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- Vol 4 RE: Chapter 24
self-regulated learningemotional intelligencestress copingpostgraduate wellbeingresearch-related pressureadaptive copingstudent supportJournal article Evidence summaryAt a glance
This quantitative study investigates how self-regulated learning, emotional intelligence, and coping with stress relate to postgraduate students’ wellbeing. The authors frame postgraduate research as a demanding activity that requires learners to organize time and resources, monitor progress, regulate motivation and emotion, and respond constructively to setbacks.
Key ideas
Survey data were used to estimate students’ levels on the focal constructs and examine correlations and predictive relationships with wellbeing. The reported analyses indicate positive associations between wellbeing and both self-regulated learning and emotional intelligence, while effective coping strategies also contribute to managing research-related pressure. The findings suggest that academic success and wellbeing should not be treated as separate concerns: planning, monitoring, emotional awareness, emotion management, and adaptive coping can jointly help students sustain productive research activity. The authors recommend that universities and supervisors provide explicit support for these capabilities through mentoring, counselling, workshops, and structured research guidance.
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Because the study relies on self-report and a particular postgraduate context, its relationships should be interpreted as associative rather than definitive evidence of causation.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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