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PhD in Educational Psychology

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Doctor of Philosophy

Application & Tuition

Develop your capacity to enhance educational settings and address issues related to learning and cognition. This small and dynamic program provides the opportunity to work collaboratively with faculty members to deepen your knowledge and advance your career.

On This Page ↓

Program Overview Program Design & Courses Location Faculty Future Pathways Student Experiences Contact

PROGRAM OVERVIEW

Designed for.

MA holders who wish to develop specialized knowledge and skills through advanced study in educational psychology.

Program Format

• 20 units of coursework plus Doctoral exam and thesis
• In-person classes, typically at the Burnaby campus
• Late afternoon or evening classes

Intake Schedule

Applications are accepted biennually.

Next Start Term Fall 2025

PROGRAM DESIGN & COURSES

Program design.

This program is ideal to prepare you for a variety of roles, including faculty members at universities and colleges, advisory positions, educational consultants, researchers, and training specialists.

Note: A PhD degree in educational psychology at SFU does not meet requirements for the following:

• Certified school psychologist with the BC Association of School Psychologists
• Certified counselling psychologist with the BC Association of Clinical Counsellors
• Registered school or clinical psychologist with the BC College of Psychologists

Students interested in becoming registered PhD psychologists are advised to seek admission to Canadian Association of Psychologists accredited programs, such as the clinical psychology PhD program in the Psychology department at SFU. UBC also offers CPA PhD accredited programs in school psychology and counselling psychology.

Students complete:

EDUC 971-4 - Advanced Topics in Educational Psychology

In-depth critical analysis of select topics in educational psychology. Students with credit for EDUC 865 may not take this course for further credit. Prerequisite: EDUC 860.

EDUC 975-4 - Advanced Quantitative Methods in Educational Research

Methods for analyzing multivariate data in educational research, meta-analytic methods, and applications and frailties of advanced quantitative analysis. Illustrations from educational research are used throughout. Students with credit for EDUC 865 may not take this course for further credit. Prerequisite: EDUC 863 and 864 or permission of instructor.

12 UNITS OF ADDITIONAL COURSE WORK

Chosen with the approval of a Senior Supervisor

EDUC 899-18 - Doctoral Thesis

A major part of this program is original research. A thesis describing this is submitted and defended. Normally, before the fourth course a thesis research plan is presented to the supervisory committee. Upon entry to the program, every term students enroll in EDUC 899-18 Doctoral Thesis.

EDUC 983-5 - Doctoral Comprehensive Examination

The examination is graded on a satisfactory/unsatisfactory basis.

Normally, the comprehensive examination is completed in the term in which course requirements are completed, or the term immediately following.

Students who wish to register with the BC College of Psychologists will need to meet additional requirements outside the scope of this program.

At SFU, campus life is rich with opportunities to engage with people, ideas and activities that contribute to personal development and a better world.

Perched atop Burnaby Mountain, Simon Fraser University's original Arthur Erickson-designed campus includes more than three dozen academic buildings and a flourishing sustainable residential community.

Simon Fraser University respectfully acknowledges the unceded traditional territories of the Coast Salish peoples, including the səl̓ilw̓ətaʔɬ (Tsleil-Waututh), kʷikʷəƛ̓əm (Kwikwetlem), Sḵwx̱wú7mesh Úxwumixw (Squamish) and xʷməθkʷəy̓əm (Musqueam) Nations, on which SFU Burnaby is located.

Faculty members are recognized for their work in developing, advancing and enacting knowledge that makes a difference in public education. We follow a rigorous research program to investigate theory and provide innovative leadership in issues of educational pedagogy.

Educational Psychology Faculty

• Elina Birmingham  (Academic Coordinator)
• Maureen Hoskyn  (Academic Coordinator)
• Robyn Ilten-Gee

FUTURE PATHWAYS

Where can this program take you? The world is changing rapidly and so is the full range of career and academic opportunities that await. Two-thirds of our graduates work as faculty members at universities and colleges.  

Occupations

• Faculty members at universities and colleges
• Advisory positions for teachers, social workers, parents
• Educational consultants, analysts
• Directors of instruction
• Training and development specialists
• Researchers

STUDENT EXPERIENCES

Meet some Educational Psychology PhD alumni.

If you didn’t know her, you could easily dismiss Alexandra Patzak as an exceptional doctoral graduate who is being awarded with the top honour of a dean’s convocation medal. This is an incredible achievement to be celebrated—and one that Patzak accomplished alongside her unique experience as a student with a visual impairment navigating university life.

"During my program I was fortunate to work with many faculty and administration members in a number of projects within and outside my program, and I feel I’ve learned different sets of academic skills from each and every one of them."

"This dialogue with SFU provided me with the opportunity to experience the sort of personal mentoring that is so instrumental in the success of a graduate program."

"I was accepted into several Educational Psychology programs in the U.S. and Canada but felt that SFU would provide me with the best opportunities, resources, and training to support my career goals."

Dominic Trevisan , 2018 Graduate

LEARN MORE ABOUT THIS PROGRAM

Curious to know more about the program?

Learn more about Educational Psychology

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The mission of the Psychology Department at the University of Northern British Columbia is

"To develop and disseminate knowledge in psychology, emphasizing areas of relevance to the North, especially the understanding of human health, human development, and social well-being."

Welcome from the Chair

Faculty in the Department of Psychology at UNBC have wide and varied research and teaching interests. Currently, faculty and student researchers in our department study physiology and behaviour, positive psychology, intercultural communication, ecological and conservation psychology, embodied cognition, and conceptual and language processing. We also have access to national survey data through a Statistics Canada Research Data Centre at the Prince George campus. To see each faculty’s particular research interests, please click on the “Faculty and Staff” link. To see the courses taught in our undergraduate and graduate degree programs, please click on the “Courses” link. If you are interested in pursuing graduate studies in our department, please click on the “Graduate Admissions” link. Please feel free to contact us if you have questions about what we do.  

Important Forms

Honours Application Form

Official Registrar Forms - Course - Course Add/Drop, Declaration of Major, Application for Graduation, etc.

BSc Program

Psychology is the study of behaviour, feelings and thinking. Psychologists study the biopsychosocial and developmental mechanisms and processes that regulate the behaviour of individuals. The goal of the Department of Psychology is to provide advanced knowledge in the substantive areas of Psychology. In addition, the Department provides excellent training that enhances the student's competitiveness for advanced graduate study in Psychology and related areas. The total for the B.Sc. in Psychology (Major or Honours) is 122 credit hours. Note that Honours applications are due on the last day of exams of each term. (A Minor in Psychology is also available; see "Programs - Undergraduate" in the menu to the left.)

Changes to the Psychology Program – things to be aware of:

• The changes to the program take effect as of the 2019/2020 calendar year. As students follow the academic calendar of the year they were admitted, students currently in the program will continue to follow the requirements listed in their calendar year.  You will find the requirements for your calendar year by running a degree evaluation through your myUNBC Student Account. Need help? You will find information on how to run a degree evaluation online at www.unbc.ca/advising .
• Did you know? The Official version of the UNBC Calendar is always the pdf copy! You can find your calendar year by visiting www.unbc.ca/calendar , and clicking on the Calendar Archives link.
• Transfer credit is tied to when the coursework is completed. The BC Transfer Guide ( www.bctransferguide.ca ) is a great resource to see how coursework transferred previously and updates to the transfer agreements.
• Considering taking a class external to UNBC? Be sure to speak with your Student Advisor and complete a Letter of Permission (LOP) request as the Transfer Credit you are expecting may have changed significantly. Visit www.unbc.ca/advising for more information on the LOP process.
• Concerned about a requirement for your calendar year that is not being offered? Be sure to check in with your Student Advisor to discuss course progression as well as any substitutions and/or provisions that are in place for your calendar year. 
• Have a question about your degree evaluation? If you happen to see a requirement that doesn’t seem to belong (For example a 300 level class populating in the requirement spot for a 200 level) Not to worry – just bring it to the attention of your Student Advisor at your next appointment of via an email and we can adjust it.
• Other questions? Heard something from another student that concerns you? Please feel free to reach out to your Student Advisor or the Program Chair as they will be able to provide you with the most up to date information. 

MSc Program

Phd program.

• Graduate School
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Doctor of Philosophy in School and Applied Child Psychology (PhD)

Canadian immigration updates.

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The doctoral program in school and applied child psychology is designed to prepare psychologists who can serve as practitioners and supervisors in the field, trainers of school psychologists, researchers, and leaders in school psychology. The typical doctoral program is 39 credits, beyond completion of the UBC School Psychology MA or equivalent program. The PhD Program of Graduate Study (PGS) for each student is developed to reflect program requirements and individual student career goals, as well as professional and academic background and preparation.

For specific program requirements, please refer to the departmental program website

What makes the program unique?

Top Five Reasons to join the School and Applied Child Psychology program at UBC:

• Productive faculty research. Our program has award-winning scholars, whose wide range of research interests influence policy and practice. Active research grants allow many opportunities for student involvement, employment, and independent research. And UBC is currently ranked one of the top 35 universities in the world!
• Extensive practical experiences. From day one, you’ll be applying what you learn in our courses right in the K–12 classroom. At the masters level you will participate in two full-year practicum placements followed by a one-year paid internship. At the doctoral level you will have your pick of specialty placements in the field of education and mental health, a practicum focused on developing skills in supervision, and a full-year paid internship.
• Outstanding career prospects. School Psychology is consistently listed as a “best career” by US News and World Report. There are many job openings across Canada and worldwide, with excellent salaries and benefits. School Psychology practitioners and professors are both currently in very high demand.
• Supportive environment. We admit cohorts of students who progress through the program together. Students have close contact with program faculty members throughout their graduate training. You will also get support from your peers, the school psychology graduate student assistant, and an advanced student mentor provided to you upon admission. There are abundant social gatherings and yearly program retreats.
• Location. Vancouver is a diverse cosmopolitan city with a vibrant downtown, mountains and beaches, unmatched outdoor opportunities and a mild climate. It is regularly ranked in the top five cities to live in the world.

I decided to pursue a graduate degree with UBC because I wanted to learn more about my profession and also be more involved in the community.

Dorna Rahimi

Quick Facts

Program enquiries, admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 6.5

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is not required.

Prior degree, course and other requirements

Prior degree requirements.

Program Prerequisites In addition to the minimum admission requirements set by the Faculty of Graduate Studies, students admitted to the Ph.D. degree program normally possess a M.A. in School and Applied Child Psychology equivalent to the requirements of the UBC M.A. program (see coursework listed below), and graduate or senior undergraduate preparation in Human Development (3 credits), History and Systems of Psychology (3 credits), and Biological Bases of Behaviour (6 credits), Basic Interviewing Skills (3 credits). Prerequisites not met prior to entry may be included in the doctoral program of study.

Course Requirements

Prerequisites Coursework EPSE 506 (3) Applied Psychopathology Across the Lifespan EPSE 528 (3) Basic Principles of Measurement EPSE 535 (3) Social and Emotional Assessment EPSE 550 (3) Professional, Ethical, and Legal Issues In School Psychology EPSE 553 (3) Theories of Cognitive and Affective Abilities EPSE 556 (3) Cognitive and Academic Assessment Practicum EPSE 552 (3) Intervention and Mental Health Promotion in Schools EPSE 557 (3) Social and Emotional Interventions with Children and Youth EPSE 561 (12) Laboratory Practicum In School and Applied Child Psychology (6 credits each year 1 and 2) Research Coursework (minimum 3 credits) EPSE 599 (6) Thesis

2) Meet Deadlines

September 2025 intake, application open date, canadian applicants, international applicants, deadline explanations.

Deadline to submit online application. No changes can be made to the application after submission.

Deadline to upload scans of official transcripts through the applicant portal in support of a submitted application. Information for accessing the applicant portal will be provided after submitting an online application for admission.

Deadline for the referees identified in the application for admission to submit references. See Letters of Reference for more information.

3) Prepare Application

Transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Doctor of Philosophy in School and Applied Child Psychology (PhD)

Criminal record check, citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Research Information

Program components.

Required Coursework and Experiences EPSE 551 (3) Consultation Advanced Professional Practice Electives (minimum 6 credits) Research Electives (minimum 6 credits—at least 1 quantitative and 1 qualitative across MA and PhD programs) CNPS 587 (1) History and Systems of Psychology EPSE 633 (3) Community Based Systems EPSE 661 (12) Doctoral Practicum in School and Applied Child Psychology1 (6 credits each year 1 and 2) EPSE 688 (1) Supervision of School and Applied Child Psychology Practice EPSE 689 (3) Pre-doctoral Internship in School and Applied Child Psychology Multicultural and Diversity Elective (can be combined with coursework in another area) Comprehensive Examination EPSE 699 (0) Dissertation Total: 35 credits

Research Facilities

The Psychoeducational Research and Training Centre (PRTC) is a university-based setting for research and clinical training within the Faculty of Education. The PRTC supports graduate training in educational assessment and counselling, maintains an up-to-date Test Library of assessment instruments, provides service and leadership in the profession and community, and facilitates research in education.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Program Funding Packages

From September 2024 all full-time students in UBC-Vancouver PhD programs will be provided with a funding package of at least $24,000 for each of the first four years of their PhD. The funding package may consist of any combination of internal or external awards, teaching-related work, research assistantships, and graduate academic assistantships. Please note that many graduate programs provide funding packages that are substantially greater than $24,000 per year. Please check with your prospective graduate program for specific details of the funding provided to its PhD students.

Average Funding

• 1 student received Research Assistantships valued at $8,400.
• 4 students received Academic Assistantships. Average AA funding based on 4 students was $8,956.
• 15 students received internal awards. Average internal award funding based on 15 students was $18,579.
• 4 students received external awards. Average external award funding based on 4 students was $17,917.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Career Outcomes

Career options.

School Psychology is a great career. There are many openings in BC and throughout North America, and starting salaries are excellent. With a Master's degree in School and Applied Child Psychology, the most common job is as a School Psychologist working in a school district and job prospects are excellent. In addition to working in schools, individuals with a degree in School and Applied Child School Psychology with PhD work in a variety of settings, including univerisities as researches and/or teaching, mental health agencies, child development centres, children’s hospitals, and private practices. With a M.Ed. degree in School and Applied Child Psychology from UBC, you would be eligible to apply for certification with the BC Association of School Psychologists. With a PhD, you would be eligible for registration as a psychologist with the College of Psychologists of BC and most other provinces and states in North America.

Enrolment, Duration & Other Stats

These statistics show data for the Doctor of Philosophy in School and Applied Child Psychology (PhD). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

This program went through a name change in previous years that may have included curriculum changes. It was previously known as: Doctor of Philosophy in School Psychology until 2021. Historical data on this page may include data collected under the previous name(s) of the program.

ENROLMENT DATA

Completion rates & times, upcoming doctoral exams, tuesday, 11 june 2024 - 2:30pm.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Cloth, Allison (Adolescence, Adolescent development, Child and Family Counseling in School Settings, Interventions, Mentoring, Program Evaluation, Social Justice, Young People Placed )
• Ford, Laurie (Early Childhood Assessment, Youth and Families)
• Jiang, Yuanyuan (Clinical psychology; Educational psychology; Mental health and wellbeing; inattentiveness, hyperactivity, impulsivity; psychosocial assessment and intervention; supporting children, parents, teachers. and care providers in improving mental health)
• Kassan, Anusha (Social sciences; Child and youth mental health; Social justice; Multiculturalism and diversity; Feminist-multicultural pedagogy; immigration; Cultural and social justice responsiveness; Anti-oppressive therapy)
• Nelson, Melanie (experiences of Indigenous caregivers within Western systems)
• Schanding, Thomas (Social and Emotional Learning; Universal Screening; Behavioral/Mental Health Interventions; Autism Spectrum Disorders; LGBTQIA+; Youth Social Justice)

Doctoral Citations

Sample thesis submissions.

• Implementation of PATH in a secondary school : a case study
• Indigenous youth access of support for mental health and wellness in schools and community : a case study
• Critical incidents in student return to school following concussion
• Understanding bullying among secondary students

Related Programs

Same specialization.

• Master of Arts in School and Applied Child Psychology (MA)
• Master of Education in School and Applied Child Psychology (MEd)

Same Academic Unit

• Doctor of Philosophy in Counselling Psychology (PhD)
• Doctor of Philosophy in Human Development, Learning, and Culture (PhD)
• Doctor of Philosophy in Measurement, Evaluation and Research Methodology (PhD)
• Doctor of Philosophy in Special Education (PhD)
• Graduate Certificate in Orientation and Mobility (GCOM)
• Master of Arts in Counselling Psychology (MA)
• Master of Arts in Human Development, Learning, and Culture (MA)
• Master of Arts in Measurement, Evaluation and Research Methodology (MA)
• Master of Arts in Special Education (MA)
• Master of Education in Counselling Psychology (MEd)
• Master of Education in Human Development, Learning, and Culture (MEd)
• Master of Education in Measurement, Evaluation and Research Methodology (MEd)
• Master of Education in Special Education (MEd)

Further Information

Specialization.

School and Applied Child Psychology prepares students to become psychologists who work in a variety of settings, including: research, academic, school, community, and private settings. The primary goal of the program is to develop professional psychologists whose research, training, and practice activities increase the educational and psychological well-being of children and youth. The program follows a scientist-practitioner model, with emphasis on the integration of theory, research, and clinical skills. Training encompasses academic, social, emotional, behavioural, consultation, intervention, and prevention domains. Students receive training in the integration of assessment and intervention, and in relevant professional, legal, and ethical issues. 

UBC Calendar

Program website, faculty overview, academic unit, program identifier, classification, social media channels, supervisor search.

Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

Harris Wong

I completed my B.A. in psychology at UBC and loved my time here. It is a world-renowned university for a reason and I was constantly in awe of the beauty and size of the campus. Furthermore, there were great resources for students and I felt well-supported throughout my time at UBC. This was also...

Aisha Ghani

I decided to study at UBC as it is a world-renowned university that recruits many highly accomplished and diverse professors and students. I completed my undergraduate degree at UBC and had a positive experience engaging with the UBC community and learning from many experts in their fields.

Sonja Saqui

UBC is a world-renowned university and consistently highly ranked as a premier learning institution. UBC attracts high-caliber researchers, faculty, and students. As such I knew I would be surrounding myself in an optimal learning environment within a collaborative context. I knew that graduate...

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Strategic Priorities

• Strategic Plan 2019-2024
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• Reimagining Graduate Education
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• Public Scholars Initiative
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• PhD Career Outcomes

When the PhD path leads to career struggles

A doctoral degree is a major commitment. Think carefully.

I appreciated reading Kara Miller’s The Big Idea column “PhD: Pretty heavily disappointed” (Business, May 22), about people with doctoral degrees struggling to build careers in academia. It made me think back to a conversation I had when I was about to graduate from high school.

I happened to run into a former track coach of mine, and as we were reminiscing he asked me what I planned as a major in college. “History,” I responded. He said, “Why don’t you take some computer classes also? It never hurts to be able to do something useful.”

I did not reflect on his motivation at the time, but my track coach was a young guy, and he was probably giving me advice straight from his own life, as a parent trying to raise his own young children. I did take computer classes in college and ultimately received a PhD in chemical engineering. I always remember that conversation as being a kind of turning point.

Earning a doctoral degree is a life commitment of great proportion. It can take, as Miller notes, between four and seven years. If we think of working life as roughly between the ages of 22 and 65, then a PhD requires more than 10 percent of a person’s working life. People need to think carefully about that investment.

Advertisement

Two powerful arguments in favor of the path of science, technology, engineering, and math are that there tend to be more STEM jobs for PhDs, and many universities’ STEM departments are generous in covering their PhD students’ tuition and cost of studies, including a stipend toward food, rent, and other expenses.

Stuart Gallant

Not much has changed in 30 years

As I prepared to graduate in 1995 with a doctor of education degree from the Harvard Graduate School of Education, my mother memorably said to me, “Of my four children, you are the one with the most education and the smallest salary.” Apparently not much has changed in 30 years.

I must congratulate these students, however, on following their passion rather than following the money. I can’t help but think that their lives, though stressful, may contain greater happiness.

Peggy Clark

Lawyers & electricians & philosophers, oh my!

Kara Miller’s column on the career challenges for people with doctoral degrees generated more than 260 comments on Boston.Globe.com. The following is an edited sample of readers’ reactions:

Lots of law school grads are underemployed as well. (PL)

So true, PL. The market in Massachusetts is flooded with talented lawyers seeking work. (Roforma)

Supply and demand, the market at work. (guk)

Investing in education and research in all fields is the hallmark of a society with staying power. Disinvesting from these endeavors signals decline and decay. (Massachusetts citizen)

Electricians, plumbers, mechanics, and other skilled technical professions have no problems getting $100k jobs with great benefits. (ramsen)

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Wisdom must be hurt: PhD students’ stress and dilemma from the perspective of self-efficacy

• Published: 28 May 2024

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• Zhong Fangqi 1 &
• Li Pengpeng 2  

An number of studies has shown that PhD students are experiencing dissatisfaction and stress. The high global percentage of PhD dropout rates has been regarded by higher education as an urgent issue. This study used the self-efficacy theory as an inquiry tool and in-depth interviews as a method to explore the current situation of Taiwanese PhD students and the stress and difficulties they face. The results of the study found that, although the dilemmas faced by Taiwanese PhD students has something in common with the self-efficacy theory, there are also special experiences in the context of Chinese culture which effect performance and accomplishment. Lack of affirmation prevents the PhD students from receiving positive evaluations and causes them to doubt their abilities. At the same time, PhD students have long suffered from parental mandatory expectation education, believing that they must be excellent and maintain family pride, thus putting them under considerable psychological stress.

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Fangqi, Z., Pengpeng, L. Wisdom must be hurt: PhD students’ stress and dilemma from the perspective of self-efficacy. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06078-2

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