Purpose

This study aims to perform a scoping review of the recent studies on critical resources required for the doctoral program by mapping the resources at various levels of Bronfenbrenner's ecological systems and their underlying theories. The study proposes a holistic model of supportive resources in the doctoral education.

Design/methodology/approach

The current scoping review is supported by Arksey and O'Malley's five-stage methodological guidance The authors reported sixty-eight articles that were published between 2010 and 2023 and complied with the Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for Scoping Reviews (PRISMA-ScR) checklist.

Findings

The study identified two categories of resources that promote doctoral student well-being: personal resources such as research self-efficacy and intrinsic motivation of the doctoral student. Second, the contextual resources provided by supervisors, department, family, peers, institution and Government policy impact the well-being of doctoral students. The study relied on the self-determination and conservation of resources theory to determine doctoral students' stress-free, high-quality research journey.

Practical implications

The study findings can help higher education institutions, supervisors, peers and academicians plan and implement the finest resources to improve the well-being of doctoral students. The institutions can develop a wide range of strategies, tailored supportive programs, and interventions that can help in improving students' mental and emotional health, based on the developed multifaceted resource framework. Doctoral students can also use the review's findings to help them deal with program obstacles by encouraging themselves internally and participating in mentoring programs.

Originality/value

This review article proposes a comprehensive conceptual framework by considering Bronfenbrenner's ecological systems on multilevel resources that help to understand the inter-relationship between resources required in the doctoral student's program.

中文翻译：

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提高博士生福祉的整体资源模型

目的

本研究旨在通过绘制布朗芬布伦纳生态系统各个层面的资源及其基本理论，对博士课程所需的关键资源的最新研究进行范围审查。该研究提出了博士教育支持资源的整体模型。

设计/方法论/途径

当前的范围界定审查得到了 Arksey 和 O'Malley 的五阶段方法指导的支持。作者报告了 2010 年至 2023 年期间发表的 68 篇文章，并符合范围界定审查的系统审查和荟萃分析扩展的首选报告项目（ PRISMA-ScR）清单。

发现

该研究确定了促进博士生幸福感的两类资源：个人资源，例如研究自我效能和博士生的内在动机。其次，导师、部门、家庭、同伴、机构和政府政策提供的背景资源影响博士生的福祉。该研究依靠自我决定和资源节约理论，确定了博士生无压力、高质量的研究旅程。

实际影响

研究结果可以帮助高等教育机构、导师、同行和院士规划和实施最好的资源来改善博士生的福祉。这些机构可以根据已开发的多方面资源框架，制定广泛的策略、量身定制的支持计划和干预措施，帮助改善学生的心理和情绪健康。博士生还可以利用审查结果通过内部鼓励自己和参与指导计划来帮助他们应对计划障碍。

原创性/价值

这篇综述文章通过考虑布朗芬布伦纳的多层次资源生态系统，提出了一个全面的概念框架，有助于理解博士生项目所需资源之间的相互关系。