@article{36fdeb0c57eb42cab5a38fa3a8b42200,
title = "Mental Health and Perceived Stress in Kinesiology Graduate Students",
abstract = "While the negative psychological effects of the COVID-19 pandemic have been noted in the general population and among undergraduate students, little is known about the impact on graduate students. We surveyed kinesiology graduate students (N = 272) enrolled in American Kinesiology Association member institutions regarding their well-being. Overall, graduate students reported poor mental health and high perceived stress. Cisgender women reported worse outcomes than their counterparts. No significant differences were found among sexual orientation or racial and ethnic identity. In open-ended responses, graduate students identified both increased and decreased well-being and delineated methods that helped or would have helped their well-being during the pandemic. Faculty and administrators must put intentional effort into recognizing mental health disparities, provide open and clear communication, and increase access and visibility of resources to support the mental health and well-being of graduate students.",
keywords = "doctoral students, graduate education, master's students, well-being, wellness",
author = "Mullin, {Elizabeth M.} and Anna Bottino and Wadsworth, {Danielle D.} and Petruzzello, {Steven J.} and Vargas, {Tiffanye M.}",
note = "In describing factors that helped/would have helped support well-being, one aspect participants highlighted was the importance of support, citing personal, academic, and financial support as helpful. Personal support referred to the role that friends, family, partners, peers, and pets played/would have played in supporting mental well-being. Academic support referred to faculty initiatives to support students{\textquoteright} well-being. For example, one participant indicated wanting “Safe environments [where] my advisor/professors understand that I{\textquoteright}m probably overwhelmed .. . to be flexible and work towards student success, not discouraging us or giving failing grades because we submitted a few hours late.” In other words, empathy, understanding, and flexibility from professors helped/ would have helped in times of uncertainty or stress during the pandemic. Finally, financial support was cited in the context of wanting to receive more funding through graduate assistantships, associateships, and fellowships. One participant commented, “ .. . the low amount of money and financial stress multiplies the regular stress. Our stipend is about the same amount as rent ... . I worked a second job this year.” As this participant indicated, financial support would help alleviate students{\textquoteright} financial concerns and, subsequently, help them to better cope with other stressors associated with their graduate/professional lives. First and foremost, we as faculty and administrators must acknowledge and consider the mental well-being of our graduate students. Graduate school is a demanding and rigorous experience, often coupled with decreased financial support from parents or guardians. The ongoing impact of the COVID-19 pandemic has amplified these challenges. Being aware that the graduate student is a whole person requires recognition of not only their institutional responsibilities (e.g., teaching assistant, research assistant) but also their intersectional identities (e.g., Black, lesbian, nonbinary, partner, parent, caregiver, etc.) beyond academia.",
year = "2022",
month = nov,
doi = "10.1123/kr.2022-0020",
language = "English (US)",
volume = "11",
pages = "337--342",
journal = "Kinesiology Review",
issn = "2163-0453",
publisher = "Human Kinetics Publishers Inc.",
number = "4",
}