Introduction/objective: Social networks allow the self-declaration of emotions that would hardly be observed in the physical environment. In this context, this study seeks to analyze the relationship between postgraduate experiences and self-declared emotions in social media. In addition, we seek to identify differences in the perception of respondents according to personal characteristics.

Methodology: Data obtained from stricto sensu students totaled 1,173 participants. The analysis was performed with the help statistical techniques of differences between groups and structural equation modeling.

Results: The results reveal that positive emotions are influenced by the course organization, interpersonal relations and support for academic development, in the general model. while negative emotions are affected by the course organization and interpersonal relations, in the general model, and the institutional structure and course organization, for the model restricted to the area of ​​applied social sciences.

Conclusions: The research demonstrates that the emotions that Brazilian students share on social networks are affected by their experiences during postgraduate studies and are subject to variations according to the unique characteristics of each student. Additionally, the study highlights the relevance of closely monitoring the emotions expressed by students in virtual environments, as this data can offer valuable insights for the administration of postgraduate programs.

---

Keywords:
Postgraduate Studies,
Social Media,
Self-declared Emotions,
Postgraduate Experiences,
Structural Equations,
Academic Well-being,
Brazil.

07_RSN_14(31)_Satisfacao

Brasil, Ministério da Educação. (2023). Número de pós-graduandos cresce no Brasil. http://www.portal.mec.gov.br/conselho-nacional-de-educacao/180-estudantes-108009469/pos-graduacao-500454045/2583-sp-2021081601#:~:text=A%20região%20Sudeste%20concentra%20o,dos%2041.964%20alunos%20da%20área.

Brasil, Ministério de Desenvolvimento, Indústria e Comércio Exterior. (2014). Brasil maior: inovar para competir. Competir para crescer. Plano 2011/2014. 2011. https://www.gov.br/agricultura/pt-br/assuntos/camaras-setoriais-tematicas/documentos/camaras-setoriais/cachaca/anos-anteriores/plano-brasil-maior

Goh, Z. H., Wong, D. K. J., & Zhang, L. (2023). The good, the bad, and the Internet: Investigating the impact of online prosocial and anti-social behaviors on well-being. Cogent Social Sciences, 9(1), 2225834. https://doi.org/10.1080/23311886.2023.2225834

Gutierrez, M. R., Liso, M. R. J., & Chico, M. M. (2016). SWOT analysis to evaluate the

programme of a joint online/onsite master’s degree in environmental education through the students’ perceptions. Evaluation and program planning, 54, 41-49. https://doi.org/10.1016/j.evalprogplan.2015.10.001

Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Sage.

Holbrook, A., Shaw, K., Fairbairn, H., Scevak, J. (2023). Wellbeing and doctoral candidature: the background and development of the importance to doctoral wellbeing questionnaire. Innovations in Education and Teaching International, 1-14. https://doi.org/10.1080/14703297.2022.2138939

Hyun, J. K., Quinn, B. C., Madon, T., & Lustig, S. (2006). Graduate student mental health: Needs assessment and utilization of counseling services. Journal of College Student Development, 47(3), 247-266. https://doi.org/10.1353/csd.2006.0030

Jackman, P. C., Jacobs, L., Hawkins, R. M., & Sisson, K. (2022). Mental health and psychological wellbeing in the early stages of doctoral study: A systematic review. European Journal of Higher Education, 12(3), 293-313. https://doi.org/10.1080/21568235.2021.1939752

Jackman, P. C., Slater, M. J., Carter, E. E., Sisson, K., & Bird, M. D. (2023). Social support, social identification, mental wellbeing, and psychological distress in doctoral students: A person-centred analysis. Journal of Further and Higher Education, 47(1), 45-58. https://doi.org/10.1080/0309877X.2022.2088272

James, R. (2022). The role of newcomers’ proactive behaviours on well-being, engagement and turnover intention. International Journal of Business Excellence, 27(3), 428-445. https://doi.org/10.1504/IJBEX.2022.124542

Jordan, K., & Weller, M. (2018). Academics and social networking sites: Benefits, problems and tensions in professional engagement with online networking. Journal of Interactive Media in Education, 1(1), 1-9. https://doi.org/10.5334/jime.448

Kulikowski, K., & Damaziak, R. (2017). Współczesny uniwersytet oczami doktorantów: wymagania i zasoby studiów doktoranckich: raport z badania opinii doktorantów Uniwersytetu Jagiellońskiego. Nauka, 2, 85-105. https://doi.org/10.5334/jime.448

Lent, R. W., Ireland, G. W., Penn, L. T., Morris, T. R., & Sappington, R. (2017). Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management. Journal of Vocational Behavior, 99(April), 107-117. https://doi.org/10.1016/j.jvb.2017.01.002

Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879. https://doi.org/10.1016/j.respol.2017.02.008

Lisnyj, K. T., Gillani, N., Pearl, D. L., McWhirter, J. E., & Papadopoulos, A. (2023). Factors associated with stress impacting academic success among post-secondary students: A systematic review. Journal of American College Health, 71(3), 851-861. https://doi.org/10.1080/07448481.2021.1909037

Lupton, D. (2014). Feeling better connected: academics’ use of social media. News & Media Research Centre, University of Canberra.

Meurer, A. M., Lopes, I. F., Antonelli, R. A., & Colauto, R. D. (2020). Experiências na pós-graduação, comportamento nas redes sociais e bem-estar. Educação & Realidade, 45, e86158. https://doi.org/10.1590/2175-623686158

Moon, Y. (1998). When the computer is the “salesperson”: Consumer responses to computer “personalities” in interactive marketing situations. Division of Research Harvard Business School, 99(41), 79-94.

Moon, Y. (2000). Intimate exchanges: Using computers to elicit self-disclosure from consumers. Journal of consumer research, 26(4), 323-339. https://doi.org/10.1086/209566

Neal, D. R. (2012). Social media for academics: A practical guide. Chandos Publishing.

Oliveira, C. A. D. (2019). Ansiedade, depressão e estresse, uso de álcool e outras drogas e a satisfação de discentes de pós-graduação stricto sensu. (dissertação de mestrado, Universidade Federal do Amapá). http://repositorio.unifap.br/jspui/handle/123456789/106

Prendergast, A., Usher, R., & Hunt, E. (2023). “A constant juggling act”: The daily life experiences and well-being of doctoral students. Education Sciences, 13(9), 916. https://doi.org/10.3390/educsci13090916

Poon, J. (2019). Postgraduate student satisfaction in the UK. Property Management, 37(1), 115-135. https://doi.org/10.1108/PM-07-2017-0041

Reeve, M. A., & Partridge, M. (2017). The use of social media to combat research isolation. Annals of the Entomological Society of America, 110(5), 449-456. https://doi.org/10.1093/aesa/sax051

Rezaei, M. (2022). The Socialisation of Underrepresented International Doctoral Students in the Field of Education in Australia (tese de doutorado, Monash University). https://bridges.monash.edu/articles/thesis/The_Socialisation_of_Underrepresented_International_Doctoral_Students_in_the_Field_of_Education_in_Australia/22229917

Rodrigues, R. O. (2014). Pós-graduação na Amazônia: O desafio de formar (em) redes. Revista Brasileira de Pós-Graduação, 11(23), 19-45. https://doi.org/10.21713/2358-2332.2014.v11.521

Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22(2), 251-257. https://doi.org/10.1016/j.lindif.2011.02.010

Saleem, M. S., Isha, A. S. N., Awan, M. I., Yusop, Y. B., & Naji, G. M. A. (2022). Fostering academic engagement in post-graduate students: Assessing the role of positive emotions, positive psychology, and stress. Frontiers in Psychology, 13, 920395. https://doi.org/10.3389/fpsyg.2022.920395

Schleich A. L. R., Polydoro S. A. J., & Santos, A. A. A. (2006). Escala de satisfação com a experiência acadêmica de estudantes do ensino superior. Avaliação Psicológica, 5(1), 11-20. https://bit.ly/46GQ70O

Shobana, P., Actovin, C. A., & Alam, I. (2023). Social media addiction and healthy lifestyle among post graduate students: A social work perspective. International Journal of Social Sciences and Management, 10(2), 25-30. https://doi.org/10.3126/ijssm.v10i2.54227

Tunes, E. (1981). Identificação da natureza e origem das dificuldades de alunos de pós-graduação para formularem problemas de pesquisa, através de seus relatos verbais. (tese de doutorado, Universidade de São Paulo). https://repositorio.usp.br/item/000741820

University of California (2014). Graduate student happiness & well-being report. https://ga.berkeley.edu/wpcontent/uploads/2015/04/wellbeingreport_2014.pdf

Dimensions

PlumX