative inquiry. Medical Teacher, 44(5), 559–563. https://doi.org/10.1080/0142159X.2021.2015308
Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868–879. https://doi.org/10.1016/j.respol.2017.02.008
Mackie, S. A., & Bates, G. W. (2019). Contribution of the doctoral education environment to PhD candidates’ mental health problems: a scoping review. Higher Education Research and Development, 38(3), 565–578. https://doi.org/10.1080/07294360.2018.1556620
Martinsuo, M., & Turkulainen, V. (2011). Personal commitment, support and progress in doctoral studies. Studies in Higher Education, 36(1), 103–120. https://doi.org/10.1080/03075070903469598
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