AI Insight
This survey of 475 early-career researchers in German-speaking countries examined psychological factors affecting academic performance and well-being. While PhD students and postdocs generally reported confidence in their abilities and satisfaction with their performance, notable gender differences emerged, with women experiencing higher levels of worry and negative emotions, particularly at the postdoc stage. Key factors influencing career decisions included time and financial constraints, supervision quality, and opportunities outside academia.
Why it matters
The findings highlight specific psychological vulnerabilities among early-career researchers, especially female postdocs, that institutions should address when developing support programs. Understanding these factors can help academic institutions create more effective interventions to retain talented researchers and improve well-being during critical career stages.
Understand the Science
by Cornelia Herbert
Academic performance involves achieving one’s goals and reaching one’s full potential while staying mentally, emotionally, and physically well. This can be challenging across all career paths. This article presents results from a new survey examining key psychological factors and how early-career researchers evaluate them in relation to their scientific performance and health as they pursue their career goals. A total of 475 participants (e.g., in Germany, Switzerland, or Austria) evaluated psychological factors that, according to previous research and psychological theories, influence academic success. The evaluations included participants’ assessments of their self-competence, motivation, and work effort; achievement emotions (including negative and positive experiences that influence well-being); perceptions of supervision; and views on reasons for staying or leaving academia. Gender differences and differences between PhDs and postdocs were also analyzed. Overall, PhD students and postdocs felt confident in and satisfied with their academic performance. They evaluated their competencies, effort, and motivation as key to achieving their career goals. Satisfaction, effort, and self-efficacy showed no gender differences, but women reported higher levels of worry and negative emotions, particularly among postdocs. Challenges such as time and financial constraints, as well as the benefits of working outside academia, influenced self-perceptions of career decisions. Most participants reported regular supervision; a few had experience with or were participating in early-career initiatives. The study emphasizes the need to consider young scientists’ beliefs, feelings, and expectations about their academic performance, achievement, and health when developing early-career strategies to reduce perceived barriers and reflect career decisions. The current approach and results are discussed in relation to previous studies, the observed challenges, and the gaps this research addresses.
Source: Empowering scientific performance and health: MERIT – A survey study and research perspective