Early career researchers and mental health: Observational study of challenge and wellbeing.

Abstract

Early career researchers (ECRs) are a strategic sector in the academic community because they represent a scientific incubator for future academic scholars. Recently, growing evidence suggests that relevant doctoral researchers work under elevated levels of stress and frustration and that this has a significant impact on their personal health and research output and their future career development. This study aimed to analyse the well-being and mental health within ECR, focusing on coping strategies for stress, and to contribute and exploit a conceptual framework tailored to the academic context considering the specifics and challenges of academia. Participants were 134 young early career academics (mean age = 30.6; SD = 4.38; range = 25-40 years) enrolled via institutional email. A 94-item questionnaire was created using Survey Monkey and distributed between October and December 2022. The survey assessment was based on three parts: (1) sociodemographic data, (2) psychological assessment, and (3) research skills design. Our findings highlighted a general trend toward negative psychological dimensions in ECRs: PhD students and research contracts appeared to be stressed, anxious, and depressed. Moreover, they had segmented ECRs: PhD students showed higher levels of depression, anxiety, and stress than research contracts, highlighting reduced positive outcomes in psychological dimensions, as well as lower ability to manage emotional experiences and then to be perseverant for long-term goals and motivation. Our findings highlight that mental health in ECRs is a challenge that needs to be addressed in academia. New and innovative ways of encouraging help-seeking must be developed and implemented to address policy changes, communication activities, training, and health-promotion activities through the circulation of experience, sharing actions, and strategies to foster healthy academics by raising awareness, implementing interventions, or engaging professionals concerning mental health in academia.