Supervisory Support, Burnout, and Psychological Well-Being Among Doctoral Candidates in Morocco
This study investigates the mediating role of burnout in the relationship between supervisory support and the psychological well-being of Moroccan doctoral candidates.
Profound economic and social transformations have reshaped the scientific landscape, intensifying academic demands. Consequently, doctoral candidates, as central actors in this dynamic process, must navigate multiple, competing expectations, which may lead to burnout and adversely affect their psychological well-being. In this regard, supervisory support is conceptualized as a critical resource that helps mitigate the negative effects of burnout and promotes well-being.
Grounded in the Conservation of Resources Theory, this study employed a quantitative research design based on an online survey administered to 207 Moroccan doctoral candidates specializing in management at Sidi Mohammed Ben Abdellah University (USMBA) in Fez. A non-probability convenience sampling technique was adopted due to the accessibility of participants. Data were analyzed using structural equation modeling with SPSS V27 and AMOS V24 to examine the relationships among supervisory support, burnout, and psychological well-being.
This study contributes significantly to understanding the role of supportive supervisory acts as a critical resource for promoting psychological well-being in the academic context. By focusing on an indirect pathway in which burnout serves as a mediator, this research provides a nuanced perspective on how supervisory behaviors may help buffer negative effects and amplify positive ones.
The main results reveal that high levels of supervisory support are associated with lower levels of burnout among Moroccan doctoral candidates, which, in turn, enhances psychological well-being. These findings align with the Conservation of Resources (COR) theory, suggesting that resource acquisition may help prevent resource depletion and protect mental health.
Based on the findings of this research, institutions can support doctoral candidates’ psychological well-being and reduce burnout by providing structured opportunities for guidance and mentoring, promoting realistic workload management, and fostering peer support networks. These measures help create a positive, supportive research environment that protects psychological well-being and promotes sustainable productivity.
It is recommended that future research consider additional resources when examining psychological well-being in the academic context, particularly personal resources such as psychological capital. In addition, variables such as coping strategies, emotional intelligence, and mindfulness may influence how doctoral candidates manage daily academic demands. Considering these variables would provide a more comprehensive framework for a deeper understanding of the mechanisms that promote psychological well-being.
Understanding psychological well-being among doctoral candidates may have a significant societal impact. Scientific research plays a fundamental role in a nation’s development and competitiveness, and researchers are the core of this process. Supporting researchers’ well-being may enhance quality and enable innovation, both of which contribute to long-term societal progress and national development.
It is recommended that future research conduct qualitative and longitudinal studies to gain a deeper understanding of how supervisory support interacts over time. Such approaches will guide future research in capturing contextual nuances and provide richer insights into this topic.
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