thesis study about students

Think of yourself as a member of a jury, listening to a lawyer who is presenting an opening argument. You'll want to know very soon whether the lawyer believes the accused to be guilty or not guilty, and how the lawyer plans to convince you. Readers of academic essays are like jury members: before they have read too far, they want to know what the essay argues as well as how the writer plans to make the argument. After reading your thesis statement, the reader should think, "This essay is going to try to convince me of something. I'm not convinced yet, but I'm interested to see how I might be."

An effective thesis cannot be answered with a simple "yes" or "no." A thesis is not a topic; nor is it a fact; nor is it an opinion. "Reasons for the fall of communism" is a topic. "Communism collapsed in Eastern Europe" is a fact known by educated people. "The fall of communism is the best thing that ever happened in Europe" is an opinion. (Superlatives like "the best" almost always lead to trouble. It's impossible to weigh every "thing" that ever happened in Europe. And what about the fall of Hitler? Couldn't that be "the best thing"?)

A good thesis has two parts. It should tell what you plan to argue, and it should "telegraph" how you plan to argue—that is, what particular support for your claim is going where in your essay.

Steps in Constructing a Thesis

First, analyze your primary sources.  Look for tension, interest, ambiguity, controversy, and/or complication. Does the author contradict himself or herself? Is a point made and later reversed? What are the deeper implications of the author's argument? Figuring out the why to one or more of these questions, or to related questions, will put you on the path to developing a working thesis. (Without the why, you probably have only come up with an observation—that there are, for instance, many different metaphors in such-and-such a poem—which is not a thesis.)

Once you have a working thesis, write it down.  There is nothing as frustrating as hitting on a great idea for a thesis, then forgetting it when you lose concentration. And by writing down your thesis you will be forced to think of it clearly, logically, and concisely. You probably will not be able to write out a final-draft version of your thesis the first time you try, but you'll get yourself on the right track by writing down what you have.

Keep your thesis prominent in your introduction.  A good, standard place for your thesis statement is at the end of an introductory paragraph, especially in shorter (5-15 page) essays. Readers are used to finding theses there, so they automatically pay more attention when they read the last sentence of your introduction. Although this is not required in all academic essays, it is a good rule of thumb.

Anticipate the counterarguments.  Once you have a working thesis, you should think about what might be said against it. This will help you to refine your thesis, and it will also make you think of the arguments that you'll need to refute later on in your essay. (Every argument has a counterargument. If yours doesn't, then it's not an argument—it may be a fact, or an opinion, but it is not an argument.)

This statement is on its way to being a thesis. However, it is too easy to imagine possible counterarguments. For example, a political observer might believe that Dukakis lost because he suffered from a "soft-on-crime" image. If you complicate your thesis by anticipating the counterargument, you'll strengthen your argument, as shown in the sentence below.

Some Caveats and Some Examples

A thesis is never a question.  Readers of academic essays expect to have questions discussed, explored, or even answered. A question ("Why did communism collapse in Eastern Europe?") is not an argument, and without an argument, a thesis is dead in the water.

A thesis is never a list.  "For political, economic, social and cultural reasons, communism collapsed in Eastern Europe" does a good job of "telegraphing" the reader what to expect in the essay—a section about political reasons, a section about economic reasons, a section about social reasons, and a section about cultural reasons. However, political, economic, social and cultural reasons are pretty much the only possible reasons why communism could collapse. This sentence lacks tension and doesn't advance an argument. Everyone knows that politics, economics, and culture are important.

A thesis should never be vague, combative or confrontational.  An ineffective thesis would be, "Communism collapsed in Eastern Europe because communism is evil." This is hard to argue (evil from whose perspective? what does evil mean?) and it is likely to mark you as moralistic and judgmental rather than rational and thorough. It also may spark a defensive reaction from readers sympathetic to communism. If readers strongly disagree with you right off the bat, they may stop reading.

An effective thesis has a definable, arguable claim.  "While cultural forces contributed to the collapse of communism in Eastern Europe, the disintegration of economies played the key role in driving its decline" is an effective thesis sentence that "telegraphs," so that the reader expects the essay to have a section about cultural forces and another about the disintegration of economies. This thesis makes a definite, arguable claim: that the disintegration of economies played a more important role than cultural forces in defeating communism in Eastern Europe. The reader would react to this statement by thinking, "Perhaps what the author says is true, but I am not convinced. I want to read further to see how the author argues this claim."

A thesis should be as clear and specific as possible.  Avoid overused, general terms and abstractions. For example, "Communism collapsed in Eastern Europe because of the ruling elite's inability to address the economic concerns of the people" is more powerful than "Communism collapsed due to societal discontent."

Copyright 1999, Maxine Rodburg and The Tutors of the Writing Center at Harvard University

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

What is a thesis | A Complete Guide with Examples

Table of Contents

A thesis is a comprehensive academic paper based on your original research that presents new findings, arguments, and ideas of your study. It’s typically submitted at the end of your master’s degree or as a capstone of your bachelor’s degree.

However, writing a thesis can be laborious, especially for beginners. From the initial challenge of pinpointing a compelling research topic to organizing and presenting findings, the process is filled with potential pitfalls.

Therefore, to help you, this guide talks about what is a thesis. Additionally, it offers revelations and methodologies to transform it from an overwhelming task to a manageable and rewarding academic milestone.

What is a thesis?

A thesis is an in-depth research study that identifies a particular topic of inquiry and presents a clear argument or perspective about that topic using evidence and logic.

Writing a thesis showcases your ability of critical thinking, gathering evidence, and making a compelling argument. Integral to these competencies is thorough research, which not only fortifies your propositions but also confers credibility to your entire study.

Furthermore, there's another phenomenon you might often confuse with the thesis: the ' working thesis .' However, they aren't similar and shouldn't be used interchangeably.

A working thesis, often referred to as a preliminary or tentative thesis, is an initial version of your thesis statement. It serves as a draft or a starting point that guides your research in its early stages.

As you research more and gather more evidence, your initial thesis (aka working thesis) might change. It's like a starting point that can be adjusted as you learn more. It's normal for your main topic to change a few times before you finalize it.

While a thesis identifies and provides an overarching argument, the key to clearly communicating the central point of that argument lies in writing a strong thesis statement.

What is a thesis statement?

A strong thesis statement (aka thesis sentence) is a concise summary of the main argument or claim of the paper. It serves as a critical anchor in any academic work, succinctly encapsulating the primary argument or main idea of the entire paper.

Typically found within the introductory section, a strong thesis statement acts as a roadmap of your thesis, directing readers through your arguments and findings. By delineating the core focus of your investigation, it offers readers an immediate understanding of the context and the gravity of your study.

Furthermore, an effectively crafted thesis statement can set forth the boundaries of your research, helping readers anticipate the specific areas of inquiry you are addressing.

Different types of thesis statements

A good thesis statement is clear, specific, and arguable. Therefore, it is necessary for you to choose the right type of thesis statement for your academic papers.

Thesis statements can be classified based on their purpose and structure. Here are the primary types of thesis statements:

Argumentative (or Persuasive) thesis statement

Purpose : To convince the reader of a particular stance or point of view by presenting evidence and formulating a compelling argument.

Example : Reducing plastic use in daily life is essential for environmental health.

Analytical thesis statement

Purpose : To break down an idea or issue into its components and evaluate it.

Example : By examining the long-term effects, social implications, and economic impact of climate change, it becomes evident that immediate global action is necessary.

Expository (or Descriptive) thesis statement

Purpose : To explain a topic or subject to the reader.

Example : The Great Depression, spanning the 1930s, was a severe worldwide economic downturn triggered by a stock market crash, bank failures, and reduced consumer spending.

Cause and effect thesis statement

Purpose : To demonstrate a cause and its resulting effect.

Example : Overuse of smartphones can lead to impaired sleep patterns, reduced face-to-face social interactions, and increased levels of anxiety.

Compare and contrast thesis statement

Purpose : To highlight similarities and differences between two subjects.

Example : "While both novels '1984' and 'Brave New World' delve into dystopian futures, they differ in their portrayal of individual freedom, societal control, and the role of technology."

When you write a thesis statement , it's important to ensure clarity and precision, so the reader immediately understands the central focus of your work.

What is the difference between a thesis and a thesis statement?

While both terms are frequently used interchangeably, they have distinct meanings.

A thesis refers to the entire research document, encompassing all its chapters and sections. In contrast, a thesis statement is a brief assertion that encapsulates the central argument of the research.

Here’s an in-depth differentiation table of a thesis and a thesis statement.

Now, to craft a compelling thesis, it's crucial to adhere to a specific structure. Let’s break down these essential components that make up a thesis structure

15 components of a thesis structure

Navigating a thesis can be daunting. However, understanding its structure can make the process more manageable.

Here are the key components or different sections of a thesis structure:

Your thesis begins with the title page. It's not just a formality but the gateway to your research.

Here, you'll prominently display the necessary information about you (the author) and your institutional details.

• Title of your thesis
• Your full name
• Your department
• Your institution and degree program
• Your submission date
• Your Supervisor's name (in some cases)
• Your Department or faculty (in some cases)
• Your University's logo (in some cases)
• Your Student ID (in some cases)

In a concise manner, you'll have to summarize the critical aspects of your research in typically no more than 200-300 words.

This includes the problem statement, methodology, key findings, and conclusions. For many, the abstract will determine if they delve deeper into your work, so ensure it's clear and compelling.

Acknowledgments

Research is rarely a solitary endeavor. In the acknowledgments section, you have the chance to express gratitude to those who've supported your journey.

This might include advisors, peers, institutions, or even personal sources of inspiration and support. It's a personal touch, reflecting the humanity behind the academic rigor.

Table of contents

A roadmap for your readers, the table of contents lists the chapters, sections, and subsections of your thesis.

By providing page numbers, you allow readers to navigate your work easily, jumping to sections that pique their interest.

List of figures and tables

Research often involves data, and presenting this data visually can enhance understanding. This section provides an organized listing of all figures and tables in your thesis.

It's a visual index, ensuring that readers can quickly locate and reference your graphical data.

Introduction

Here's where you introduce your research topic, articulate the research question or objective, and outline the significance of your study.

• Present the research topic : Clearly articulate the central theme or subject of your research.
• Background information : Ground your research topic, providing any necessary context or background information your readers might need to understand the significance of your study.
• Define the scope : Clearly delineate the boundaries of your research, indicating what will and won't be covered.
• Literature review : Introduce any relevant existing research on your topic, situating your work within the broader academic conversation and highlighting where your research fits in.
• State the research Question(s) or objective(s) : Clearly articulate the primary questions or objectives your research aims to address.
• Outline the study's structure : Give a brief overview of how the subsequent sections of your work will unfold, guiding your readers through the journey ahead.

The introduction should captivate your readers, making them eager to delve deeper into your research journey.

Literature review section

Your study correlates with existing research. Therefore, in the literature review section, you'll engage in a dialogue with existing knowledge, highlighting relevant studies, theories, and findings.

It's here that you identify gaps in the current knowledge, positioning your research as a bridge to new insights.

To streamline this process, consider leveraging AI tools. For example, the SciSpace literature review tool enables you to efficiently explore and delve into research papers, simplifying your literature review journey.

Methodology

In the research methodology section, you’ll detail the tools, techniques, and processes you employed to gather and analyze data. This section will inform the readers about how you approached your research questions and ensures the reproducibility of your study.

Here's a breakdown of what it should encompass:

• Research Design : Describe the overall structure and approach of your research. Are you conducting a qualitative study with in-depth interviews? Or is it a quantitative study using statistical analysis? Perhaps it's a mixed-methods approach?
• Data Collection : Detail the methods you used to gather data. This could include surveys, experiments, observations, interviews, archival research, etc. Mention where you sourced your data, the duration of data collection, and any tools or instruments used.
• Sampling : If applicable, explain how you selected participants or data sources for your study. Discuss the size of your sample and the rationale behind choosing it.
• Data Analysis : Describe the techniques and tools you used to process and analyze the data. This could range from statistical tests in quantitative research to thematic analysis in qualitative research.
• Validity and Reliability : Address the steps you took to ensure the validity and reliability of your findings to ensure that your results are both accurate and consistent.
• Ethical Considerations : Highlight any ethical issues related to your research and the measures you took to address them, including — informed consent, confidentiality, and data storage and protection measures.

Moreover, different research questions necessitate different types of methodologies. For instance:

• Experimental methodology : Often used in sciences, this involves a controlled experiment to discern causality.
• Qualitative methodology : Employed when exploring patterns or phenomena without numerical data. Methods can include interviews, focus groups, or content analysis.
• Quantitative methodology : Concerned with measurable data and often involves statistical analysis. Surveys and structured observations are common tools here.
• Mixed methods : As the name implies, this combines both qualitative and quantitative methodologies.

The Methodology section isn’t just about detailing the methods but also justifying why they were chosen. The appropriateness of the methods in addressing your research question can significantly impact the credibility of your findings.

Results (or Findings)

This section presents the outcomes of your research. It's crucial to note that the nature of your results may vary; they could be quantitative, qualitative, or a mix of both.

Quantitative results often present statistical data, showcasing measurable outcomes, and they benefit from tables, graphs, and figures to depict these data points.

Qualitative results , on the other hand, might delve into patterns, themes, or narratives derived from non-numerical data, such as interviews or observations.

Regardless of the nature of your results, clarity is essential. This section is purely about presenting the data without offering interpretations — that comes later in the discussion.

In the discussion section, the raw data transforms into valuable insights.

Start by revisiting your research question and contrast it with the findings. How do your results expand, constrict, or challenge current academic conversations?

Dive into the intricacies of the data, guiding the reader through its implications. Detail potential limitations transparently, signaling your awareness of the research's boundaries. This is where your academic voice should be resonant and confident.

Practical implications (Recommendation) section

Based on the insights derived from your research, this section provides actionable suggestions or proposed solutions.

Whether aimed at industry professionals or the general public, recommendations translate your academic findings into potential real-world actions. They help readers understand the practical implications of your work and how it can be applied to effect change or improvement in a given field.

When crafting recommendations, it's essential to ensure they're feasible and rooted in the evidence provided by your research. They shouldn't merely be aspirational but should offer a clear path forward, grounded in your findings.

The conclusion provides closure to your research narrative.

It's not merely a recap but a synthesis of your main findings and their broader implications. Reconnect with the research questions or hypotheses posited at the beginning, offering clear answers based on your findings.

Reflect on the broader contributions of your study, considering its impact on the academic community and potential real-world applications.

Lastly, the conclusion should leave your readers with a clear understanding of the value and impact of your study.

References (or Bibliography)

Every theory you've expounded upon, every data point you've cited, and every methodological precedent you've followed finds its acknowledgment here.

In references, it's crucial to ensure meticulous consistency in formatting, mirroring the specific guidelines of the chosen citation style .

Proper referencing helps to avoid plagiarism , gives credit to original ideas, and allows readers to explore topics of interest. Moreover, it situates your work within the continuum of academic knowledge.

To properly cite the sources used in the study, you can rely on online citation generator tools  to generate accurate citations!

Here’s more on how you can cite your sources.

Often, the depth of research produces a wealth of material that, while crucial, can make the core content of the thesis cumbersome. The appendix is where you mention extra information that supports your research but isn't central to the main text.

Whether it's raw datasets, detailed procedural methodologies, extended case studies, or any other ancillary material, the appendices ensure that these elements are archived for reference without breaking the main narrative's flow.

For thorough researchers and readers keen on meticulous details, the appendices provide a treasure trove of insights.

Glossary (optional)

In academics, specialized terminologies, and jargon are inevitable. However, not every reader is versed in every term.

The glossary, while optional, is a critical tool for accessibility. It's a bridge ensuring that even readers from outside the discipline can access, understand, and appreciate your work.

By defining complex terms and providing context, you're inviting a wider audience to engage with your research, enhancing its reach and impact.

Remember, while these components provide a structured framework, the essence of your thesis lies in the originality of your ideas, the rigor of your research, and the clarity of your presentation.

As you craft each section, keep your readers in mind, ensuring that your passion and dedication shine through every page.

Thesis examples

To further elucidate the concept of a thesis, here are illustrative examples from various fields:

Example 1 (History): Abolition, Africans, and Abstraction: the Influence of the ‘Noble Savage’ on British and French Antislavery Thought, 1787-1807 by Suchait Kahlon.

Example 2 (Climate Dynamics): Influence of external forcings on abrupt millennial-scale climate changes: a statistical modelling study by Takahito Mitsui · Michel Crucifix

Checklist for your thesis evaluation

Evaluating your thesis ensures that your research meets the standards of academia. Here's an elaborate checklist to guide you through this critical process.

Content and structure

• Is the thesis statement clear, concise, and debatable?
• Does the introduction provide sufficient background and context?
• Is the literature review comprehensive, relevant, and well-organized?
• Does the methodology section clearly describe and justify the research methods?
• Are the results/findings presented clearly and logically?
• Does the discussion interpret the results in light of the research question and existing literature?
• Is the conclusion summarizing the research and suggesting future directions or implications?

Clarity and coherence

• Is the writing clear and free of jargon?
• Are ideas and sections logically connected and flowing?
• Is there a clear narrative or argument throughout the thesis?

Research quality

• Is the research question significant and relevant?
• Are the research methods appropriate for the question?
• Is the sample size (if applicable) adequate?
• Are the data analysis techniques appropriate and correctly applied?
• Are potential biases or limitations addressed?

Originality and significance

• Does the thesis contribute new knowledge or insights to the field?
• Is the research grounded in existing literature while offering fresh perspectives?

Formatting and presentation

• Is the thesis formatted according to institutional guidelines?
• Are figures, tables, and charts clear, labeled, and referenced in the text?
• Is the bibliography or reference list complete and consistently formatted?
• Are appendices relevant and appropriately referenced in the main text?

Grammar and language

• Is the thesis free of grammatical and spelling errors?
• Is the language professional, consistent, and appropriate for an academic audience?
• Are quotations and paraphrased material correctly cited?

Feedback and revision

• Have you sought feedback from peers, advisors, or experts in the field?
• Have you addressed the feedback and made the necessary revisions?

Overall assessment

• Does the thesis as a whole feel cohesive and comprehensive?
• Would the thesis be understandable and valuable to someone in your field?

Ensure to use this checklist to leave no ground for doubt or missed information in your thesis.

After writing your thesis, the next step is to discuss and defend your findings verbally in front of a knowledgeable panel. You’ve to be well prepared as your professors may grade your presentation abilities.

Preparing your thesis defense

A thesis defense, also known as "defending the thesis," is the culmination of a scholar's research journey. It's the final frontier, where you’ll present their findings and face scrutiny from a panel of experts.

Typically, the defense involves a public presentation where you’ll have to outline your study, followed by a question-and-answer session with a committee of experts. This committee assesses the validity, originality, and significance of the research.

The defense serves as a rite of passage for scholars. It's an opportunity to showcase expertise, address criticisms, and refine arguments. A successful defense not only validates the research but also establishes your authority as a researcher in your field.

Here’s how you can effectively prepare for your thesis defense .

Now, having touched upon the process of defending a thesis, it's worth noting that scholarly work can take various forms, depending on academic and regional practices.

One such form, often paralleled with the thesis, is the 'dissertation.' But what differentiates the two?

Dissertation vs. Thesis

Often used interchangeably in casual discourse, they refer to distinct research projects undertaken at different levels of higher education.

To the uninitiated, understanding their meaning might be elusive. So, let's demystify these terms and delve into their core differences.

Here's a table differentiating between the two.

Wrapping up

From understanding the foundational concept of a thesis to navigating its various components, differentiating it from a dissertation, and recognizing the importance of proper citation — this guide covers it all.

As scholars and readers, understanding these nuances not only aids in academic pursuits but also fosters a deeper appreciation for the relentless quest for knowledge that drives academia.

It’s important to remember that every thesis is a testament to curiosity, dedication, and the indomitable spirit of discovery.

Good luck with your thesis writing!

Frequently Asked Questions

A thesis typically ranges between 40-80 pages, but its length can vary based on the research topic, institution guidelines, and level of study.

A PhD thesis usually spans 200-300 pages, though this can vary based on the discipline, complexity of the research, and institutional requirements.

To identify a thesis topic, consider current trends in your field, gaps in existing literature, personal interests, and discussions with advisors or mentors. Additionally, reviewing related journals and conference proceedings can provide insights into potential areas of exploration.

The conceptual framework is often situated in the literature review or theoretical framework section of a thesis. It helps set the stage by providing the context, defining key concepts, and explaining the relationships between variables.

A thesis statement should be concise, clear, and specific. It should state the main argument or point of your research. Start by pinpointing the central question or issue your research addresses, then condense that into a single statement, ensuring it reflects the essence of your paper.

You might also like

Boosting Citations: A Comparative Analysis of Graphical Abstract vs. Video Abstract

The Impact of Visual Abstracts on Boosting Citations

Introducing SciSpace’s Citation Booster To Increase Research Visibility

Change Password

Your password must have 8 characters or more and contain 3 of the following:.

• a lower case character, 
• an upper case character, 
• a special character 

Password Changed Successfully

Your password has been changed

• Sign in / Register

Request Username

Can't sign in? Forgot your username?

Enter your email address below and we will send you your username

If the address matches an existing account you will receive an email with instructions to retrieve your username

An Exploratory Study of Students with Depression in Undergraduate Research Experiences

• Katelyn M. Cooper
• Logan E. Gin
• M. Elizabeth Barnes
• Sara E. Brownell

*Address correspondence to: Katelyn M. Cooper ( E-mail Address: [email protected] ).

Department of Biology, University of Central Florida, Orlando, FL, 32816

Search for more papers by this author

Biology Education Research Lab, Research for Inclusive STEM Education Center, School of Life Sciences, Arizona State University, Tempe, AZ 85281

Depression is a top mental health concern among undergraduates and has been shown to disproportionately affect individuals who are underserved and underrepresented in science. As we aim to create a more inclusive scientific community, we argue that we need to examine the relationship between depression and scientific research. While studies have identified aspects of research that affect graduate student depression, we know of no studies that have explored the relationship between depression and undergraduate research. In this study, we sought to understand how undergraduates’ symptoms of depression affect their research experiences and how research affects undergraduates’ feelings of depression. We interviewed 35 undergraduate researchers majoring in the life sciences from 12 research-intensive public universities across the United States who identify with having depression. Using inductive and deductive coding, we identified that students’ depression affected their motivation and productivity, creativity and risk-taking, engagement and concentration, and self-perception and socializing in undergraduate research experiences. We found that students’ social connections, experiencing failure in research, getting help, receiving feedback, and the demands of research affected students’ depression. Based on this work, we articulate an initial set of evidence-based recommendations for research mentors to consider in promoting an inclusive research experience for students with depression.

INTRODUCTION

Depression is described as a common and serious mood disorder that results in persistent feelings of sadness and hopelessness, as well as a loss of interest in activities that one once enjoyed ( American Psychiatric Association [APA], 2013 ). Additional symptoms of depression include weight changes, difficulty sleeping, loss of energy, difficulty thinking or concentrating, feelings of worthlessness or excessive guilt, and suicidality ( APA, 2013 ). While depression results from a complex interaction of psychological, social, and biological factors ( World Health Organization, 2018 ), studies have shown that increased stress caused by college can be a significant contributor to student depression ( Dyson and Renk, 2006 ).

Depression is one of the top undergraduate mental health concerns, and the rate of depression among undergraduates continues to rise ( Center for Collegiate Mental Health, 2017 ). While we cannot discern whether these increasing rates of depression are due to increased awareness or increased incidence, it is clear that is a serious problem on college campuses. The percent of U.S. college students who self-reported a diagnosis with depression was recently estimated to be about 25% ( American College Health Association, 2019 ). However, higher rates have been reported, with one study estimating that up to 84% of undergraduates experience some level of depression ( Garlow et al. , 2008 ). Depression rates are typically higher among university students compared with the general population, despite being a more socially privileged group ( Ibrahim et al. , 2013 ). Prior studies have found that depression is negatively correlated with overall undergraduate academic performance ( Hysenbegasi et al. , 2005 ; Deroma et al. , 2009 ; American College Health Association, 2019 ). Specifically, diagnosed depression is associated with half a letter grade decrease in students’ grade point average ( Hysenbegasi et al. , 2005 ), and 21.6% of undergraduates reported that depression negatively affected their academic performance within the last year ( American College Health Association, 2019 ). Provided with a list of academic factors that may be affected by depression, students reported that depression contributed to lower exam grades, lower course grades, and not completing or dropping a course.

Students in the natural sciences may be particularly at risk for depression, given that such majors are noted to be particularly stressful due to their competitive nature and course work that is often perceived to “weed students out”( Everson et al. , 1993 ; Strenta et al. , 1994 ; American College Health Association, 2019 ; Seymour and Hunter, 2019 ). Science course instruction has also been described to be boring, repetitive, difficult, and math-intensive; these factors can create an environment that can trigger depression ( Seymour and Hewitt, 1997 ; Osborne and Collins, 2001 ; Armbruster et al ., 2009 ; Ceci and Williams, 2010 ). What also distinguishes science degree programs from other degree programs is that, increasingly, undergraduate research experiences are being proposed as an essential element of a science degree ( American Association for the Advancement of Science, 2011 ; President’s Council of Advisors on Science and Technology, 2012 ; National Academies of Sciences, Engineering, and Medicine [NASEM], 2017 ). However, there is some evidence that undergraduate research experiences can add to the stress of college for some students ( Cooper et al. , 2019c ). Students can garner multiple benefits from undergraduate research, including enhanced abilities to think critically ( Ishiyama, 2002 ; Bauer and Bennett, 2003 ; Brownell et al. , 2015 ), improved student learning ( Rauckhorst et al. , 2001 ; Brownell et al. , 2015 ), and increased student persistence in undergraduate science degree programs ( Jones et al. , 2010 ; Hernandez et al. , 2018 ). Notably, undergraduate research experiences are increasingly becoming a prerequisite for entry into medical and graduate programs in science, particularly elite programs ( Cooper et al. , 2019d ). Although some research experiences are embedded into formal lab courses as course-based undergraduate research experiences (CUREs; Auchincloss et al. , 2014 ; Brownell and Kloser, 2015 ), the majority likely entail working with faculty in their research labs. These undergraduate research experiences in faculty labs are often added on top of a student’s normal course work, so they essentially become an extracurricular activity that they have to juggle with course work, working, and/or personal obligations ( Cooper et al. , 2019c ). While the majority of the literature surrounding undergraduate research highlights undergraduate research as a positive experience ( NASEM, 2017 ), studies have demonstrated that undergraduate research experiences can be academically and emotionally challenging for students ( Mabrouk and Peters, 2000 ; Seymour et al. , 2004 ; Cooper et al. , 2019c ; Limeri et al. , 2019 ). In fact, 50% of students sampled nationally from public R1 institutions consider leaving their undergraduate research experience prematurely, and about half of those students, or 25% of all students, ultimately leave their undergraduate research experience ( Cooper et al. , 2019c ). Notably, 33.8% of these individuals cited a negative lab environment and 33.3% cited negative relationships with their mentors as factors that influenced their decision about whether to leave ( Cooper et al. , 2019c ). Therefore, students’ depression may be exacerbated in challenging undergraduate research experiences, because studies have shown that depression is positively correlated with student stress ( Hish et al. , 2019 ).

While depression has not been explored in the context of undergraduate research experiences, depression has become a prominent concern surrounding graduate students conducting scientific research. A recent study that examined the “graduate student mental health crisis” ( Flaherty, 2018 ) found that work–life balance and graduate students’ relationships with their research advisors may be contributing to their depression ( Evans et al. , 2018 ). Specifically, this survey of 2279 PhD and master’s students from diverse fields of study, including the biological/physical sciences, showed that 39% of graduate students have experienced moderate to severe depression. Fifty-five percent of the graduate students with depression who were surveyed disagreed with the statement “I have good work life balance,” compared to only 21% of students with depression who agreed. Additionally, the study highlighted that more students with depression disagreed than agreed with the following statements: their advisors provided “real” mentorship, their advisors provided ample support, their advisors positively impacted their emotional or mental well-being, their advisors were assets to their careers, and they felt valued by their mentors. Another recent study identified that depression severity in biomedical doctoral students was significantly associated with graduate program climate, a perceived lack of employment opportunities, and the quality of students’ research training environment ( Nagy et al. , 2019 ). Environmental stress, academic stress, and family and monetary stress have also been shown to be predictive of depression severity in biomedical doctoral students ( Hish et al. , 2019 ). Further, one study found that self-esteem is negatively correlated and stress is positively correlated with graduate student depression; presumably research environments that challenge students’ self-esteem and induce stress are likely contributing to depressive symptoms among graduate students ( Kreger, 1995 ). While these studies have focused on graduate students, and there are certainly notable distinctions between graduate and undergraduate research, the research-related factors that affect graduate student depression, including work–life balance, relationships with mentors, research environment, stress, and self-esteem, may also be relevant to depression among undergraduates conducting research. Importantly, undergraduates in the United States have reported identical levels of depression as graduate students but are often less likely to seek mental health care services ( Wyatt and Oswalt, 2013 ), which is concerning if undergraduate research experiences exacerbate depression.

Based on the literature on the stressors of undergraduate research experiences and the literature identifying some potential causes of graduate student depression, we identified three aspects of undergraduate research that may exacerbate undergraduates’ depression. Mentoring: Mentors can be an integral part of a students’ research experience, bolstering their connections with others in the science community, scholarly productivity, and science identity, as well as providing many other benefits ( Thiry and Laursen, 2011 ; Prunuske et al. , 2013 ; Byars-Winston et al. , 2015 ; Aikens et al. , 2016 , 2017 ; Thompson et al. , 2016 ; Estrada et al. , 2018 ). However, recent literature has highlighted that poor mentoring can negatively affect undergraduate researchers ( Cooper et al. , 2019c ; Limeri et al. , 2019 ). Specifically, one study of 33 undergraduate researchers who had conducted research at 10 institutions identified seven major ways that they experienced negative mentoring, which included absenteeism, abuse of power, interpersonal mismatch, lack of career support, lack of psychosocial support, misaligned expectations, and unequal treatment ( Limeri et al. , 2019 ). We hypothesize negative mentoring experiences may be particularly harmful for students with depression, because support, particularly social support, has been shown to be important for helping individuals with depression cope with difficult circumstances ( Aneshensel and Stone, 1982 ; Grav et al. , 2012 ). Failure: Experiencing failure has been hypothesized to be an important aspect of undergraduate research experiences that may help students develop some the most distinguishing abilities of outstanding scientists, such as coping with failure, navigating challenges, and persevering ( Laursen et al. , 2010 ; Gin et al. , 2018 ; Henry et al. , 2019 ). However, experiencing failure and the stress and fatigue that often accompany it may be particularly tough for students with depression ( Aldwin and Greenberger, 1987 ; Mongrain and Blackburn, 2005 ). Lab environment: Fairness, inclusion/exclusion, and social support within one’s organizational environment have been shown to be key factors that cause people to either want to remain in the work place and be productive or to want to leave ( Barak et al. , 2006 ; Cooper et al. , 2019c ). We hypothesize that dealing with exclusion or a lack of social support may exacerbate depression for some students; patients with clinical depression react to social exclusion with more pronounced negative emotions than do individuals without clinical depression ( Jobst et al. , 2015 ). While there are likely other aspects of undergraduate research that affect student depression, we hypothesize that these factors have the potential to exacerbate negative research experiences for students with depression.

Depression has been shown to disproportionately affect many populations that are underrepresented or underserved within the scientific community, including females ( American College Health Association, 2018 ; Evans et al. , 2018 ), first-generation college students ( Jenkins et al. , 2013 ), individuals from low socioeconomic backgrounds ( Eisenberg et al. , 2007 ), members of the LGBTQ+ community ( Eisenberg et al. , 2007 ; Evans et al. , 2018 ), and people with disabilities ( Turner and Noh, 1988 ). Therefore, as the science community strives to be more diverse and inclusive ( Intemann, 2009 ), it is important that we understand more about the relationship between depression and scientific research, because negative experiences with depression in scientific research may be contributing to the underrepresentation of these groups. Specifically, more information is needed about how the research process and environment of research experiences may affect depression.

Given the high rate of depression among undergraduates, the links between depression and graduate research, the potentially challenging environment of undergraduate research, and how depression could disproportionately impact students from underserved communities, it is imperative to begin to explore the relationship between scientific research and depression among undergraduates to create research experiences that could maximize student success. In this exploratory interview study, we aimed to 1) describe how undergraduates’ symptoms of depression affect their research experiences, 2) understand how undergraduate research affects students’ feelings of depression, and 3) identify recommendations based on the literature and undergraduates’ reported experiences to promote a positive research experience for students with depression.

This study was done with an approved Arizona State University Institutional Review Board protocol #7247.

In Fall 2018, we surveyed undergraduate researchers majoring in the life sciences across 25 research-intensive (R1) public institutions across the United States (specific details about the recruitment of the students who completed the survey can be found in Cooper et al. (2019c) ). The survey asked students for their opinions about their undergraduate research experiences and their demographic information and whether they would be interested in participating in a follow-up interview related to their research experiences. For the purpose of this study, we exclusively interviewed students about their undergraduate research experiences in faculty member labs; we did not consider students’ experiences in CUREs. Of the 768 undergraduate researchers who completed the survey, 65% ( n = 496) indicated that they would be interested in participating in a follow-up interview. In Spring 2019, we emailed the 496 students, explaining that we were interested in interviewing students with depression about their experiences in undergraduate research. Our specific prompt was: “If you identify as having depression, we would be interested in hearing about your experience in undergraduate research in a 30–60 minute online interview.” We did not define depression in our email recruitment because we conducted think-aloud interviews with four undergraduates who all correctly interpreted what we meant by depression ( APA, 2013 ). We had 35 students agree to participate in the interview study. The interview participants represented 12 of the 25 R1 public institutions that were represented in the initial survey.

Student Interviews

We developed an interview script to explore our research questions. Specifically, we were interested in how students’ symptoms of depression affect their research experiences, how undergraduate research negatively affects student depression, and how undergraduate research positively affects student depression.

We recognized that mental health, and specifically depression, can be a sensitive topic to discuss with undergraduates, and therefore we tried to minimize any discomfort that the interviewees might experience during the interview. Specifically, we conducted think-aloud interviews with three graduate students who self-identified with having depression at the time of the interview. We asked them to note whether any interview questions made them uncomfortable. We also sought their feedback on questions given their experiences as persons with depression who had once engaged in undergraduate research. We revised the interview protocol after each think-aloud interview. Next, we conducted four additional think-aloud interviews with undergraduates conducting basic science or biology education research who identified with having depression to establish cognitive validity of the questions and to elicit additional feedback about any questions that might make someone uncomfortable. The questions were revised after each think-aloud interview until no question was unclear or misinterpreted by the students and we were confident that the questions minimized students’ potential discomfort ( Trenor et al. , 2011 ). A copy of the final interview script can be found in the Supplemental Material.

All interviews were individually conducted by one of two researchers (K.M.C. and L.E.G.) who conducted the think-aloud interviews together to ensure that their interviewing practices were as similar as possible. The interviews were approximately an hour long, and students received a $15 gift card for their participation.

Personal, Research, and Depression Demographics

All student demographics and information about students’ research experiences were collected using the survey distributed to students in Fall 2018. We collected personal demographics, including the participants’ gender, race/ethnicity, college generation status, transfer status, financial stability, year in college, major, and age. We also collected information about the students’ research experiences, including the length of their first research experiences, the average number of hours they spend in research per week, how they were compensated for research, who their primary mentors were, and the focus areas of their research.

In the United States, mental healthcare is disproportionately unavailable to Black and Latinx individuals, as well as those who come from low socioeconomic backgrounds ( Kataoka et al. , 2002 ; Howell and McFeeters, 2008 ; Santiago et al. , 2013 ). Therefore, to minimize a biased sample, we invited anyone who identified with having depression to participate in our study; we did not require students to be diagnosed with depression or to be treated for depression in order to participate. However, we did collect information about whether students had been formally diagnosed with depression and whether they had been treated for depression. After the interview, all participants were sent a link to a short survey that asked them if they had ever been diagnosed with depression and how, if at all, they had ever been treated for depression. A copy of these survey questions can be found in the Supplemental Material. The combined demographic information of the participants is in Table 1 . The demographics for each individual student can be found in the Supplemental Material.

a Students reported the time they had spent in research 6 months before being interviewed and only reported on the length of time of their first research experiences.

b Students were invited to report multiple ways in which they were treated for their depression; other treatments included lifestyle changes and meditation.

c Students were invited to report multiple means of compensation for their research if they had been compensated for their time in different ways.

d Students were asked whether they felt financially stable, particularly during the undergraduate research experience.

e Students reported who they work/worked with most closely during their research experiences.

f Staff members included lab coordinators or lab managers.

g Other focus areas of research included sociology, linguistics, psychology, and public health.

Interview Analysis

The initial interview analysis aimed to explore each idea that a participant expressed ( Charmaz, 2006 ) and to identify reoccurring ideas throughout the interviews. First, three authors (K.M.C., L.E.G., and S.E.B.) individually reviewed a different set of 10 interviews and took detailed analytic notes ( Birks and Mills, 2015 ). Afterward, the authors compared their notes and identified reoccurring themes throughout the interviews using open coding methods ( Saldaña, 2015 ).

Once an initial set of themes was established, two researchers (K.M.C. and L.E.G.) individually reviewed the same set of 15 randomly selected interviews to validate the themes identified in the initial analysis and to screen for any additional themes that the initial analysis may have missed. Each researcher took detailed analytic notes throughout the review of an interview, which they discussed after reviewing each interview. The researchers compared what quotes from each interview they categorized into each theme. Using constant comparison methods, they assigned quotes to each theme and constantly compared the quotes to ensure that each quote fit within the description of the theme ( Glesne and Peshkin, 1992 ). In cases in which quotes were too different from other quotes, a new theme was created. This approach allowed for multiple revisions of the themes and allowed the authors to define a final set of codes; the researchers created a final codebook with refined definitions of emergent themes (the final coding rubric can be found in the Supplemental Material). Once the final codebook was established, the researchers (K.M.C. and L.E.G.) individually coded seven additional interviews (20% of all interviews) using the coding rubric. The researchers compared their codes, and their Cohen’s κ interrater score for these seven interviews was at an acceptable level (κ  =  0.88; Landis and Koch, 1977 ). One researcher (L.E.G.) coded the remaining 28 out of 35 interviews. The researchers determined that data saturation had been reached with the current sample and no further recruitment was needed ( Guest et al. , 2006 ). We report on themes that were mentioned by at least 20% of students in the interview study. In the Supplemental Material, we provide the final coding rubric with the number of participants whose interview reflected each theme ( Hannah and Lautsch, 2011 ). Reporting the number of individuals who reported themes within qualitative data can lead to inaccurate conclusions about the generalizability of the results to a broader population. These qualitative data are meant to characterize a landscape of experiences that students with depression have in undergraduate research rather than to make claims about the prevalence of these experiences ( Glesne and Peshkin, 1992 ). Because inferences about the importance of these themes cannot be drawn from these counts, they are not included in the results of the paper ( Maxwell, 2010 ). Further, the limited number of interviewees made it not possible to examine whether there were trends based on students’ demographics or characteristics of their research experiences (e.g., their specific area of study). Quotes were lightly edited for clarity by inserting clarification brackets and using ellipses to indicate excluded text. Pseudonyms were given to all students to protect their privacy.

The Effect of Depressive Symptoms on Undergraduate Research

We asked students to describe the symptoms associated with their depression. Students described experiencing anxiety that is associated with their depression; this could be anxiety that precedes their depression or anxiety that results from a depressive episode or a period of time when an individual has depression symptoms. Further, students described difficulty getting out of bed or leaving the house, feeling tired, a lack of motivation, being overly self-critical, feeling apathetic, and having difficulty concentrating. We were particularly interested in how students’ symptoms of depression affected their experiences in undergraduate research. During the think-aloud interviews that were conducted before the interview study, graduate and undergraduate students consistently described that their depression affected their motivation in research, their creativity in research, and their productivity in research. Therefore, we explicitly asked undergraduate researchers how, if at all, their depression affected these three factors. We also asked students to describe any additional ways in which their depression affected their research experiences. Undergraduate researchers commonly described five additional ways in which their depression affected their research; for a detailed description of each way students’ research was affected and for example quotes, see Table 2 . Students described that their depression negatively affected their productivity in the lab. Commonly, students described that their productivity was directly affected by a lack of motivation or because they felt less creative, which hindered the research process. Additionally, students highlighted that they were sometimes less productive because their depression sometimes caused them to struggle to engage intellectually with their research or caused them to have difficulty remembering or concentrating; students described that they could do mundane or routine tasks when they felt depressed, but that they had difficulty with more complex and intellectually demanding tasks. However, students sometimes described that even mundane tasks could be difficult when they were required to remember specific steps; for example, some students struggled recalling a protocol from memory when their depression was particularly severe. Additionally, students noted that their depression made them more self-conscious, which sometimes held them back from sharing research ideas with their mentors or from taking risks such as applying to competitive programs. In addition to being self-conscious, students highlighted that their depression caused them to be overly self-critical, and some described experiencing imposter phenomenon ( Clance and Imes, 1978 ) or feeling like they were not talented enough to be in research and were accepted into a lab by a fluke or through luck. Finally, students described that depression often made them feel less social, and they struggled to socially engage with other members of the lab when they were feeling down.

The Effect of Undergraduate Research Experiences on Student Depression

We also wanted to explore how research impacted students’ feelings of depression. Undergraduates described how research both positively and negatively affected their depression. In the following sections, we present aspects of undergraduate research and examine how each positively and/or negatively affected students’ depression using embedded student quotes to highlight the relationships between related ideas.

Lab Environment: Relationships with Others in the Lab.

Some aspects of the lab environment, which we define as students’ physical, social, or psychological research space, could be particularly beneficial for students with depression.

Specifically, undergraduate researchers perceived that comfortable and positive social interactions with others in the lab helped their depression. Students acknowledged how beneficial their relationships with graduate students and postdocs could be.

Marta: “I think always checking in on undergrads is important. It’s really easy [for us] to go a whole day without talking to anybody in the lab. But our grad students are like ‘Hey, what’s up? How’s school? What’s going on?’ (…) What helps me the most is having that strong support system. Sometimes just talking makes you feel better, but also having people that believe in you can really help you get out of that negative spiral. I think that can really help with depression.”

Kelley: “I know that anytime I need to talk to [my postdoc mentors] about something they’re always there for me. Over time we’ve developed a relationship where I know that outside of work and outside of the lab if I did want to talk to them about something I could talk to them. Even just talking to someone about hobbies and having that relationship alone is really helpful [for depression].”

In addition to highlighting the importance of developing relationships with graduate students or postdocs in the lab, students described that forming relationships with other undergraduates in the lab also helped their depression. Particularly, students described that other undergraduate researchers often validated their feelings about research, which in turn helped them realize that what they are thinking or feeling is normal, which tended to alleviate their negative thoughts. Interestingly, other undergraduates experiencing the same issues could sometimes help buffer them from perceiving that a mentor did not like them or that they were uniquely bad at research. In this article, we use the term “mentor” to refer to anyone who students referred to in the interviews as being their mentors or managing their research experiences; this includes graduate students, postdoctoral scholars, lab managers, and primary investigators (PIs).

Abby: “One of my best friends is in the lab with me.  A lot of that friendship just comes from complaining about our stress with the lab and our annoyance with people in the lab. Like when we both agree like, ‘Yeah, the grad students were really off today, it wasn’t us,’ that helps. ‘It wasn’t me, it wasn’t my fault that we were having a rough day in lab; it was the grad students.’ Just being able to realize, ‘Hey, this isn’t all caused by us,’ you know? (…) We understand the stresses in the lab. We understand the details of what each other are doing in the lab, so when something doesn’t work out, we understand that it took them like eight hours to do that and it didn’t work. We provide empathy on a different level.”

Meleana: “It’s great to have solidarity in being confused about something, and it’s just that is a form of validation for me too. When we leave a lab meeting and I look at [another undergrad] I’m like, ‘Did you understand anything that they were just saying?’ And they’re like, ‘Oh, no.’ (…) It’s just really validating to hear from the other undergrads that we all seem to be struggling with the same things.”

Developing positive relationships with faculty mentors or PIs also helped alleviate some students’ depressive feelings, particularly when PIs shared their own struggles with students. This also seemed to normalize students’ concerns about their own experiences.

Alexandra: “[Talking with my PI] is helpful because he would talk about his struggles, and what he faced. A lot of it was very similar to my struggles.  For example, he would say, ‘Oh, yeah, I failed this exam that I studied so hard for. I failed the GRE and I paid so much money to prepare for it.’ It just makes [my depression] better, like okay, this is normal for students to go through this. It’s not an out of this world thing where if you fail, you’re a failure and you can’t move on from it.”

Students’ relationships with others in the lab did not always positively impact their depression. Students described instances when the negative moods of the graduate students and PIs would often set the tone of the lab, which in turn worsened the mood of the undergraduate researchers.

Abby: “Sometimes [the grad students] are not in a good mood. The entire vibe of the lab is just off, and if you make a joke and it hits somebody wrong, they get all mad. It really depends on the grad students and the leadership and the mood that they’re in.”

Interviewer: “How does it affect your depression when the grad students are in a bad mood?”

Abby: “It definitely makes me feel worse. It feels like, again, that I really shouldn’t go ask them for help because they’re just not in the mood to help out. It makes me have more pressure on myself, and I have deadlines I need to meet, but I have a question for them, but they’re in a bad mood so I can’t ask. That’s another day wasted for me and it just puts more stress, which just adds to the depression.”

Additionally, some students described even more concerning behavior from research mentors, which negatively affected their depression.

Julie: “I had a primary investigator who is notorious in the department for screaming at people, being emotionally abusive, unreasonable, et cetera. (…) [He was] kind of harassing people, demeaning them, lying to them, et cetera, et cetera. (…) Being yelled at and constantly demeaned and harassed at all hours of the day and night, that was probably pretty bad for me.”

While the relationships between undergraduates and graduate, postdoc, and faculty mentors seemed to either alleviate or worsen students’ depressive symptoms, depending on the quality of the relationship, students in this study exclusively described their relationships with other undergraduates as positive for their depression. However, students did note that undergraduate research puts some of the best and brightest undergraduates in the same environment, which can result in students comparing themselves with their peers. Students described that this comparison would often lead them to feel badly about themselves, even though they would describe their personal relationship with a person to be good.

Meleana: “In just the research field in general, just feeling like I don’t really measure up to the people around me [can affect my depression]. A lot of the times it’s the beginning of a little spiral, mental spiral. There are some past undergrads that are talked about as they’re on this pedestal of being the ideal undergrads and that they were just so smart and contributed so much to the lab. I can never stop myself from wondering like, ‘Oh, I wonder if I’m having a contribution to the lab that’s similar or if I’m just another one of the undergrads that does the bare minimum and passes through and is just there.’”

Natasha: “But, on the other hand, [having another undergrad in the lab] also reminded me constantly that some people are invested in this and meant to do this and it’s not me. And that some people know a lot more than I do and will go further in this than I will.”

While students primarily expressed that their relationships with others in the lab affected their depression, some students explained that they struggled most with depression when the lab was empty; they described that they did not like being alone in the lab, because a lack of stimulation allowed their minds to be filled with negative thoughts.

Mia: “Those late nights definitely didn’t help [my depression]. I am alone, in the entire building.  I’m left alone to think about my thoughts more, so not distracted by talking to people or interacting with people. I think more about how I’m feeling and the lack of progress I’m making, and the hopelessness I’m feeling. That kind of dragged things on, and I guess deepened my depression.”

Freddy: “Often times when I go to my office in the evening, that is when I would [ sic ] be prone to be more depressed. It’s being alone. I think about myself or mistakes or trying to correct mistakes or whatever’s going on in my life at the time. I become very introspective. I think I’m way too self-evaluating, way too self-deprecating and it’s when I’m alone when those things are really, really triggered. When I’m talking with somebody else, I forget about those things.”

In sum, students with depression highlighted that a lab environment full of positive and encouraging individuals was helpful for their depression, whereas isolating or competitive environments and negative interactions with others often resulted in more depressive feelings.

Doing Science: Experiencing Failure in Research, Getting Help, Receiving Feedback, Time Demands, and Important Contributions.

In addition to the lab environment, students also described that the process of doing science could affect their depression. Specifically, students explained that a large contributor to their depression was experiencing failure in research.

Interviewer: “Considering your experience in undergraduate research, what tends to trigger your feelings of depression?”

Heather: “Probably just not getting things right. Having to do an experiment over and over again. You don’t get the results you want. (…) The work is pretty meticulous and it’s frustrating when I do all this work, I do a whole experiment, and then I don’t get any results that I can use. That can be really frustrating. It adds to the stress. (…) It’s hard because you did all this other stuff before so you can plan for the research, and then something happens and all the stuff you did was worthless basically.”

Julie: “I felt very negatively about myself [when a project failed] and pretty panicked whenever something didn’t work because I felt like it was a direct reflection on my effort and/or intelligence, and then it was a big glaring personal failure.”

Students explained that their depression related to failing in research was exacerbated if they felt as though they could not seek help from their research mentors. Perceived insufficient mentor guidance has been shown to be a factor influencing student intention to leave undergraduate research ( Cooper et al. , 2019c ). Sometimes students talked about their research mentors being unavailable or unapproachable.

Michelle: “It just feels like [the graduate students] are not approachable. I feel like I can’t approach them to ask for their understanding in a certain situation. It makes [my depression] worse because I feel like I’m stuck, and that I’m being limited, and like there’s nothing I can do. So then I kind of feel like it’s my fault that I can’t do anything.”

Other times, students described that they did not seek help in fear that they would be negatively evaluated in research, which is a fear of being judged by others ( Watson and Friend, 1969 ; Weeks et al. , 2005 ; Cooper et al. , 2018 ). That is, students fear that their mentor would think negatively about them or judge them if they were to ask questions that their mentor thought they should know the answer to.

Meleana: “I would say [my depression] tends to come out more in being more reserved in asking questions because I think that comes more like a fear-based thing where I’m like, ‘Oh, I don’t feel like I’m good enough and so I don’t want to ask these questions because then my mentors will, I don’t know, think that I’m dumb or something.’”

Conversely, students described that mentors who were willing to help them alleviated their depressive feelings.

Crystal: “Yeah [my grad student] is always like, ‘Hey, I can check in on things in the lab because you’re allowed to ask me for that, you’re not totally alone in this,’ because he knows that I tend to take on all this responsibility and I don’t always know how to ask for help. He’s like, ‘You know, this is my lab too and I am here to help you as well,’ and just reminds me that I’m not shouldering this burden by myself.”

Ashlyn: “The graduate student who I work with is very kind and has a lot of patience and he really understands a lot of things and provides simple explanations. He does remind me about things and he will keep on me about certain tasks that I need to do in an understanding way, and it’s just because he’s patient and he listens.”

In addition to experiencing failure in science, students described that making mistakes when doing science also negatively affected their depression.

Abby: “I guess not making mistakes on experiments [is important in avoiding my depression]. Not necessarily that your experiment didn’t turn out to produce the data that you wanted, but just adding the wrong enzyme or messing something up like that. It’s like, ‘Oh, man,’ you know? You can get really down on yourself about that because it can be embarrassing.”

Commonly, students described that the potential for making mistakes increased their stress and anxiety regarding research; however, they explained that how other people responded to a potential mistake was what ultimately affected their depression.

Briana: “Sometimes if I made a mistake in correctly identifying an eye color [of a fly], [my PI] would just ridicule me in front of the other students. He corrected me but his method of correcting was very discouraging because it was a ridicule. It made the others laugh and I didn’t like that.”

Julie: “[My PI] explicitly [asked] if I had the dedication for science. A lot of times he said I had terrible judgment. A lot of times he said I couldn’t be trusted. Once I went to a conference with him, and, unfortunately, in front of another professor, he called me a klutz several times and there was another comment about how I never learn from my mistakes.”

When students did do things correctly, they described how important it could be for them to receive praise from their mentors. They explained that hearing praise and validation can be particularly helpful for students with depression, because their thoughts are often very negative and/or because they have low self-esteem.

Crystal: “[Something that helps my depression is] I have text messages from [my graduate student mentor] thanking me [and another undergraduate researcher] for all of the work that we’ve put in, that he would not be able to be as on track to finish as he is if he didn’t have our help.”

Interviewer: “Why is hearing praise from your mentor helpful?”

Crystal: “Because a lot of my depression focuses on everybody secretly hates you, nobody likes you, you’re going to die alone. So having that validation [from my graduate mentor] is important, because it flies in the face of what my depression tells me.”

Brian: “It reminds you that you exist outside of this negative world that you’ve created for yourself, and people don’t see you how you see yourself sometimes.”

Students also highlighted how research could be overwhelming, which negatively affected their depression. Particularly, students described that research demanded a lot of their time and that their mentors did not always seem to be aware that they were juggling school and other commitments in addition to their research. This stress exacerbated their depression.

Rose: “I feel like sometimes [my grad mentors] are not very understanding because grad students don’t take as many classes as [undergrads] do. I think sometimes they don’t understand when I say I can’t come in at all this week because I have finals and they’re like, ‘Why though?’”

Abby: “I just think being more understanding of student life would be great. We have classes as well as the lab, and classes are the priority. They forget what it’s like to be a student. You feel like they don’t understand and they could never understand when you say like, ‘I have three exams this week,’ and they’re like, ‘I don’t care. You need to finish this.’”

Conversely, some students reported that their research labs were very understanding of students’ schedules. Interestingly, these students talked most about how helpful it was to be able to take a mental health day and not do research on days when they felt down or depressed.

Marta: “My lab tech is very open, so she’ll tell us, ‘I can’t come in today. I have to take a mental health day.’ So she’s a really big advocate for that. And I think I won’t personally tell her that I’m taking a mental health day, but I’ll say, ‘I can’t come in today, but I’ll come in Friday and do those extra hours.’ And she’s like, ‘OK great, I’ll see you then.’  And it makes me feel good, because it helps me take care of myself first and then I can take care of everything else I need to do, which is amazing.”

Meleana: “Knowing that [my mentors] would be flexible if I told them that I’m crazy busy and can’t come into work nearly as much this week [helps my depression]. There is flexibility in allowing me to then care for myself.”

Interviewer: “Why is the flexibility helpful given the depression?”

Meleana: “Because sometimes for me things just take a little bit longer when I’m feeling down. I’m just less efficient to be honest, and so it’s helpful if I feel like I can only go into work for 10 hours in a week. It declutters my brain a little bit to not have to worry about all the things I have to do in work in addition the things that I need to do for school or clubs, or family or whatever.”

Despite the demanding nature of research, a subset of students highlighted that their research and research lab provided a sense of stability or familiarity that distracted them from their depression.

Freddy: “I’ll [do research] to run away from those [depressive] feelings or whatever. (…) I find sadly, I hate to admit it, but I do kind of run to [my lab]. I throw myself into work to distract myself from the feelings of depression and sadness.”

Rose: “When you’re sad or when you’re stressed you want to go to things you’re familiar with. So because lab has always been in my life, it’s this thing where it’s going to be there for me I guess. It’s like a good book that you always go back to and it’s familiar and it makes you feel good. So that’s how lab is. It’s not like the greatest thing in the world but it’s something that I’m used to, which is what I feel like a lot of people need when they’re sad and life is not going well.”

Many students also explained that research positively affects their depression because they perceive their research contribution to be important.

Ashlyn: “I feel like I’m dedicating myself to something that’s worthy and something that I believe in. It’s really important because it contextualizes those times when I am feeling depressed. It’s like, no, I do have these better things that I’m working on. Even when I don’t like myself and I don’t like who I am, which is again, depression brain, I can at least say, ‘Well, I have all these other people relying on me in research and in this area and that’s super important.’”

Jessica: “I mean, it just felt like the work that I was doing had meaning and when I feel like what I’m doing is actually going to contribute to the world, that usually really helps with [depression] because it’s like not every day you can feel like you’re doing something impactful.”

In sum, students highlighted that experiencing failure in research and making mistakes negatively contributed to depression, especially when help was unavailable or research mentors had a negative reaction. Additionally, students acknowledged that the research could be time-consuming, but that research mentors who were flexible helped assuage depressive feelings that were associated with feeling overwhelmed. Finally, research helped some students’ depression, because it felt familiar, provided a distraction from depression, and reminded students that they were contributing to a greater cause.

We believe that creating more inclusive research environments for students with depression is an important step toward broadening participation in science, not only to ensure that we are not discouraging students with depression from persisting in science, but also because depression has been shown to disproportionately affect underserved and underrepresented groups in science ( Turner and Noh, 1988 ; Eisenberg et al. , 2007 ; Jenkins et al. , 2013 ; American College Health Association, 2018 ). We initially hypothesized that three features of undergraduate research—research mentors, the lab environment, and failure—may have the potential to exacerbate student depression. We found this to be true; students highlighted that their relationships with their mentors as well as the overall lab environment could negatively affect their depression, but could also positively affect their research experiences. Students also noted that they struggled with failure, which is likely true of most students, but is known to be particularly difficult for students with depression ( Elliott et al. , 1997 ). We expand upon our findings by integrating literature on depression with the information that students provided in the interviews about how research mentors can best support students. We provide a set of evidence-based recommendations focused on mentoring, the lab environment, and failure for research mentors wanting to create more inclusive research environments for students with depression. Notably, only the first recommendation is specific to students with depression; the others reflect recommendations that have previously been described as “best practices” for research mentors ( NASEM, 2017 , 2019 ; Sorkness et al. , 2017 ) and likely would benefit most students. However, we examine how these recommendations may be particularly important for students with depression. As we hypothesized, these recommendations directly address three aspects of research: mentors, lab environment, and failure. A caveat of these recommendations is that more research needs to be done to explore the experiences of students with depression and how these practices actually impact students with depression, but our national sample of undergraduate researchers with depression can provide an initial starting point for a discussion about how to improve research experiences for these students.

Recommendations to Make Undergraduate Research Experiences More Inclusive for Students with Depression

Recognize student depression as a valid illness..

Allow students with depression to take time off of research by simply saying that they are sick and provide appropriate time for students to recover from depressive episodes. Also, make an effort to destigmatize mental health issues.

Undergraduate researchers described both psychological and physical symptoms that manifested as a result of their depression and highlighted how such symptoms prevented them from performing to their full potential in undergraduate research. For example, students described how their depression would cause them to feel unmotivated, which would often negatively affect their research productivity. In cases in which students were motivated enough to come in and do their research, they described having difficulty concentrating or engaging in the work. Further, when doing research, students felt less creative and less willing to take risks, which may alter the quality of their work. Students also sometimes struggled to socialize in the lab. They described feeling less social and feeling overly self-critical. In sum, students described that, when they experienced a depressive episode, they were not able to perform to the best of their ability, and it sometimes took a toll on them to try to act like nothing was wrong, when they were internally struggling with depression. We recommend that research mentors treat depression like any other physical illness; allowing students the chance to recover when they are experiencing a depressive episode can be extremely important to students and can allow them to maximize their productivity upon returning to research ( Judd et al. , 2000 ). Students explained that if they are not able to take the time to focus on recovering during a depressive episode, then they typically continue to struggle with depression, which negatively affects their research. This sentiment is echoed by researchers in psychiatry who have found that patients who do not fully recover from a depressive episode are more likely to relapse and to experience chronic depression ( Judd et al. , 2000 ). Students described not doing tasks or not showing up to research because of their depression but struggling with how to share that information with their research mentors. Often, students would not say anything, which caused them anxiety because they were worried about what others in the lab would say to them when they returned. Admittedly, many students understood why this behavior would cause their research mentors to be angry or frustrated, but they weighed the consequences of their research mentors’ displeasure against the consequences of revealing their depression and decided it was not worth admitting to being depressed. This aligns with literature that suggests that when individuals have concealable stigmatized identities, or identities that can be hidden and that carry negative stereotypes, such as depression, they will often keep them concealed to avoid negative judgment or criticism ( Link and Phelan, 2001 ; Quinn and Earnshaw, 2011 ; Jones and King, 2014 ; Cooper and Brownell, 2016 ; Cooper et al. , 2019b ; Cooper et al ., unpublished data ). Therefore, it is important for research mentors to be explicit with students that 1) they recognize mental illness as a valid sickness and 2) that students with mental illness can simply explain that they are sick if they need to take time off. This may be useful to overtly state on a research website or in a research syllabus, contract, or agreement if mentors use such documents when mentoring undergraduates in their lab. Further, research mentors can purposefully work to destigmatize mental health issues by explicitly stating that struggling with mental health issues, such as depression and anxiety, is common. While we do not recommend that mentors ask students directly about depression, because this can force students to share when they are not comfortable sharing, we do recommend providing opportunities for students to reveal their depression ( Chaudoir and Fisher, 2010 ). Mentors can regularly check in with students about how they’re doing, and talk openly about the importance of mental health, which may increase the chance that students may feel comfortable revealing their depression ( Chaudoir and Quinn, 2010 ; Cooper et al ., unpublished data ).

Foster a Positive Lab Environment.

Encourage positivity in the research lab, promote working in shared spaces to enhance social support among lab members, and alleviate competition among undergraduates.

Students in this study highlighted that the “leadership” of the lab, meaning graduate students, postdocs, lab managers, and PIs, were often responsible for establishing the tone of the lab; that is, if they were in a bad mood it would trickle down and negatively affect the moods of the undergraduates. Explicitly reminding lab leadership that their moods can both positively and negatively affect undergraduates may be important in establishing a positive lab environment. Further, students highlighted how they were most likely to experience negative thoughts when they were alone in the lab. Therefore, it may be helpful to encourage all lab members to work in a shared space to enhance social interactions among students and to maximize the likelihood that undergraduates have access to help when needed. A review of 51 studies in psychiatry supported our undergraduate researchers’ perceptions that social relationships positively impacted their depression; the study found that perceived emotional support (e.g., someone available to listen or give advice), perceived instrumental support (e.g., someone available to help with tasks), and large diverse social networks (e.g., being socially connected to a large number of people) were significantly protective against depression ( Santini et al. , 2015 ). Additionally, despite forming positive relationships with other undergraduates in the lab, many undergraduate researchers admitted to constantly comparing themselves with other undergraduates, which led them to feel inferior, negatively affecting their depression. Some students talked about mentors favoring current undergraduates or talking positively about past undergraduates, which further exacerbated their feelings of inferiority. A recent study of students in undergraduate research experiences highlighted that inequitable distribution of praise to undergraduates can create negative perceptions of lab environments for students (Cooper et al. , 2019). Further, the psychology literature has demonstrated that when people feel insecure in their social environments, it can cause them to focus on a hierarchical view of themselves and others, which can foster feelings of inferiority and increase their vulnerability to depression ( Gilbert et al. , 2009 ). Thus, we recommend that mentors be conscious of their behaviors so that they do not unintentionally promote competition among undergraduates or express favoritism toward current or past undergraduates. Praise is likely best used without comparison with others and not done in a public way, although more research on the impact of praise on undergraduate researchers needs to be done. While significant research has been done on mentoring and mentoring relationships in the context of undergraduate research ( Byars-Winston et al. , 2015 ; Aikens et al. , 2017 ; Estrada et al. , 2018 ; Limeri et al. , 2019 ; NASEM, 2019 ), much less has been done on the influence of the lab environment broadly and how people in nonmentoring roles can influence one another. Yet, this study indicates the potential influence of many different members of the lab, not only their mentors, on students with depression.

Develop More Personal Relationships with Undergraduate Researchers and Provide Sufficient Guidance.

Make an effort to establish more personal relationships with undergraduates and ensure that they perceive that they have access to sufficient help and guidance with regard to their research.

When we asked students explicitly how research mentors could help create more inclusive environments for undergraduate researchers with depression, students overwhelmingly said that building mentor–student relationships would be extremely helpful. Students suggested that mentors could get to know students on a more personal level by asking about their career interests or interests outside of academia. Students also remarked that establishing a more personal relationship could help build the trust needed in order for undergraduates to confide in their research mentors about their depression, which they perceived would strengthen their relationships further because they could be honest about when they were not feeling well or their mentors might even “check in” with them in times where they were acting differently than normal. This aligns with studies showing that undergraduates are most likely to reveal a stigmatized identity, such as depression, when they form a close relationship with someone ( Chaudoir and Quinn, 2010 ). Many were intimidated to ask for research-related help from their mentors and expressed that they wished they had established a better relationship so that they would feel more comfortable. Therefore, we recommend that research mentors try to establish relationships with their undergraduates and explicitly invite them to ask questions or seek help when needed. These recommendations are supported by national recommendations for mentoring ( NASEM, 2019 ) and by literature that demonstrates that both social support (listening and talking with students) and instrumental support (providing students with help) have been shown to be protective against depression ( Santini et al. , 2015 ).

Treat Undergraduates with Respect and Remember to Praise Them.

Avoid providing harsh criticism and remember to praise undergraduates. Students with depression often have low self-esteem and are especially self-critical. Therefore, praise can help calibrate their overly negative self-perceptions.

Students in this study described that receiving criticism from others, especially harsh criticism, was particularly difficult for them given their depression. Multiple studies have demonstrated that people with depression can have an abnormal or maladaptive response to negative feedback; scientists hypothesize that perceived failure on a particular task can trigger failure-related thoughts that interfere with subsequent performance ( Eshel and Roiser, 2010 ). Thus, it is important for research mentors to remember to make sure to avoid unnecessarily harsh criticisms that make students feel like they have failed (more about failure is described in the next recommendation). Further, students with depression often have low self-esteem or low “personal judgment of the worthiness that is expressed in the attitudes the individual holds towards oneself” ( Heatherton et al. , 2003 , p. 220; Sowislo and Orth, 2013 ). Specifically, a meta-analysis of longitudinal studies found that low self-esteem is predictive of depression ( Sowislo and Orth, 2013 ), and depression has also been shown to be highly related to self-criticism ( Luyten et al. , 2007 ). Indeed, nearly all of the students in our study described thinking that they are “not good enough,” “worthless,” or “inadequate,” which is consistent with literature showing that people with depression are self-critical ( Blatt et al. , 1982 ; Gilbert et al. , 2006 ) and can be less optimistic of their performance on future tasks and rate their overall performance on tasks less favorably than their peers without depression ( Cane and Gotlib, 1985 ). When we asked students what aspects of undergraduate research helped their depression, students described that praise from their mentors was especially impactful, because they thought so poorly of themselves and they needed to hear something positive from someone else in order to believe it could be true. Praise has been highlighted as an important aspect of mentoring in research for many years ( Ashford, 1996 ; Gelso and Lent, 2000 ; Brown et al. , 2009 ) and may be particularly important for students with depression. In fact, praise has been shown to enhance individuals’ motivation and subsequent productivity ( Hancock, 2002 ; Henderlong and Lepper, 2002 ), factors highlighted by students as negatively affecting their depression. However, something to keep in mind is that a student with depression and a student without depression may process praise differently. For a student with depression, a small comment that praises the student’s work may not be sufficient for the student to process that comment as praise. People with depression are hyposensitive to reward or have reward-processing deficits ( Eshel and Roiser, 2010 ); therefore, praise may affect students without depression more positively than it would affect students with depression. Research mentors should be mindful that students with depression often have a negative view of themselves, and while students report that praise is extremely important, they may have trouble processing such positive feedback.

Normalize Failure and Be Explicit about the Importance of Research Contributions.

Explicitly remind students that experiencing failure is expected in research. Also explain to students how their individual work relates to the overall project so that they can understand how their contributions are important. It can also be helpful to explain to students why the research project as a whole is important in the context of the greater scientific community.

Experiencing failure has been thought to be a potentially important aspect of undergraduate research, because it may provide students with the potential to develop integral scientific skills such as the ability to navigate challenges and persevere ( Laursen et al. , 2010 ; Gin et al. , 2018 ; Henry et al. , 2019 ). However, in the interviews, students described that when their science experiments failed, it was particularly tough for their depression. Students’ negative reaction to experiencing failure in research is unsurprising, given recent literature that has predicted that students may be inadequately prepared to approach failure in science ( Henry et al. , 2019 ). However, the literature suggests that students with depression may find experiencing failure in research to be especially difficult ( Elliott et al. , 1997 ; Mongrain and Blackburn, 2005 ; Jones et al. , 2009 ). One potential hypothesis is that students with depression may be more likely to have fixed mindsets or more likely to believe that their intelligence and capacity for specific abilities are unchangeable traits ( Schleider and Weisz, 2018 ); students with a fixed mindset have been hypothesized to have particularly negative responses to experiencing failure in research, because they are prone to quitting easily in the face of challenges and becoming defensive when criticized ( Forsythe and Johnson, 2017 ; Dweck, 2008 ). A study of life sciences undergraduates enrolled in CUREs identified three strategies of students who adopted adaptive coping mechanisms, or mechanisms that help an individual maintain well-being and/or move beyond the stressor when faced with failure in undergraduate research: 1) problem solving or engaging in strategic planning and decision making, 2) support seeking or finding comfort and help with research, and 3) cognitive restructuring or reframing a problem from negative to positive and engaging in self encouragement ( Gin et al. , 2018 ). We recommend that, when undergraduates experience failure in science, their mentors be proactive in helping them problem solve, providing help and support, and encouraging them. Students also explained that mentors sharing their own struggles as undergraduate and graduate students was helpful, because it normalized failure. Sharing personal failures in research has been recommended as an important way to provide students with psychosocial support during research ( NASEM, 2019 ). We also suggest that research mentors take time to explain to students why their tasks in the lab, no matter how small, contribute to the greater research project ( Cooper et al. , 2019a ). Additionally, it is important to make sure that students can explain how the research project as a whole is contributing to the scientific community ( Gin et al. , 2018 ). Students highlighted that contributing to something important was really helpful for their depression, which is unsurprising, given that studies have shown that meaning in life or people’s comprehension of their life experiences along with a sense of overarching purpose one is working toward has been shown to be inversely related to depression ( Steger, 2013 ).

Limitations and Future Directions

This work was a qualitative interview study intended to document a previously unstudied phenomenon: depression in the context of undergraduate research experiences. We chose to conduct semistructured interviews rather than a survey because of the need for initial exploration of this area, given the paucity of prior research. A strength of this study is the sampling approach. We recruited a national sample of 35 undergraduates engaged in undergraduate research at 12 different public R1 institutions. Despite our representative sample from R1 institutions, these findings may not be generalizable to students at other types of institutions; lab environments, mentoring structures, and interactions between faculty and undergraduate researchers may be different at other institution types (e.g., private R1 institutions, R2 institutions, master’s-granting institutions, primarily undergraduate institutions, and community colleges), so we caution against making generalizations about this work to all undergraduate research experiences. Future work could assess whether students with depression at other types of institutions have similar experiences to students at research-intensive institutions. Additionally, we intentionally did not explore the experiences of students with specific identities owing to our sample size and the small number of students in any particular group (e.g., students of a particular race, students with a graduate mentor as the primary mentor). We intend to conduct future quantitative studies to further explore how students’ identities and aspects of their research affect their experiences with depression in undergraduate research.

The students who participated in the study volunteered to be interviewed about their depression; therefore, it is possible that depression is a more salient part of these students’ identities and/or that they are more comfortable talking about their depression than the average population of students with depression. It is also important to acknowledge the personal nature of the topic and that some students may not have fully shared their experiences ( Krumpal, 2013 ), particularly those experiences that may be emotional or traumatizing ( Kahn and Garrison, 2009 ). Additionally, our sample was skewed toward females (77%). While females do make up approximately 60% of students in biology programs on average ( Eddy et al. , 2014 ), they are also more likely to report experiencing depression ( American College Health Association, 2018 ; Evans et al. , 2018 ). However, this could be because women have higher rates of depression or because males are less likely to report having depression; clinical bias, or practitioners’ subconscious tendencies to overlook male distress, may underestimate depression rates in men ( Smith et al. , 2018 ). Further, females are also more likely to volunteer to participate in studies ( Porter and Whitcomb, 2005 ); therefore, many interview studies have disproportionately more females in the data set (e.g., Cooper et al. , 2017 ). If we had been able to interview more male students, we might have identified different findings. Additionally, we limited our sample to life sciences students engaged in undergraduate research at public R1 institutions. It is possible that students in other majors may have different challenges and opportunities for students with depression, as well as different disciplinary stigmas associated with mental health.

In this exploratory interview study, we identified a variety of ways in which depression in undergraduates negatively affected their undergraduate research experiences. Specifically, we found that depression interfered with students’ motivation and productivity, creativity and risk-taking, engagement and concentration, and self-perception and socializing. We also identified that research can negatively affect depression in undergraduates. Experiencing failure in research can exacerbate student depression, especially when students do not have access to adequate guidance. Additionally, being alone or having negative interactions with others in the lab worsened students’ depression. However, we also found that undergraduate research can positively affect students’ depression. Research can provide a familiar space where students can feel as though they are contributing to something meaningful. Additionally, students reported that having access to adequate guidance and a social support network within the research lab also positively affected their depression. We hope that this work can spark conversations about how to make undergraduate research experiences more inclusive of students with depression and that it can stimulate additional research that more broadly explores the experiences of undergraduate researchers with depression.

Important note

If you or a student experience symptoms of depression and want help, there are resources available to you. Many campuses provide counseling centers equipped to provide students, staff, and faculty with treatment for depression, as well as university-dedicated crisis hotlines. Additionally, there are free 24/7 services such as Crisis Text Line, which allows you to text a trained live crisis counselor (Text “CONNECT” to 741741; Text Depression Hotline , 2019 ), and phone hotlines such as the National Suicide Prevention Lifeline at 1-800-273-8255 (TALK). You can also learn more about depression and where to find help near you through the Anxiety and Depression Association of American website: https://adaa.org ( Anxiety and Depression Association of America, 2019 ) and the Depression and Biopolar Support Alliance: http://dbsalliance.org ( Depression and Biopolar Support Alliance, 2019 ).

ACKNOWLEDGMENTS

We are extremely grateful to the undergraduate researchers who shared their thoughts and experiences about depression with us. We acknowledge the ASU LEAP Scholars for helping us create the original survey and Rachel Scott for her helpful feedback on earlier drafts of this article. L.E.G. was supported by a National Science Foundation (NSF) Graduate Fellowship (DGE-1311230) and K.M.C. was partially supported by a Howard Hughes Medical Institute (HHMI) Inclusive Excellence grant (no. 11046) and an NSF grant (no. 1644236). Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF or HHMI.

• Aikens, M. L., Robertson, M. M., Sadselia, S., Watkins, K., Evans, M., Runyon, C. R. , … & Dolan, E. L. ( 2017 ). Race and gender differences in undergraduate research mentoring structures and research outcomes . CBE—Life Sciences Education , 16 (2), ar34. Link ,  Google Scholar
• Aikens, M. L., Sadselia, S., Watkins, K., Evans, M., Eby, L. T., & Dolan, E. L. ( 2016 ). A social capital perspective on the mentoring of undergraduate life science researchers: An empirical study of undergraduate–postgraduate–faculty triads . CBE—Life Sciences Education , 15 (2), ar16. Link ,  Google Scholar
• Aldwin, C., & Greenberger, E. ( 1987 ). Cultural differences in the predictors of depression . American Journal of Community Psychology , 15 (6), 789–813. Medline ,  Google Scholar
• American Association for the Advancement of Science . ( 2011 ). Vision and change in undergraduate biology education: A call to action . Retrieved November 29, 2019, from http://visionandchange.org/files/2013/11/aaas-VISchange-web1113.pdf Google Scholar
• American College Health Association . ( 2018 ). Undergraduate reference group executive summary, Fall 2018 . Retrieved November 29, 2019, from www.acha.org/documents/ncha/NCHA-II_Fall_2018_Reference_Group_Executive_Summary.pdf Google Scholar
• American College Health Association . ( 2019 ). Retrieved November 29, 2019, from NCHA-II_SPRING_2019_UNDERGRADUATE_REFERENCE_GROUP_DATA_REPORT.pdf www.acha.org/documents/ncha/NCHA-II_SPRING_2019_UNDERGRADUATE_REFERENCE_GROUP_DATA_REPORT.pdf Google Scholar
• American Psychiatric Association . ( 2013 ). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Publishing. Google Scholar
• Aneshensel, C. S., & Stone, J. D. ( 1982 ). Stress and depression: A test of the buffering model of social support . Archives of General Psychiatry , 39 (12), 1392–1396. Medline ,  Google Scholar
• Anxiety and Depression Association of America . ( 2019 ). Home page . Retrieved November 29, 2019, from https://adaa.org Google Scholar
• Armbruster, P., Patel, M., Johnson, E., & Weiss, M. ( 2009 ). Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology . CBE—Life Sciences Education , 8 (3), 203–213. Link ,  Google Scholar
• Ashford, S. J. ( 1996 ). Working with doctoral students: Rhythms of Academic Life: Personal Accounts of Careers in Academia . In Front, P. J.Taylor, M. S. (Eds.), Rhythms of Academic Life: Personal Accounts of Careers in Academia (pp. 153–158). Thousand Oaks, CA: Sage. Google Scholar
• Auchincloss, L. C., Laursen, S. L., Branchaw, J. L., Eagan, K., Graham, M., Hanauer, D. I. , … & Rowland, S. ( 2014 ). Assessment of course-based undergraduate research experiences: A meeting report . CBE—Life Sciences Education , 13 (1), 29–40. Link ,  Google Scholar
• Barak, M. E. M., Levin, A., Nissly, J. A., & Lane, C. J. ( 2006 ). Why do they leave? Modeling child welfare workers’ turnover intentions . Children and Youth Services Review , 28 (5), 548–577. Google Scholar
• Bauer, K. W., & Bennett, J. S. ( 2003 ). Alumni perceptions used to assess undergraduate research experience . Journal of Higher Education , 74 (2), 210–230. Google Scholar
• Birks, M., & Mills, J. ( 2015 ). Grounded theory: A practical guide . Thousand Oaks, CA: Sage. Google Scholar
• Blatt, S. J., Quinlan, D. M., Chevron, E. S., McDonald, C., & Zuroff, D. ( 1982 ). Dependency and self-criticism: Psychological dimensions of depression . Journal of Consulting and Clinical Psychology , 50 (1), 113. Medline ,  Google Scholar
• Brown, R. T., Daly, B. P., & Leong, F. T. ( 2009 ). Mentoring in research: A developmental approach . Professional Psychology: Research and Practice , 40 (3), 306. Google Scholar
• Brownell, S. E., Hekmat-Scafe, D. S., Singla, V., Seawell, P. C., Imam, J. F. C., Eddy, S. L. , … & Cyert, M. S. ( 2015 ). A high-enrollment course-based undergraduate research experience improves student conceptions of scientific thinking and ability to interpret data . CBE—Life Sciences Education , 14 (2), ar21. Link ,  Google Scholar
• Brownell, S. E., & Kloser, M. J. ( 2015 ). Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology . Studies in Higher Education , 40 (3), 525–544. Google Scholar
• Byars-Winston, A. M., Branchaw, J., Pfund, C., Leverett, P., & Newton, J. ( 2015 ). Culturally diverse undergraduate researchers’ academic outcomes and perceptions of their research mentoring relationships . International Journal of Science Education , 37 (15), 2533–2554. Medline ,  Google Scholar
• Cane, D. B., & Gotlib, I. H. ( 1985 ). Depression and the effects of positive and negative feedback on expectations, evaluations, and performance . Cognitive Therapy and Research , 9 (2), 145–160. Google Scholar
• Ceci, S. J., & Williams, W. M. ( 2010 ). Sex differences in math-intensive fields . Current Directions in Psychological Science , 19 (5), 275–279. Medline ,  Google Scholar
• Center for Collegiate Mental Health . ( 2017 ). Center for Collegiate Mental Health 2017 Annual Report . State College, PA: Penn State Universit. Google Scholar
• Charmaz, K. ( 2006 ). Constructing grounded theory: A practical guide through qualitative research . Thousand Oaks, CA: Sage. Google Scholar
• Chaudoir, S. R., & Fisher, J. D. ( 2010 ). The disclosure processes model: Understanding disclosure decision making and postdisclosure outcomes among people living with a concealable stigmatized identity . Psychological Bulletin , 136 (2), 236. Medline ,  Google Scholar
• Chaudoir, S. R., & Quinn, D. M. ( 2010 ). Revealing concealable stigmatized identities: The impact of disclosure motivations and positive first-disclosure experiences on fear of disclosure and well-being . Journal of Social Issues , 66 (3), 570–584. Medline ,  Google Scholar
• Clance, P. R., & Imes, S. A. ( 1978 ). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention . Psychotherapy: Theory, Research & Practice , 15 (3), 241. Google Scholar
• Cooper, K. M., Ashley, M., & Brownell, S. E. ( 2017 ). A bridge to active learning: A summer bridge program helps students maximize their active-learning experiences and the active-learning experiences of others . CBE—Life Sciences Education , 16 (1), ar17. Link ,  Google Scholar
• Cooper, K. M., Blattman, J. N., Hendrix, T., & Brownell, S. E. ( 2019a ). The impact of broadly relevant novel discoveries on student project ownership in a traditional lab course turned CURE . CBE—Life Sciences Education , 18 (4), ar57. Link ,  Google Scholar
• Cooper, K. M., & Brownell, S. E. ( 2016 ). Coming out in class: Challenges and benefits of active learning in a biology classroom for LGBTQIA students . CBE—Life Sciences Education , 15 (3), ar37. https://doi.org/10.1187/cbe.16-01-0074 Link ,  Google Scholar
• Cooper, K. M., Brownell, S. E., & Gormally, C. C. ( 2019b ). Coming out to the class: Identifying factors that influence college biology instructor decisions about whether to reveal their LGBQ identity in class . Journal of Women and Minorities in Science and Engineering , 25 (3). Google Scholar
• Cooper, K. M., Downing, V. R., & Brownell, S. E. ( 2018 ). The influence of active learning practices on student anxiety in large-enrollment college science classrooms . International Journal of STEM Education , 5 (1), 23. Medline ,  Google Scholar
• Cooper, K. M., Gin, L. E., Akeeh, B., Clark, C. E., Hunter, J. S., Roderick, T. B. , … & Brownell, S. E. ( 2019c ). Factors that predict life sciences student persistence in undergraduate research experiences . PLoS ONE , 14 (8). https://doi.org/10.1371/journal.pone.0220186 Google Scholar
• Cooper, K. M., Gin, L. E., & Brownell, S. E. ( 2019d ). Diagnosing differences in what introductory biology students in a fully online and an in-person biology degree program know and do regarding medical school admission . Advances in Physiology Education , 43 (2), 221–232. Medline ,  Google Scholar
• Cooper, K. M., Gin, L. E., & Brownell, S. E. ( In press ). Depression as a concealable stigmatized identity: What influences whether students conceal or reveal their depression in undergraduate research experiences? International Journal of STEM Education , ( in press ). Google Scholar
• Depression and Biopolar Support Alliance . ( 2019 ). Home page . Retrieved November 28, 2019, from www.dbsalliance.org Google Scholar
• Deroma, V. M., Leach, J. B., & Leverett, J. P. ( 2009 ). The relationship between depression and college academic performance . College Student Journal , 43 (2), 325–335. Google Scholar
• Dweck, C. S. ( 2008 ). Mindset: The new psychology of success . New York, NY: Random House Digital. Google Scholar
• Dyson, R., & Renk, K. ( 2006 ). Freshmen adaptation to university life: Depressive symptoms, stress, and coping . Journal of Clinical Psychology , 62 (10), 1231–1244. Medline ,  Google Scholar
• Eddy, S. L., Brownell, S. E., & Wenderoth, M. P. ( 2014 ). Gender gaps in achievement and participation in multiple introductory biology classrooms . CBE—Life Sciences Education , 13 (3), 478–492. https://doi.org/10.1187/cbe.13-10-0204 Link ,  Google Scholar
• Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. ( 2007 ). Prevalence and correlates of depression, anxiety, and suicidality among university students . American Journal of Orthopsychiatry , 77 (4), 534–542. Medline ,  Google Scholar
• Elliott, R., Sahakian, B. J., Herrod, J. J., Robbins, T. W., & Paykel, E. S. ( 1997 ). Abnormal response to negative feedback in unipolar depression: Evidence for a diagnosis specific impairment . Journal of Neurology, Neurosurgery & Psychiatry , 63 (1), 74–82. Medline ,  Google Scholar
• Eshel, N., & Roiser, J. P. ( 2010 ). Reward and punishment processing in depression . Biological Psychiatry , 68 (2), 118–124. Medline ,  Google Scholar
• Estrada, M., Hernandez, P. R., & Schultz, P. W. ( 2018 ). A longitudinal study of how quality mentorship and research experience integrate underrepresented minorities into STEM careers . CBE—Life Sciences Education , 17 (1), ar9. Link ,  Google Scholar
• Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. ( 2018 ). Evidence for a mental health crisis in graduate education . Nature Biotechnology , 36 (3), 282. Medline ,  Google Scholar
• Everson, H. T., Tobias, S., Hartman, H., & Gourgey, A. ( 1993 ). Test anxiety and the curriculum: The subject matters . Anxiety, Stress, and Coping , 6 (1), 1–8. Google Scholar
• Flaherty, C. ( 2018 ). New study says graduate students’ mental health is a “crisis.” Retrieved November 29, 2019, from www.insidehighered.com/news/2018/03/06/new-study-says-graduate-students-mental-health-crisis Google Scholar
• Forsythe, A., & Johnson, S. ( 2017 ). Thanks, but no-thanks for the feedback . Assessment & Evaluation in Higher Education , 42 (6), 850–859. Google Scholar
• Garlow, S. J., Rosenberg, J., Moore, J. D., Haas, A. P., Koestner, B., Hendin, H., & Nemeroff, C. B. ( 2008 ). Depression, desperation, and suicidal ideation in college students: Results from the American Foundation for Suicide Prevention College Screening Project at Emory University . Depression and Anxiety , 25 (6), 482–488. Medline ,  Google Scholar
• Gelso, C. J., & Lent, R. W. ( 2000 ). Scientific training and scholarly productivity: The person, the training environment, and their interaction . In Brown, S. D.Lent, R. W. (Eds.), Handbook of counseling psychology (pp. 109–139). Hoboken, NJ: John Wiley & Sons Inc. Google Scholar
• Gilbert, P., Baldwin, M. W., Irons, C., Baccus, J. R., & Palmer, M. ( 2006 ). Self-criticism and self-warmth: An imagery study exploring their relation to depression . Journal of Cognitive Psychotherapy , 20 (2), 183. Google Scholar
• Gilbert, P., McEwan, K., Bellew, R., Mills, A., & Gale, C. ( 2009 ). The dark side of competition: How competitive behaviour and striving to avoid inferiority are linked to depression, anxiety, stress and self-harm . Psychology and Psychotherapy: Theory, Research and Practice , 82 (2), 123–136. Medline ,  Google Scholar
• Gin, L. E., Rowland, A. A., Steinwand, B., Bruno, J., & Corwin, L. A. ( 2018 ). Students who fail to achieve predefined research goals may still experience many positive outcomes as a result of CURE participation . CBE—Life Sciences Education , 17 (4), ar57. Link ,  Google Scholar
• Glesne, C., & Peshkin, A. ( 1992 ). Becoming qualitative researchers: An introduction . London, England, UK: Longman. Google Scholar
• Grav, S., Hellzèn, O., Romild, U., & Stordal, E. ( 2012 ). Association between social support and depression in the general population: The HUNT study, a cross-sectional survey . Journal of Clinical Nursing , 21 (1–2), 111–120. Medline ,  Google Scholar
• Guest, G., Bunce, A., & Johnson, L. ( 2006 ). How many interviews are enough? An experiment with data saturation and variability . Field Methods , 18 (1), 59–82. Google Scholar
• Hancock, D. R. ( 2002 ). Influencing graduate students’ classroom achievement, homework habits and motivation to learn with verbal praise . Educational Research , 44 (1), 83–95. Google Scholar
• Hannah, D. R., & Lautsch, B. A. ( 2011 ). Counting in qualitative research: Why to conduct it, when to avoid it, and when to closet it . Journal of Management Inquiry , 20 (1), 14–22. Google Scholar
• Heatherton, T. F., & Wyland, C. L. ( 2003 ). Assessing self-esteem . In Lopez, S. J.Snyder, C. R. (Eds.), Positive psychological assessment: A handbook of models and measures (pp. 219–233). Washington, DC: American Psychological Association. https://doi.org/10.1037/10612-014 . Google Scholar
• Henderlong, J., & Lepper, M. R. ( 2002 ). The effects of praise on children’s intrinsic motivation: A review and synthesis . Psychological Bulletin , 128 (5), 774. Medline ,  Google Scholar
• Henry, M. A., Shorter, S., Charkoudian, L., Heemstra, J. M., & Corwin, L. A. ( 2019 ). FAIL is not a four-letter word: A theoretical framework for exploring undergraduate students’ approaches to academic challenge and responses to failure in STEM learning environments . CBE—Life Sciences Education , 18 (1), ar11. Link ,  Google Scholar
• Hernandez, P. R., Woodcock, A., Estrada, M., & Schultz, P. W. ( 2018 ). Undergraduate research experiences broaden diversity in the scientific workforce . BioScience , 68 (3), 204–211. Google Scholar
• Hish, A. J., Nagy, G. A., Fang, C. M., Kelley, L., Nicchitta, C. V., Dzirasa, K., & Rosenthal, M. Z. ( 2019 ). Applying the stress process model to stress–burnout and stress–depression relationships in biomedical doctoral students: A cross-sectional pilot study . CBE—Life Sciences Education , 18 (4), ar51. Link ,  Google Scholar
• Howell, E., & McFeeters, J. ( 2008 ). Children’s mental health care: Differences by race/ethnicity in urban/rural areas . Journal of Health Care for the Poor and Underserved , 19 (1), 237–247. Medline ,  Google Scholar
• Hysenbegasi, A., Hass, S. L., & Rowland, C. R. ( 2005 ). The impact of depression on the academic productivity of university students . Journal of Mental Health Policy and Economics , 8 (3), 145. Medline ,  Google Scholar
• Ibrahim, A. K., Kelly, S. J., Adams, C. E., & Glazebrook, C. ( 2013 ). A systematic review of studies of depression prevalence in university students . Journal of Psychiatric Research , 47 (3), 391–400. Medline ,  Google Scholar
• Intemann, K. ( 2009 ). Why diversity matters: Understanding and applying the diversity component of the National Science Foundation’s broader impacts criterion . Social Epistemology , 23 (3–4), 249–266. Google Scholar
• Ishiyama, J. ( 2002 ). Does early participation in undergraduate research benefit social science and humanities students? College Student Journal , 36 (3), 381–387. Google Scholar
• Jenkins, S. R., Belanger, A., Connally, M. L., Boals, A., & Durón, K. M. ( 2013 ). First-generation undergraduate students’ social support, depression, and life satisfaction . Journal of College Counseling , 16 (2), 129–142. Google Scholar
• Jobst, A., Sabass, L., Palagyi, A., Bauriedl-Schmidt, C., Mauer, M. C., Sarubin, N. , … & Zill, P. ( 2015 ). Effects of social exclusion on emotions and oxytocin and cortisol levels in patients with chronic depression . Journal of Psychiatric Research , 60 , 170–177. Medline ,  Google Scholar
• Jones, K. P., & King, E. B. ( 2014 ). Managing concealable stigmas at work: A review and multilevel model . Journal of Management , 40 (5), 1466–1494. Google Scholar
• Jones, M. T., Barlow, A. E., & Villarejo, M. ( 2010 ). Importance of undergraduate research for minority persistence and achievement in biology . Journal of Higher Education , 81 (1), 82–115. Google Scholar
• Jones, N. P., Papadakis, A. A., Hogan, C. M., & Strauman, T. J. ( 2009 ). Over and over again: Rumination, reflection, and promotion goal failure and their interactive effects on depressive symptoms . Behaviour Research and Therapy , 47 (3), 254–259. Medline ,  Google Scholar
• Judd, L. L., Paulus, M. J., Schettler, P. J., Akiskal, H. S., Endicott, J., Leon, A. C. , … & Keller, M. B. ( 2000 ). Does incomplete recovery from first lifetime major depressive episode herald a chronic course of illness? American Journal of Psychiatry , 157 (9), 1501–1504. Medline ,  Google Scholar
• Kahn, J. H., & Garrison, A. M. ( 2009 ). Emotional self-disclosure and emotional avoidance: Relations with symptoms of depression and anxiety . Journal of Counseling Psychology , 56 (4), 573. Google Scholar
• Kataoka, S. H., Zhang, L., & Wells, K. B. ( 2002 ). Unmet need for mental health care among US children: Variation by ethnicity and insurance status . American Journal of Psychiatry , 159 (9), 1548–1555. Medline ,  Google Scholar
• Kreger, D. W. ( 1995 ). Self-esteem, stress, and depression among graduate students . Psychological Reports , 76 (1), 345–346. Medline ,  Google Scholar
• Krumpal, I. ( 2013 ). Determinants of social desirability bias in sensitive surveys: A literature review . Quality & Quantity , 47 (4), 2025–2047. Google Scholar
• Landis, J. R., & Koch, G. G. ( 1977 ). An application of hierarchical kappa-type statistics in the assessment of majority agreement among multiple observers . Biometrics , 33 (2), 363–374. Medline ,  Google Scholar
• Laursen, S., Hunter, A.-B., Seymour, E., Thiry, H., & Melton, G. ( 2010 ). Undergraduate research in the sciences: Engaging students in real science . Hoboken, NJ: Wiley. Google Scholar
• Limeri, L. B., Asif, M. Z., Bridges, B. H., Esparza, D., Tuma, T. T., Sanders, D. , … & Maltese, A. V. ( 2019 ). “Where’s my mentor?” Characterizing negative mentoring experiences in undergraduate life science research . CBE—Life Sciences Education , 18 (4), ar61. Link ,  Google Scholar
• Link, B. G., & Phelan, J. C. ( 2001 ). Conceptualizing stigma . Annual Review of Sociology , 27 (1), 363–385. Google Scholar
• Luyten, P., Sabbe, B., Blatt, S. J., Meganck, S., Jansen, B., De Grave, C. , … & Corveleyn, J. ( 2007 ). Dependency and self-criticism: Relationship with major depressive disorder, severity of depression, and clinical presentation . Depression and Anxiety , 24 (8), 586–596. Medline ,  Google Scholar
• Mabrouk, P. A., & Peters, K. ( 2000 ). Student perspectives on undergraduate research (UR) experiences in chemistry and biology . CUR Quarterly , 21 (1), 25–33. Google Scholar
• Maxwell, J. A. ( 2010 ). Using numbers in qualitative research . Qualitative Inquiry , 16 (6), 475–482. Google Scholar
• Mongrain, M., & Blackburn, S. ( 2005 ). Cognitive vulnerability, lifetime risk, and the recurrence of major depression in graduate students . Cognitive Therapy and Research , 29 (6), 747–768. Google Scholar
• Nagy, G. A., Fang, C. M., Hish, A. J., Kelly, L., Nicchitta, C. V., Dzirasa, K., & Rosenthal, M. Z. ( 2019 ). Burnout and mental health problems in biomedical doctoral students . CBE—Life Sciences Education , 18 (2), ar27. Link ,  Google Scholar
• National Academies of Sciences, Engineering, and Medicine (NASEM) . ( 2017 ). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities . Washington, DC: National Academies Press. https://doi.org/10.17226/24622 Google Scholar
• NASEM . ( 2019 ). The science of effective mentorship in STEMM . Washington, DC: National Academies Press. Retrieved November 29, 2019, from www.nap.edu/download/25568 Google Scholar
• Osborne, J., & Collins, S. ( 2001 ). Pupils’ views of the role and value of the science curriculum: A focus-group study . International Journal of Science Education , 23 (5), 441–467. https://doi.org/10.1080/09500690010006518 Google Scholar
• Porter, S. R., & Whitcomb, M. E. ( 2005 ). Non-response in student surveys: The role of demographics, engagement and personality . Research in Higher Education , 46 (2), 127–152. Google Scholar
• President’s Council of Advisors on Science and Technology . ( 2012 ). Engage to excel: Producing one million additional college graduates with degrees in science, Technology, Engineering, and mathematics . Washington, DC: U.S. Government Office of Science and Technology. Google Scholar
• Prunuske, A. J., Wilson, J., Walls, M., & Clarke, B. ( 2013 ). Experiences of mentors training underrepresented undergraduates in the research laboratory . CBE—Life Sciences Education , 12 (3), 403–409. Link ,  Google Scholar
• Quinn, D. M., & Earnshaw, V. A. ( 2011 ). Understanding concealable stigmatized identities: The role of identity in psychological, physical, and behavioral outcomes . Social Issues and Policy Review , 5 (1), 160–190. Google Scholar
• Rauckhorst, W. H., Czaja, J. A., & Baxter Magolda, M. ( 2001 ). Measuring the impact of the undergraduate research experience on student intellectual development . Snowbird, UT: Project Kaleidoscope Summer Institute. Google Scholar
• Saldaña, J. ( 2015 ). The coding manual for qualitative researchers . Thousand Oaks, CA: Sage. Google Scholar
• Santiago, C. D., Kaltman, S., & Miranda, J. ( 2013 ). Poverty and mental health: How do low-income adults and children fare in psychotherapy? Journal of Clinical Psychology , 69 (2), 115–126. Medline ,  Google Scholar
• Santini, Z. I., Koyanagi, A., Tyrovolas, S., Mason, C., & Haro, J. M. ( 2015 ). The association between social relationships and depression: A systematic review . Journal of Affective Disorders , 175 , 53–65. Medline ,  Google Scholar
• Schleider, J., & Weisz, J. ( 2018 ). A single-session growth mindset intervention for adolescent anxiety and depression: 9-month outcomes of a randomized trial . Journal of Child Psychology and Psychiatry , 59 (2), 160–170. Medline ,  Google Scholar
• Seymour, E., & Hewitt, N. M. ( 1997 ). Talking about leaving: Why undergraduates leave the sciences . Westview Press. Google Scholar
• Seymour, E., & Hunter, A.-B. ( 2019 ). Talking about leaving revisited . New York, NY: Springer. Google Scholar
• Seymour, E., Hunter, A.-B., Laursen, S. L., & DeAntoni, T. ( 2004 ). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study . Science Education , 88 (4), 493–534. Google Scholar
• Smith, D. T., Mouzon, D. M., & Elliott, M. ( 2018 ). Reviewing the assumptions about men’s mental health: An exploration of the gender binary . American Journal of Men’s Health , 12 (1), 78–89. Medline ,  Google Scholar
• Sorkness, C. A., Pfund, C., Ofili, E. O., Okuyemi, K. S., Vishwanatha, J. K., Zavala, M. E. , … & Deveci, A. ( 2017 ). A new approach to mentoring for research careers: The National Research Mentoring Network . BMC Proceedings , 11 , 22. Medline ,  Google Scholar
• Sowislo, J. F., & Orth, U. ( 2013 ). Does low self-esteem predict depression and anxiety? A meta-analysis of longitudinal studies . Psychological Bulletin , 139 (1), 213. Medline ,  Google Scholar
• Steger, M. F. ( 2013 ). Experiencing meaning in life: Optimal functioning at the nexus of well-being, psychopathology, and spirituality . In Wong, P. T. P. (Ed.), The human quest for meaning (pp. 211–230). England, UK: Routledge. Google Scholar
• Strenta, A. C., Elliott, R., Adair, R., Matier, M., & Scott, J. ( 1994 ). Choosing and leaving science in highly selective institutions . Research in Higher Education , 35 (5), 513–547. Google Scholar
• Text Depression Hotline . ( 2019 ). Crisis text line . Retrieved November 29, 2019, from www.crisistextline.org/depression Google Scholar
• Thiry, H., & Laursen, S. L. ( 2011 ). The role of student–advisor interactions in apprenticing undergraduate researchers into a scientific community of practice . Journal of Science Education and Technology , 20 (6), 771–784. Google Scholar
• Thompson, J. J., Conaway, E., & Dolan, E. L. ( 2016 ). Undergraduate students’ development of social, cultural, and human capital in a networked research experience . Cultural Studies of Science Education , 11 (4), 959–990. Google Scholar
• Trenor, J. M., Miller, M. K., & Gipson, K. G. ( 2011 ). Utilization of a think-aloud protocol to cognitively validate a survey instrument identifying social capital resources of engineering undergraduates . 118th American Society for Engineering Education Annual Conference and Exposition, Vancouver, BC, Canada . Google Scholar
• Turner, R. J., & Noh, S. ( 1988 ). Physical disability and depression: A longitudinal analysis . Journal of Health and Social Behavior , 29 (1), 23–37. Medline ,  Google Scholar
• Watson, D., & Friend, R. ( 1969 ). Measurement of social-evaluative anxiety . Journal of Consulting and Clinical Psychology , 33 (4), 448. Medline ,  Google Scholar
• Weeks, J. W., Heimberg, R. G., Fresco, D. M., Hart, T. A., Turk, C. L., Schneier, F. R., & Liebowitz, M. R. ( 2005 ). Empirical validation and psychometric evaluation of the Brief Fear of Negative Evaluation Scale in patients with social anxiety disorder . Psychological Assessment , 17 (2), 179. Medline ,  Google Scholar
• World Health Organization . ( 2018 ). Depression . Retrieved November 29, 2019, from www.who.int/news-room/fact-sheets/detail/depression Google Scholar
• Wyatt, T., & Oswalt, S. B. ( 2013 ). Comparing mental health issues among undergraduate and graduate students . American Journal of Health Education , 44 (2), 96–107. Google Scholar
• Tasneem F. Mohammed ,
• Rahmi Q. Aini ,
• M. Elizabeth Barnes , and
• Stephanie Gardner, Monitoring Editor
• Emma C. Goodwin ,
• Danielle Pais ,
• Jingyi He ,
• Logan E. Gin , and
• Derek Braun, Monitoring Editor
• Logan E. Gin ,
• Allyson Aeschliman ,
• Adwoa Kumi Afoakwa ,
• Bryttani A. Allred ,
• Sarah T. Avalle ,
• Amanda Bell ,
• Jessica Berkheimer ,
• Hannah Brzezinski ,
• Rachel Campos ,
• Hozhoo Emerson ,
• Savage Cree Hess ,
• Arron M. Montelongo ,
• Nereus Noshirwani ,
• W. Levi Shelton ,
• Emma M. Valdez ,
• Jennifer White ,
• Quinn White ,
• Ehren Wittekind ,
• Katelyn M. Cooper , and
• Sheela Vemu, Monitoring Editor
• Carly A. Busch ,
• Tala Araghi ,
• Colin Harrison, Monitoring Editor
• Baylee A. Edwards ,
• Chloe Bowen ,
• Tati Russo-Tait, Monitoring Editor
• Sara E. Grineski ,
• Danielle X. Morales , and
• Timothy W. Collins
• Carly A. Busch , and
• Erika M. Nadile ,
• Madison L. Witt ,
• Cindy Vargas ,
• Missy Tran ,
• Joseph Gazing Wolf ,
• Danielle Brister , and
• Sehoya Cotner, Monitoring Editor
• Katelyn M. Cooper ,
• Sarah L. Eddy , and
• Coping behavior versus coping style: characterizing a measure of coping in undergraduate STEM contexts 14 February 2022 | International Journal of STEM Education, Vol. 9, No. 1
• Lisa A. Corwin ,
• Michael E. Ramsey ,
• Eric A. Vance ,
• Elizabeth Woolner ,
• Stevie Maiden ,
• Nina Gustafson and
• Joseph A. Harsh
• Erin Shortlidge, Monitoring Editor
• K. Supriya ,
• Brian Sato, Monitoring Editor
• Clark Coffman, Monitoring Editor
• Nicholas J. Wiesenthal , and
• Maryrose Weatherton and
• Elisabeth E. Schussler
• Erika Offerdahl, Monitoring Editor
• Eight Recommendations to Promote Effective Study Habits for Biology Students Enrolled in Online Courses 29 Apr 2022 | Journal of Microbiology & Biology Education, Vol. 23, No. 1
• Fostering professional development through undergraduate research: supporting faculty mentors and student researchers 30 March 2022 | Mentoring & Tutoring: Partnership in Learning, Vol. 30, No. 2
• Jeffrey Maloy ,
• Monika B. Kwapisz , and
• Bryce E. Hughes
• Terrell Morton, Monitoring Editor
• Anxiety and depression among US college students engaging in undergraduate research during the COVID-19 pandemic 14 December 2021 | Journal of American College Health, Vol. 9
• Danielle Brister ,
• Sara E. Brownell ,
• Chade T. Claiborne ,
• Curtis Lunt ,
• Kobe M. Walker ,
• Tamiru D. Warkina ,
• Yi Zheng , and
• Rebecca Price, Monitoring Editor
• Dominant Learning Styles of Interior Design Students in Generation Z 26 July 2021 | Journal of Interior Design, Vol. 46, No. 4
• Linking Emotional Intelligence, Physical Activity and Aggression among Undergraduates 26 November 2021 | International Journal of Environmental Research and Public Health, Vol. 18, No. 23
• Advancing undergraduate synthetic biology education: insights from a Canadian iGEM student perspective 1 Oct 2021 | Canadian Journal of Microbiology, Vol. 67, No. 10
• Frank A. Guerrero ,
• Sara E. Brownell , and
• Jennifer Momsen, Monitoring Editor
• Nicholas J. Wiesenthal ,
• Isabella Ferreira , and
• Grant Ean Gardner, Monitoring Editor
• Carolyn E. Clark ,
• Deanna B. Elliott ,
• Travis B. Roderick ,
• Rachel A. Scott ,
• Denisse Arellano ,
• Diana Ramirez ,
• Kimberly Velarde ,
• Michael Gerbasi ,
• Sophia Hughes ,
• Julie A. Roberts ,
• Quinn M. White ,
• Rachelle Spell, Monitoring Editor
• Christine Pfund ,
• Janet L. Branchaw ,
• Melissa McDaniels ,
• Angela Byars-Winston ,
• Steven P. Lee ,, and
• Bruce Birren
• Vladimir Anokhin ,
• MacKenzie J. Gray ,
• Daniel E. Zajic ,
• Jason E. Podrabsky , and
• Erin E. Shortlidge
• Depression as a concealable stigmatized identity: what influences whether students conceal or reveal their depression in undergraduate research experiences? 4 June 2020 | International Journal of STEM Education, Vol. 7, No. 1

Submitted: 4 November 2019 Revised: 24 February 2020 Accepted: 6 March 2020

© 2020 K. M. Cooper, L. E. Gin, et al. CBE—Life Sciences Education © 2020 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

THE LIVED EXPERIENCES OF WORKING STUDENTS: A PHENOMENOLOGICAL-NARRATIVE STUDY OF BSED-MAPEH STUDENTS

The increasing number of working students is quite noticeable despite of the government tution-free education program led by President Rod Duterte. Open market is the most common work place of students working to earn some extra money to support their miscellaneous and day-to-day living expenses. Underground market offers a source of income for students in financial needs through buying and selling goods from personal care products, apparel to food items. Underworld has invisible working –students earning money from prostitution and drug trafficking, Determination to earn a professional diploma,--a goal vs lived experiences.

Related Papers

janice alquizar

ABSTRACT The purpose of this undertaking was to describe the multitasking of teachers in the workplace. Employing phenomenological approach with 15 teachers, in-depth interviews and focus group discussion were conducted which revealed that multitasking of teachers in the workplace is prevalent. Three major themes of multitasking of teachers as experienced emerged, such as self-sacrifice, personal and career challenge and personal growth and development. Multitasking of teachers in the workplace affected all facets of the teachers’ lives, their time management, prioritizing task and multitasking being the emergent themes as consequences of teachers multitasking in the workplace. The participants of the study had different approaches in coping with the experience, through strengths and perseverance, industry, faith in oneself and faith in God. Based on the results of the study, it came out that most of the teachers doing multitasking in the workplace enjoyed and continued the work flow that comes from switching one tasks to another and considered it as the most productive way when stimulated with a variety of task. In view of the above, school heads hold a unique position in our society and have a special obligation to foster cognitive and non-cognitive activities which inspire the multitasking teachers to continue to refuel their experiences to become more productive and successful in their fields of endeavours, and to widen their insights on how to conquer the task and responsibilities assigned to them as they go along the journey of their professional careers.

Asia Pacific Journal of Multidisciplinary Research, Vol.7, no.1

Guiraldo Fernandez

Filipino Philosophy is on the process of developing a strong and unique foundation. Space, being an essential topic in Philosophy, is the focus of this study using the perspective of the Filipino, particularly the Visayan. This study uses the hermeneutic phenomenology and key informant interview as its method of gathering data. This study finds out that kahimtang connotes a deep understanding that a person is situated in a particular space. Space for the Visayan is their lugar nga pinuy-anan and lugar nga trabahuan. Both kinds of lugar refer to the kahimtang a man has. If a person is living in a big and grandiose house, it is said that a person living in it is rich (adunahan). If a person is living in a small house built of light materials, it is said that the person is poor (kanbus). Adunahan and kakabus are two kahimtangs which are related to the financial stability of a person. Furthermore, in the Visayas to say the least, the lugar sa gitrabahuan also tells the kahimtang of a person. If a person is working on a farm and is tilling the land, one would say that he/she is poor. If a person is working on an airconditioned office, then he/she is in a better kahimtang. Lugar is said to be maayo or di maayo (good or bad). The desirable place by the people is a good place to have better kahimtang. On the other hand, the non-desirable place will certainly lead to a bad kahimtang. This study might be used in teaching Philosophy and in understanding the Visayan people.

Clinton Ronquillo

Jayvee Ricardo

understanding the unorthodox worker

Frederick Edward Fabella

The purpose of this phenomenological study was to examine the lived experiences of former Pantawid Pamilyang Pilipino Program (4Ps) student-beneficiaries. The theories guiding this study were Human Capital Theory (1990), Social Capital Theory (1988), and The Concept of Experience by Dewey (1934). The study followed the theory and methods of the phenomenological research model proposed by Giorgi (2009) that allowed informants to provide personal perspectives and reflections on their experiences. The following three research questions guided the study: 1)What are the students’ distinct experiences as former beneficiaries of 4Ps? 2) How would the students describe their lives and values as 4Ps former beneficiaries?and 3) How are these experiences of being a former 4Ps recipient reflected in the co-researchers lives today?Interviews conducted to gather perceptive data from co-researcherswere transcribed, examined, coded, and broken down into themes emerged throughout the research process. The themes identified based on the distinct experiences of students as former beneficiaries of 4Ps were Financial Distress, Psychological Distress, and Financial Security. Identified themes based on description of lives and values of participants as former 4Ps beneficiaries were Reduced 3 Poverty, Spiritual Growth, and Social Growth. Identified themes based on reflection on the lives of co-researchers from gained experience as a former 4Ps member were Improved Confidence, Motivation, and Improved Academic Performance. The findings of the study may help in improving the 4Ps program and the experiences that will be brought by the said program to the present and future beneficiaries.

Anna Casandra Mariño

Leodinito Cañete

Trafficking in human beings is turning to be a “glocal” phenomenon - subject to increasing international attention in recent years and continuing to be a local development concern. Several domestic anti-trafficking initiatives both by the government and non-government organizations have been spawned in the Philippines. While there is a wealth of documented experience, research, and analysis on sex work and sex trafficking of women and children that cover a spectrum of trafficking issues: trends; causes; abusive practices; and policy and program interventions by multilateral institutions, states, and NGOs certain gaps remain. A rapid assessment on child trafficking in eight selected sites (Bask Pardo, Bulacao, Cansaga, Lamac, San Roque, Tangke, Labogon, and Umapad was conducted to gather baseline information on the incidence and prevalence of child trafficking in these area. The study mainly used the community organizing and participatory action research (COPAR) approach in the study. The narratives showed that it cannot be divorced from the specific characteristic of feminization that has been widely acknowledged globally with women and children not only trafficked for sexual exploitation, but also for other types of work. Actual reported cases of trafficking were not documented in the study. It relied mainly on the anecdotal reports of the research participants. The level of awareness on child trafficking varied across sites as gleaned from the information shared by the participants on the subject matter of child trafficking. In all the study areas, there were intermittent cases of domestic violence, incest, rape, drug addiction, pornography and other violent forms of child abuse. These put children in greater risk of trafficking as a result of their psychological and emotional trauma. Moreover, prostitution as a form of abuse is also a high-risk factor in child trafficking. There is no single reason why children are trafficked (UNICEF 2009) but rather a wide range of factors and layers of vulnerabilities related to children as individuals, their families, and the socio-economic context in which they live. These factors may be directly experienced by children who are abused or forced to drop out of school. There are also family-related factors such as family breakdown, domestic violence, substance abuse, and neglect. Socioeconomic factors in which a child is living tend to be indistinct and wide ranging, encompassing social norms and attitudes, market forces, economic opportunities or the lack thereof, labour and migration patterns, legal and policy frameworks, influence of peer pressure and the media, such as poverty and lack of education and employment opportunities. There were reported cases on demands for child labor and sex with children. The anecdotal reports used in this study reveal discernable patterns of child trafficking in the eight sites. These patterns can be categorized in relation to the purposes for which children are trafficked and the processes by which they are trafficked. The main purpose for which children are trafficked in the study areas is for sexual exploitation such as through child prostitution or the production of child pornography with sporadic reference to the trafficking of children for the purposes of exploitative labor such as domestic services. Subsequent efforts must be undertaken to gather disaggregated data using community-based mechanisms for data collection in order to generate standard indicators on child trafficking that can be used to establish a national profile.Tackling this difficult technical issue of quantitative data should be simultaneously done with developing evidence-based child protection systems since it offers a more clear-cut conceptual framework that ensures sustainable and better outcomes for children, so that they are protected against all forms of abuse, exploitation, neglect and violence. This calls for the development and strengthening of grassroots legal and policy frameworks and social behavior changes. Direct involvement to sensitize the residents of the barangayis needed to take collective action on the issue of child trafficking. Participation in formal structures and inclusion in formal procedures of planning, implementation, and evaluating community-wide activities relative to the issue is also necessary. Community organizations pave the way for functional community-based planning, implementing and evaluating of child protection programs where these strategies may be adapted such as education and training, networking, mobilization on child protection and development concerns, implementing of livelihood projects, and developing secondary leaders.

Isaiah Carlo S . Cabañero

The research study aims to investigate the reasons why people have found shelter and have continued to live inside the Manila North Cemetery. Furthermore, the research study also aims to reveal the ways on how people have sustained their daily lives inside the said cemetery for decades since; in order (1) to describe what people living inside the Manila North Cemetery consider as habitable housing and living conditions; (2) to describe and identify the factors that make the Manila North Cemetery a considerable place to live in for the people living inside the said cemetery; (3) to describe and document the daily lives of the people living inside the Manila North Cemetery; and (4) to explain and analyze the ways on how the people living inside the Manila North Cemetery have been sustaining their daily lives. The research study employed a quasi-ethnographic method of collecting data and information through purposive-snowball sampling among internal rural-urban migrants living inside the Manila North Cemetery, under a subjectivist methodological perspective. The research study found out that as a long-standing final resting place for the dead of Manila, it is as peculiar as it is ironic to regard that, within its walls and fortified borders, the Manila North Cemetery also has become and has transformed into a life-giving sanctuary to those who have become lost, to those who were left with nothing but to wander around aimlessly, and to those society has casted away. Generations upon generations of this cast away, almost “disposed”, population of people have made Manila North Cemetery what it is today: an equal community of the living—of the barely living; having formed its own rules and ways of life—a unique zone wherein the living thrives among the dead.

Cyrelle Ann Kae Valencia

This paper aimed to analyze the Filipino Teachers’ Facebook conversation using Halliday’s Theory. Specifically, to present and explain the themes generated from Facebook conversation and to identify the factors that influence the teachers’ attitudes and behaviour towards Facebook conversation. This study used a descriptive-qualitative research. The corpus subjected to analysis for this attempt is the Facebook conversation of Filipino teachers taken from Facebook group TeacherPH. It used verbal interpretation to analyze the data gathered, coding and categorization of topics. It is conclude that there are factors that affect the attitude and behavior of the teachers that may lead to certain errors and misinterpretation in a conversation.

Danielle Ochoa

Loading Preview

Sorry, preview is currently unavailable. You can download the paper by clicking the button above.

RELATED PAPERS

Shekinah Elorza

Marc Banogon

jezreel flores

Shin Kitane

rufino alejandrino

Juan Carlo Danganan

Chester Cabalza

Elmer Irene

Glaissa Q . Villalino

Danielle Vitriolo

University of the East

Hyacinth Bangero

Ma. Katrina B Mamparair

Metro Manila College

Dhean De Ocampo

Catherine Placino

Edilyn Bags

Roselyn Gaac , Dustin Flores

Marj Maceda

Mariz Causapin

Anne Precious

Jennylyn B Gancayco

Christian Matignas

Sheelah Aguila

RELATED TOPICS

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

Prevent plagiarism. Run a free check.

The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved August 19, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

Is this article helpful?

Shona McCombes

Other students also liked, how to write an essay introduction | 4 steps & examples, how to write topic sentences | 4 steps, examples & purpose, academic paragraph structure | step-by-step guide & examples, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

• Privacy Policy

Home » Thesis – Structure, Example and Writing Guide

Thesis – Structure, Example and Writing Guide

Table of contents.

Definition:

Thesis is a scholarly document that presents a student’s original research and findings on a particular topic or question. It is usually written as a requirement for a graduate degree program and is intended to demonstrate the student’s mastery of the subject matter and their ability to conduct independent research.

History of Thesis

The concept of a thesis can be traced back to ancient Greece, where it was used as a way for students to demonstrate their knowledge of a particular subject. However, the modern form of the thesis as a scholarly document used to earn a degree is a relatively recent development.

The origin of the modern thesis can be traced back to medieval universities in Europe. During this time, students were required to present a “disputation” in which they would defend a particular thesis in front of their peers and faculty members. These disputations served as a way to demonstrate the student’s mastery of the subject matter and were often the final requirement for earning a degree.

In the 17th century, the concept of the thesis was formalized further with the creation of the modern research university. Students were now required to complete a research project and present their findings in a written document, which would serve as the basis for their degree.

The modern thesis as we know it today has evolved over time, with different disciplines and institutions adopting their own standards and formats. However, the basic elements of a thesis – original research, a clear research question, a thorough review of the literature, and a well-argued conclusion – remain the same.

Structure of Thesis

The structure of a thesis may vary slightly depending on the specific requirements of the institution, department, or field of study, but generally, it follows a specific format.

Here’s a breakdown of the structure of a thesis:

This is the first page of the thesis that includes the title of the thesis, the name of the author, the name of the institution, the department, the date, and any other relevant information required by the institution.

This is a brief summary of the thesis that provides an overview of the research question, methodology, findings, and conclusions.

This page provides a list of all the chapters and sections in the thesis and their page numbers.

Introduction

This chapter provides an overview of the research question, the context of the research, and the purpose of the study. The introduction should also outline the methodology and the scope of the research.

Literature Review

This chapter provides a critical analysis of the relevant literature on the research topic. It should demonstrate the gap in the existing knowledge and justify the need for the research.

Methodology

This chapter provides a detailed description of the research methods used to gather and analyze data. It should explain the research design, the sampling method, data collection techniques, and data analysis procedures.

This chapter presents the findings of the research. It should include tables, graphs, and charts to illustrate the results.

This chapter interprets the results and relates them to the research question. It should explain the significance of the findings and their implications for the research topic.

This chapter summarizes the key findings and the main conclusions of the research. It should also provide recommendations for future research.

This section provides a list of all the sources cited in the thesis. The citation style may vary depending on the requirements of the institution or the field of study.

This section includes any additional material that supports the research, such as raw data, survey questionnaires, or other relevant documents.

How to write Thesis

Here are some steps to help you write a thesis:

• Choose a Topic: The first step in writing a thesis is to choose a topic that interests you and is relevant to your field of study. You should also consider the scope of the topic and the availability of resources for research.
• Develop a Research Question: Once you have chosen a topic, you need to develop a research question that you will answer in your thesis. The research question should be specific, clear, and feasible.
• Conduct a Literature Review: Before you start your research, you need to conduct a literature review to identify the existing knowledge and gaps in the field. This will help you refine your research question and develop a research methodology.
• Develop a Research Methodology: Once you have refined your research question, you need to develop a research methodology that includes the research design, data collection methods, and data analysis procedures.
• Collect and Analyze Data: After developing your research methodology, you need to collect and analyze data. This may involve conducting surveys, interviews, experiments, or analyzing existing data.
• Write the Thesis: Once you have analyzed the data, you need to write the thesis. The thesis should follow a specific structure that includes an introduction, literature review, methodology, results, discussion, conclusion, and references.
• Edit and Proofread: After completing the thesis, you need to edit and proofread it carefully. You should also have someone else review it to ensure that it is clear, concise, and free of errors.
• Submit the Thesis: Finally, you need to submit the thesis to your academic advisor or committee for review and evaluation.

Example of Thesis

Example of Thesis template for Students:

Title of Thesis

Table of Contents:

Chapter 1: Introduction

Chapter 2: Literature Review

Chapter 3: Research Methodology

Chapter 4: Results

Chapter 5: Discussion

Chapter 6: Conclusion

References:

Appendices:

Note: That’s just a basic template, but it should give you an idea of the structure and content that a typical thesis might include. Be sure to consult with your department or supervisor for any specific formatting requirements they may have. Good luck with your thesis!

Application of Thesis

Thesis is an important academic document that serves several purposes. Here are some of the applications of thesis:

• Academic Requirement: A thesis is a requirement for many academic programs, especially at the graduate level. It is an essential component of the evaluation process and demonstrates the student’s ability to conduct original research and contribute to the knowledge in their field.
• Career Advancement: A thesis can also help in career advancement. Employers often value candidates who have completed a thesis as it demonstrates their research skills, critical thinking abilities, and their dedication to their field of study.
• Publication : A thesis can serve as a basis for future publications in academic journals, books, or conference proceedings. It provides the researcher with an opportunity to present their research to a wider audience and contribute to the body of knowledge in their field.
• Personal Development: Writing a thesis is a challenging task that requires time, dedication, and perseverance. It provides the student with an opportunity to develop critical thinking, research, and writing skills that are essential for their personal and professional development.
• Impact on Society: The findings of a thesis can have an impact on society by addressing important issues, providing insights into complex problems, and contributing to the development of policies and practices.

Purpose of Thesis

The purpose of a thesis is to present original research findings in a clear and organized manner. It is a formal document that demonstrates a student’s ability to conduct independent research and contribute to the knowledge in their field of study. The primary purposes of a thesis are:

• To Contribute to Knowledge: The main purpose of a thesis is to contribute to the knowledge in a particular field of study. By conducting original research and presenting their findings, the student adds new insights and perspectives to the existing body of knowledge.
• To Demonstrate Research Skills: A thesis is an opportunity for the student to demonstrate their research skills. This includes the ability to formulate a research question, design a research methodology, collect and analyze data, and draw conclusions based on their findings.
• To Develop Critical Thinking: Writing a thesis requires critical thinking and analysis. The student must evaluate existing literature and identify gaps in the field, as well as develop and defend their own ideas.
• To Provide Evidence of Competence : A thesis provides evidence of the student’s competence in their field of study. It demonstrates their ability to apply theoretical concepts to real-world problems, and their ability to communicate their ideas effectively.
• To Facilitate Career Advancement : Completing a thesis can help the student advance their career by demonstrating their research skills and dedication to their field of study. It can also provide a basis for future publications, presentations, or research projects.

When to Write Thesis

The timing for writing a thesis depends on the specific requirements of the academic program or institution. In most cases, the opportunity to write a thesis is typically offered at the graduate level, but there may be exceptions.

Generally, students should plan to write their thesis during the final year of their graduate program. This allows sufficient time for conducting research, analyzing data, and writing the thesis. It is important to start planning the thesis early and to identify a research topic and research advisor as soon as possible.

In some cases, students may be able to write a thesis as part of an undergraduate program or as an independent research project outside of an academic program. In such cases, it is important to consult with faculty advisors or mentors to ensure that the research is appropriately designed and executed.

It is important to note that the process of writing a thesis can be time-consuming and requires a significant amount of effort and dedication. It is important to plan accordingly and to allocate sufficient time for conducting research, analyzing data, and writing the thesis.

Characteristics of Thesis

The characteristics of a thesis vary depending on the specific academic program or institution. However, some general characteristics of a thesis include:

• Originality : A thesis should present original research findings or insights. It should demonstrate the student’s ability to conduct independent research and contribute to the knowledge in their field of study.
• Clarity : A thesis should be clear and concise. It should present the research question, methodology, findings, and conclusions in a logical and organized manner. It should also be well-written, with proper grammar, spelling, and punctuation.
• Research-Based: A thesis should be based on rigorous research, which involves collecting and analyzing data from various sources. The research should be well-designed, with appropriate research methods and techniques.
• Evidence-Based : A thesis should be based on evidence, which means that all claims made in the thesis should be supported by data or literature. The evidence should be properly cited using appropriate citation styles.
• Critical Thinking: A thesis should demonstrate the student’s ability to critically analyze and evaluate information. It should present the student’s own ideas and arguments, and engage with existing literature in the field.
• Academic Style : A thesis should adhere to the conventions of academic writing. It should be well-structured, with clear headings and subheadings, and should use appropriate academic language.

Advantages of Thesis

There are several advantages to writing a thesis, including:

• Development of Research Skills: Writing a thesis requires extensive research and analytical skills. It helps to develop the student’s research skills, including the ability to formulate research questions, design and execute research methodologies, collect and analyze data, and draw conclusions based on their findings.
• Contribution to Knowledge: Writing a thesis provides an opportunity for the student to contribute to the knowledge in their field of study. By conducting original research, they can add new insights and perspectives to the existing body of knowledge.
• Preparation for Future Research: Completing a thesis prepares the student for future research projects. It provides them with the necessary skills to design and execute research methodologies, analyze data, and draw conclusions based on their findings.
• Career Advancement: Writing a thesis can help to advance the student’s career. It demonstrates their research skills and dedication to their field of study, and provides a basis for future publications, presentations, or research projects.
• Personal Growth: Completing a thesis can be a challenging and rewarding experience. It requires dedication, hard work, and perseverance. It can help the student to develop self-confidence, independence, and a sense of accomplishment.

Limitations of Thesis

There are also some limitations to writing a thesis, including:

• Time and Resources: Writing a thesis requires a significant amount of time and resources. It can be a time-consuming and expensive process, as it may involve conducting original research, analyzing data, and producing a lengthy document.
• Narrow Focus: A thesis is typically focused on a specific research question or topic, which may limit the student’s exposure to other areas within their field of study.
• Limited Audience: A thesis is usually only read by a small number of people, such as the student’s thesis advisor and committee members. This limits the potential impact of the research findings.
• Lack of Real-World Application : Some thesis topics may be highly theoretical or academic in nature, which may limit their practical application in the real world.
• Pressure and Stress : Writing a thesis can be a stressful and pressure-filled experience, as it may involve meeting strict deadlines, conducting original research, and producing a high-quality document.
• Potential for Isolation: Writing a thesis can be a solitary experience, as the student may spend a significant amount of time working independently on their research and writing.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Dissertation – Format, Example and Template

What is a Hypothesis – Types, Examples and...

Theoretical Framework – Types, Examples and...

Research Summary – Structure, Examples and...

Literature Review – Types Writing Guide and...

Table of Contents – Types, Formats, Examples

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Tips and Examples for Writing Thesis Statements

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Tips for Writing Your Thesis Statement

1. Determine what kind of paper you are writing:

• An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.
• An expository (explanatory) paper explains something to the audience.
• An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

2. Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

3. The thesis statement usually appears at the end of the first paragraph of a paper.

4. Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

The paper that follows should:

• Explain the analysis of the college admission process
• Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

• Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

• Present an argument and give evidence to support the claim that students should pursue community projects before entering college

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Preparing, Starting, and Conducting a Thesis Study: Do this before you start!

Writing a thesis study is the pinnacle of your academic education. This guide explains how to decide your thesis question and plan for, begin, and conduct your thesis study.

Best practices

Your relationship with your supervisor is crucial to your academic success.

Build relationships

It is essential to develop a good working relationship with your supervisor , secondary supervisors, other Ph.D. students, and support staff. There will be days when you feel frustrated and want to give up. Talking to your peers will provide encouragement. This is also a great way to troubleshoot any problems you may have been unable to resolve. For example, if an experimental technique is not working, other students may be experiencing the same issue, and collaboration can quickly resolve it.

Relationships with support staff are just as valuable as those with academic staff. Treat them with respect, and they will be willing to go the extra mile for you (e.g., fixing the copy machine when they are about to go home). Without a doubt, the most important relationship is with your Ph.D. supervisor. As an expert in their field, they have a working knowledge of your subject area and are up to date with the latest developments. You will meet regularly for formal one-on-one meetings to discuss your research progress, where you will receive guidance and constructive feedback. Informal discussions are also appropriate when you have an immediate concern, so feel free to pop by their office or drop a quick email if you need some advice. Remember, your success reflects on theirs, and they expect you to come to them if you have a pressing issue.

Participate in department or research group activities

Build relationships with fellow Ph.D. students and staff members in your department by attending research seminars, field trips, and journal clubs. Also, attend any organized social events; they are great networking opportunities.

What if I don’t get along with my supervisor?

Your relationship with your supervisor is crucial to your academic success. They are the first point of contact if you encounter problems with your thesis study, and you should be comfortable working with them. Address any communication issues as soon as possible. Often, they may be unaware that there is an issue and will appreciate you bringing it to their attention. Usually, a frank and open discussion will resolve the problem. For example, let your supervisor know if you feel that you are not receiving enough feedback or that they are micromanaging you. Do not feel intimidated—supervisors were also Ph.D. students at one time!

If you can’t resolve the issue between yourselves, ask one of your secondary supervisors, another staff member, or your head of department to act as a mediator. A change in supervisors must be the last resort. You are likely to encounter this person again; be cordial, and don’t burn bridges.

Steps for writing a thesis study

Refine your research question.

Once you have identified a field that interests you, narrow it down to decide exactly what you want to research. Research questions can be practical (e.g., a process that does not work properly or an issue faced by a specific group of people) or theoretical (e.g., relationships or opposing theories that have not been evaluated).

Your supervisor may already have projects in mind where they need a Ph.D. student to build on existing work in their research group. Alternatively, you might identify a gap or contradiction in the literature that you think requires further investigation, or you might be continuing your existing research by building on the findings of your Master’s degree.

Plan your thesis study

Planning is the cornerstone of successful research. You may have already written a research proposal , which you can use to plan your research steps. Perform a literature review to familiarize yourself with your field of research. If you are aiming for a Ph.D. degree after your Master’s degree, you may already have done this, but you should still check for new publications in the field since your last literature review.

Plan your thesis study using the SMART objectives:

• Your research question must be specific and not vague.
• Your research results must be measurable, either quantitatively or qualitatively, in a practical and cost-effective manner.
• You need to complete your thesis study within the set timeframe and budget.
• Don’t set a goal that you are incapable of achieving. Ensure that your objective addresses your thesis question.
• Create an achievable timeline and set specific milestones with dates (e.g., collect all specimens by 7 July).

Find a suitable working environment

You will need a suitable working environment for drafting your thesis paper. Your workspace should have all the resources (e.g., computer, stable internet connection) for you to plan and write up your work and should be as free from distractions as possible. If you can, plug a second monitor into your laptop so that you can read your references while writing. This will also save a lot of time and money on printing. A coffee maker is an added bonus!

Start your thesis study

Complete your induction.

New Ph.D. students undergo an induction program. This involves:

• Meeting academic staff, support staff, and fellow Ph.D. students
• Receiving details of meetings, journal clubs, and seminars held by the department or your research group
• Receiving training on health and safety and the standard operating procedures (SOPs ) of the lab where you will be working
• Completing any other relevant courses (e.g., radiation safety course, training on animal handling)

Start writing

The sooner you start work on your thesis study, the better. Before you begin, you may need to write grant applications, research proposals , or an application to upgrade your Master’s degree. You will need to perform a literature review to complete these activities. Some of this information will be used later when you write the Introduction section of your thesis study.

Conduct your research

Start your research for your thesis study as soon as you can. Although your final results may only be generated in year 2 or 3 of your study, with good planning, you can begin preliminary experiments or pilot studies early. Get into the habit of regularly and meticulously recording all experiments in your lab notebook as you go, analyzing the outcomes, and saving all data.

What if my study focus changes?

Your research focus may change during the course of your investigations. This happens more than you think. Because you will be investigating new concepts and ideas or untested hypotheses, expect difficulties and setbacks. For example, your focus may need to change due to problems with experimental techniques, unexpected results, limited financial resources, or unforeseen limitations.

What if my research is poor or doesn’t work?

Expect to encounter problems early in your research. This is part of the research process. Use these experiences to explore other approaches. Remember that negative results are still results. You may even end up including them in your final thesis.

Speak to your supervisor if your research is not going according to plan. They have vast experience and may suggest alternative approaches to solve your problem. Try problem-solving with fellow Ph.D. students or researchers in your lab. Some of the best ideas come from a good brainstorming session.

Thesis studies are hard work, but nothing beats the satisfaction of completing your PhD! Spend time formulating your thesis question. Careful planning is vital so that you complete your thesis on time. Ensure that you have the necessary approvals and certifications to conduct your research. Check out our site for more tips on how to write a good thesis/dissertation, where to find the best thesis editing services , and more about thesis editing and proofreading services .

Editor’s pick

Get free updates.

Subscribe to our newsletter for regular insights from the research and publishing industry!

Review Checklist

BEFORE YOU START

Chose a topic that interests you

Pick a supervisor

Meet with your supervisor to discuss your proposed research

Define your research question

Define your study objectives

Plan your research methodology

Write a timeline for your project and include specific milestones

Find a suitable workspace

STARTING YOUR RESEARCH

Obtain the necessary ethical approvals from your institution

Research participants must be fully aware of why you are conducting your research, how it will be done, and the end-use of the results. Participation must be voluntary, and participants can withdraw from the study at any time

If your research involves animals, you will need to follow the relevant institutional guidelines for animal care

Complete all training/certification necessary to perform your research

Write research applications and grant proposals

Perform a literature review

CONDUCTING YOUR RESEARCH

Adhere to all institutional protocols

Ensure that all participants have given written consent

Repeat experiments to ensure reproducibility

Record everything in your lab notebook

Regularly update your supervisor of your progress

Store all electronic data safely and make more than one backup (e.g., a USB drive and cloud storage)

Stick to your timelines

Don’t be afraid to ask for help

How do I choose a suitable research topic? +

Most importantly, chose a subject that interests you. You will be working on this project for a number of years, and if it does not excite you, you will not feel motivated and will find it hard to finish.

How do I choose a supervisor? +

As an undergraduate, you may have already formed good relationships with some of the academic staff at your institution. Your supervisor should be an expert in your academic field. They should have a publication record and supervision experience. If you are unsure, chat with other students about their experience with the supervisor(s) that you are considering.

What should I use as a starting point to perform my literature review? +

There are many literature databases (e.g., Google Scholar , PubMed , Scopus , Web of Science , Cochrane Library , and Embase ) as well sources of gray literature (information produced by government agencies and the for-profit sector that is not controlled by commercial publishers) that can be used.

Should I reference as I write? +

Although it may seem tedious, commit to referencing your writing as you go. An easy way to do this is to use reference managers, such as Mendeley , Zotero , or EndNote .

More results...

Popular Search Topics

I want to...

Sample Student Theses

Global education.

• Global Jackson Orlando Charlotte Washington D.C. Atlanta Houston Dallas Memphis --> New York City Global
• Campus Home

Below are downloads (PDF format) of the M.A. (Religion) theses of some of our graduates to date.

Note: Certain requirements for current thesis students have changed since earlier theses were completed.

Exploring Memorable Messages and Resilience in Graduate Mentoring Relationships

Mentorship between faculty members and graduate students is critical for students’ success, especially when it includes career and psychosocial support (Byars-Winston & Lund Dahlberg, 2019; Crisp & Cruz, 2009; Paglis et al., 2006). When mentors offer both types of support, mentees benefit in professional and personal ways (Gardiner et al., 2007; Johnson, 2007). Mentoring occurs through the communication messages that mentors transmit to mentees, but research on mentoring has failed to explore faculty mentor messages (Buell, 2004).

This study aimed to analyze mentor messages from the perspective of Latino graduate alumni from Science, Technology, Engineering, Mathematics, and Medicine (STEMM) programs, a continuously growing group in graduate programs (Solinas-Saunders et al., 2023). To study these messages, this study utilized the theory of memorable messages (ToMM) (Cooke-Jackson & Rubinsky, 2022; Knapp et al., 1981). This study aimed to not only identify what memorable messages mentors communicate to students but also the potential impacts of these messages. This study was also concerned with identifying whether mentor memorable messages also support students’ development of resilience. According to the communication theory of resilience (CTR), resilience may be supported through five communication processes (Buzzanell, 2010).

Thematic analysis of 40 semi-structured interviews with Latino alumni with degrees from various STEMM disciplines revealed four types of memorable messages, positive and negative, from primary faculty mentors. These messages ranged from short verbal messages to longer conversations and included non-verbal communication such as memorable behaviors. Participants recalled messages of invalidation and validation of their academic, interpersonal, and cultural identities. Messages of career and life advice were also recalled. Lastly, messages of mentor red flags were remembered and focused on three specific red flags: manipulative behaviors based on power, emotional manipulation, and unprofessional behaviors.

This study showed that negative messages were more easily recalled, nearly word for word, than positive messages, and the impact of these messages had a deep lasting effect on students’ sense of self-worth. Positive messages, however few, had the ability to counter negative messages even in mentoring relationships that were nearly completely negative. Regarding resilience, all five communication processes of resilience from CTR were exemplified in the data. The data showed that there were very few examples of negative messages that spurred resilience and that many participants learned from memorable messages to develop emotional resilience, particularly those in mostly negative mentoring relationships.

These findings expand existing mentoring literature by illustrating how faculty mentor messages can either facilitate or impede graduate students’ development in STEMM. They also support ToMM’s suggestion that memorable messages can be nonverbal and include behaviors. This data also extends how certain memorable messages may serve as a catalyst for developing emotional resilience. Finally, recommendations are offered for faculty for more intentional communication with graduate students that may result in supportive memorable messages.

Degree Type

• Doctor of Philosophy
• Communication

Campus location

• West Lafayette

Advisor/Supervisor/Committee Chair

Additional committee member 2, additional committee member 3, additional committee member 4, usage metrics.

• Communication studies

• My UCalgary
• Class Schedule
• UCalgary Directory
• Continuing Education
• Active Living
• Academic Calendar
• UCalgary Maps
• Close Faculty Websites List Viewing: Faculty Websites
• Cumming School of Medicine
• Faculty of Arts
• Faculty of Graduate Studies
• Faculty of Kinesiology
• Faculty of Law
• Faculty of Nursing
• Faculty of Nursing (Qatar)
• Faculty of Science
• Faculty of Social Work
• Faculty of Veterinary Medicine
• Haskayne School of Business
• School of Architecture, Planning and Landscape
• School of Public Policy
• Schulich School of Engineering
• Werklund School of Education
• Future Students
• Explore programs
• How to apply
• Understanding graduate studies
• Indigenous graduate students
• Financing grad school
• International students
• Graduate Student Ambassadors (Unibuddy)
• Virtual tour
• Graduate student life
• What I wish I knew
• Admissions contact information
• Current Students
• Newly Admitted
• Graduate Orientation
• Pre-arrival
• Registration
• Annual Registration
• Concurrent Registration
• Flexible Grading Option (CG Grade)
• Confirmation of registration
• Course registration
• Leave of absence
• Registration status
• Studying at another university
• Updating personal information (included preferred name)
• Thesis-based students
• Fees and funding
• Understanding your fees
• Paying your fees
• Funding options
• Payment plan
• Supervision
• Best practices and guidelines
• Conflict of interest
• Changing supervision
• Academic integrity
• Annual progress report
• Intellectual property
• Building a thesis
• Submit your thesis
• Conducting oral exams remotely
• Thesis defence
• Course-based Students
• Academic Integrity
• Sources of funding
• Payment Plan
• NEW: Term-Based Registration
• Completing my degree
• Indigenous Graduate Students
• Supports for graduate students
• Graduate Academic and International Specialists
• Important dates and resources
• Forms and documents
• Service Requests and eForms
• News, updates and events
• Find Graduate Program Staff
• Calendar Archives
• Award Opportunities
• Graduate Awards Database
• Doctoral Recruitment Scholarships
• Award Guide
• Step 1: Applying
• Looking for awards
• Eligibility
• Preparing your application
• Step 2: Receiving
• Accept/Decline your award
• Getting paid
• Step 3: Managing your award
• Renewing your award
• Award interruption
• Award Termination
• Policies and Regulations
• Regulations
• Exceptional scholars
• Contact the Scholarship Office
• Professional Development
• Academic Success
• My GradSkills Partners
• Communication Skills
• Research Communications Feedback Sessions
• Oral communication
• Visual communication
• Written communication
• Experiential Learning
• Internships
• For employers
• For graduate students
• For graduate supervisors
• Images of Research
• Three Minute Thesis
• 2024 UCalgary 3MT Finalists
• 2024 3MT Finals' Hosts and Judges
• Past Three Minute Thesis Videos
• Workshops and Resources
• Career planning and professional development resources
• My GradSkills Calendar
• My GradSkills Workshop Matrix
• Online/Virtual Training
• UCalgary Alumni Mentorship Program
• Supervisory Resources
• Supervisory Renewal
• Graduate supervisors
• Thesis and candidacy exams
• Supervisor resources
• Maintaining your supervisor profile
• Supervisory privileges
• Leadership team
• FGS Council
• Committees of Council
• Minutes and meetings
• Website Feedback

Welcome to your next level of study

Pursue graduate studies in a dynamic research environment focused on finding solutions to key societal issues.

The UCalgary difference

Get hands-on learning with real-world applications. we're a research-intensive institution that's focused on finding answers and sharing them to benefit our communities. whether it's arts, education, science, engineering or medicine, you'll get an opportunity to tackle society's most pressing issues and bring about real change in the world., course-based programs.

Ideal for students seeking to advance their careers, our course-based programs offer research, project and group work components in a wide variety of delivery methods. 

Thesis-based programs

Pursue independent research guided by a supervisor who shares your research interests. If you want to advance your knowledge or expand your expertise in a specific field or research area, our thesis-based programs are for you.

Create Your own Custom Viewbook

The Faculty of Graduate Studies offers you the chance to customize your experience in applying to graduate  studies at UCalgary. Create a Custom Viewbook that is unique to you and choose the information, programs and services you would like to know more about.

Take Virtual Tour

The UCalgary campus has a lot to offer for the graduate student experience. Explore the campus from the comfort of your computer! Learn where some of the most interesting and vital campus services and buildings are located before you visit in person.

Connect with a Graduate Student Ambassador (Unibuddy)

Connect with a current graduate student to get an insider's perspective on studying at UCalgary. Use the Unibuddy platform to ask questions about the university, living in Calgary, and whatever else you want to know to help you decide if UCalgary is right for you.

Graduate Awards

Start applications for graduate scholarships as soon as you've applied for a program.

Wondering what approach is right for you?

Learn more about graduate studies, including the differences between course-based and thesis-based programs.

Future graduate student events

See all future graduate student events

An environment of excellence

UCalgary's commitment to research, campus amenities and community culture create a perfect setting for graduate study.

Canada's most enterprising city

Under vast prairie skies and on the step of the majestic Rockies, Calgary is a place for dreams where opportunity abounds.

Your ticket to exploration and innovation

Take the next step in your professional or academic career at an institution where sharing knowledge is as important as creating it.

Sign up to receive information from the Faculty of Graduate Studies

If you are interested in learning more about Graduate Study at the University of Calgary (UCalgary). Fill out our GRADexplorer newsletter form. Get updates on application deadlines, student services available, research happening at UCalgary and more. 

Student Guide

New MyStudies functionality for master's thesis management launched on 19 August 2024

The Master’s thesis management will change in August 2024 with the introduction of a new thesis functionality in MyStudies portal. When starting a master’s thesis, students will enter the basic information of the thesis, such as the topic, supervisor and advisors, in MyStudies and apply for the approval of the supervisor on the platform. The supervisor approves the topic and advisors. In the field of technology (the schools of CHEM, ENG, ELEC and SCI), the topic, supervisor and advisors are no longer approved by the degree programme committees. Students can start a thesis process and apply for the necessary approvals continuously considering the instructions of the degree programme on starting and timing of the thesis. 

The final thesis is submitted to MyStudies for evaluation, approval and archiving. 

The new process collects the basic information and administrative processes of a theses on single platform and allows better support and monitoring for the thesis process. 

The eAge applications for master’s theses were closed on 1 August 2024, with the exception of the School of Business. 

Below you can see a more detailed timetable for the implementation of the new functionality: 

If you are currently working on your Master's thesis, you will receive an email with more detailed instructions on how to submit your thesis for evaluation on  MyStudies .  

MyStudies is a digital portal for students. On MyStudies you will find the success team, a dedicated team of experts supporting you in your studies, and if they offer appointments on the platform, you can schedule appointments with the members of your success team. Advisors may write notes of the appointments and share them with you in MyStudies. In addition, the service includes the most important services for a student, some of them including appointment functionality, as well as direct links to the most frequently used pages.   

For more information, contact Learning Services ( [email protected] ) or Project Manager Elsa Kivi-Koskinen ( [email protected] ). 

MyStudies (URL) (external link)

MyStudies is a daily desktop for Aalto students. Log in to MyStudies here.

Find and contact your study support team on MyStudies

Connect with Study Coordinators and Academic Advisors in MyStudies.

Feedback about the page

• Published: 19.8.2024
• Updated: 19.8.2024

Read more news

New self-study spaces in Undergraduate Centre

Entrepreneurial courses coming up this fall at Aalto Ventures Program

The integration of master's theses will begin in the Aalto University research information system

Biz exchange secondary application round for the spring 2025 open until august 22.

• Accountancy and Control (master)
• Accountancy and Control (premaster)
• Actuarial Science (bachelor)
• Actuarial Science and Mathematical Finance (master)
• American Studies (master)
• Ancient Studies (bachelor)
• Arabische taal en cultuur (bachelor)
• Arbeidsrecht (master)
• Archaeology (master)
• Archaeology (premaster)
• Archaeology (bachelor), EN
• Archaeology and Heritage (research master)
• Archeologie (bachelor), NL
• Archival and Information Studies (duale master)
• Art and Performance Research Studies (research master)
• Artificial Intelligence (master)
• Bèta-gamma (bachelor)
• Bioinformatics and Systems Biology (master, joint degree)
• Biological Sciences (master)
• Biologie (bachelor)
• Biomedical Sciences (master)
• Biomedische wetenschappen (bachelor)
• BMS: Cell Biology and Advanced Microscopy (master)
• BMS: Cognitive Neurobiology and Clinical Neurophysiology (master)
• BMS: Developmental and Therapeutic Biology (master)
• BMS: Experimental Internal Medicine (master)
• BMS: Infection and Immunity (master)
• BMS: Medical Biochemistry and Biotechnology (master)
• BMS: Molecular Neurosciences (master)
• BMS: Oncology (master)
• BMS: Physiology of Synapses and Networks (master)
• BMS: Psychopharmacology and Pathophysiology (master)
• Boekwetenschap (duale master)
• Boekwetenschap (schakelprogramma)
• Brain and Cognitive Sciences (research master)
• BS: Ecology and Evolution (master)
• BS: Freshwater and Marine Biology (master)
• BS: General Biology (master)
• BS: Green Life Sciences (master)
• Business Administration (bachelor)
• Business Administration (master)
• Business Administration (premaster)
• Business Analytics (bachelor)
• Business Economics (master)
• Business Economics (premaster)
• Chemistry (master, joint degree)
• Chemistry (premaster)
• Chemistry: Analytical Sciences (master, joint degree)
• Chemistry: Molecular Sciences (master, joint degree)
• Chemistry: Science for Energy and Sustainability (master, joint degree)
• Child Development and Education (research master)
• Classics and Ancient Civilizations (master)
• Cognition, Language and Communication (bachelor)
• Commerciële rechtspraktijk (master)
• Communicatiewetenschap (bachelor)
• Communication and Information (duale master)
• Communication Science (bachelor)
• Communication Science (master)
• Communication Science (premaster)
• Communication Science (research master)
• Comparative Cultural Analysis (master)
• Comparative Literature (master)
• Computational Science (master, joint degree)
• Computational Social Science (bachelor)
• Computer Science (master, joint degree)
• Conflict Resolution and Governance (master)
• Conservation and Restoration of Cultural Heritage (master)
• Cultural Analysis (research master)
• Cultural and Social Anthropology (master)
• Cultural and Social Anthropology (premaster)
• Cultural Anthropology and Development Sociology (bachelor)
• Cultural Data & AI (master)
• Culturele antropologie en ontwikkelingssociologie (bachelor)
• Cultuurwetenschappen (bachelor)
• Curating Art and Cultures (duale master)
• Data Science (master)
• Data Science and Business Analytics (master)
• Data Science and Business Analytics (premaster)
• Documentaire en fictie (duale master)
• Duits, Educatie en communicatie (master)
• Duits, Educatie en communicatie (schakelprogramma)
• Duitslandstudies (bachelor)
• Duitslandstudies (master)
• Earth Sciences (master)
• East European Studies (master)
• Econometrics (master)
• Econometrics (premaster)
• Econometrics and Data Science (bachelor)
• Economics (master)
• Economics (premaster)
• Economics and Business Economics (bachelor)
• Engels, Educatie en communicatie (master)
• Engels, Educatie en communicatie (schakelprogramma)
• English Language and Culture (bachelor)
• English Literature and Culture (master)
• Entrepreneurship (master)
• ES: Environmental Management (master)
• ES: Future Planet Ecosystem Science (master)
• ES: Geo-Ecological Dynamics (master)
• European Competition Law and Regulation (master)
• European Policy (master)
• European Private Law (master)
• European Studies (bachelor)
• European Studies (premaster)
• European Union Law (master)
• Europese studies (bachelor)
• Exchange programme Economics and Business
• Exchange programme Humanities
• Exchange programme Law - Amsterdam Law School
• Exchange programme PPLE - Politics, Psychology, Law and Economics
• Exchange programme Science
• Exchange programme Social and Behavioural Sciences
• Film Studies (master)
• Filosofie (bachelor)
• Filosofie (master)
• Finance (master)
• Fiscaal Recht (bachelor)
• Fiscaal Recht (master)
• Fiscale Economie (bachelor)
• Fiscale Economie (master)
• Fiscale Economie (premaster)
• Forensic Science (master)
• Frans, Educatie en communicatie (master)
• Frans, Educatie en communicatie (schakelprogramma)
• Franse taal en cultuur (bachelor)
• Future Planet Studies (bachelor)
• Geneeskunde (bachelor)
• Geneeskunde (master)
• Geneeskunde (schakelprogramma)
• General Linguistics (master)
• Geschiedenis (bachelor)
• Geschiedenis (master)
• Geschiedenis (research master)
• Geschiedenis (schakelprogramma)
• Geschiedenis van de internationale betrekkingen (master)
• Geschiedenis, Educatie en communicatie (master)
• Gezondheidsrecht (master)
• Gezondheidszorgpsychologie (master)
• Global Arts, Culture and Politics (bachelor)
• Griekse en Latijnse taal en cultuur (bachelor)
• Hebreeuwse taal en cultuur (bachelor)
• Heritage and Memory Studies (duale master)
• Holocaust and Genocide Studies (master)
• Human Geography (master)
• Human Geography (premaster)
• Human Geography and Planning (bachelor)
• Identity and Integration (master)
• Informatica (bachelor)
• Informatiekunde (bachelor)
• Informatierecht (master)
• Information Studies (master)
• Information Systems (master)
• Interdisciplinaire sociale wetenschap (bachelor)
• Internationaal en Europees belastingrecht (master)
• International and Transnational Criminal Law (master)
• International Criminal Law - Joint programme with Columbia Law School (master)
• International Development Studies (master)
• International Development Studies (premaster)
• International Development Studies (research master)
• International Dramaturgy (duale master)
• International Dramaturgy and Theatre Studies (premaster)
• International Tax Law (advanced master)
• International Trade and Investment Law (master)
• Italië Studies (bachelor)
• Jewish Studies (master)
• Journalism, Media and Globalisation (Erasmus Mundus Master's - joint degree)
• Journalistiek en media (duale master)
• Kunst, cultuur en politiek (master)
• Kunst, cultuur en politiek (schakelprogramma)
• Kunstgeschiedenis (bachelor)
• Kunstgeschiedenis (master)
• Kunstgeschiedenis (schakelprogramma)
• Kunstmatige intelligentie (bachelor)
• Language and Society (master)
• Language, Literature and Education (master)
• Language, Literature and Education (premaster)
• Latin American Studies (master)
• Latin American Studies (premaster)
• Law & Finance (master)
• Lerarenopleidingen
• Linguistics (bachelor)
• Linguistics (premaster)
• Linguistics and Communication (research master)
• Literary and Cultural Analysis (bachelor)
• Literary Studies (premaster)
• Literary Studies (research master)
• Literature, Culture and Society (master)
• Logic (master)
• Mathematics (master)
• Media and Culture (bachelor)
• Media and Information (bachelor)
• Media en cultuur (bachelor)
• Media Studies (premaster)
• Media Studies (research master)
• Medical Anthropology and Sociology (master)
• Medical Anthropology and Sociology (premaster)
• Medical informatics (master)
• Medical informatics (premaster)
• Medische informatiekunde (bachelor)
• Midden-Oostenstudies (master)
• Midden-Oostenstudies (schakelprogramma)
• Militaire geschiedenis (master)
• Museum Studies (duale master)
• Music Studies (master)
• Music Studies (premaster)
• Muziekwetenschap (bachelor)
• Natuurkunde en sterrenkunde (bachelor, joint degree)
• Nederlands als tweede taal en meertaligheid (duale master)
• Nederlands als tweede taal en meertaligheid (schakelprogramma)
• Nederlands, Educatie en communicatie (master)
• Nederlands, Educatie en communicatie (schakelprogramma)
• Nederlandse taal en cultuur (bachelor)
• Nederlandse taal en cultuur (master)
• New Media and Digital Culture (master)
• Nieuwgriekse taal en cultuur (bachelor)
• Onderwijswetenschappen (bachelor)
• Onderwijswetenschappen (master)
• Onderwijswetenschappen (schakelprogramma)
• (Forensische) Orthopedagogiek (schakelprogramma)
• Oudheidwetenschappen (bachelor)
• P&A: Advanced Matter and Energy Physics (master, joint degree)
• P&A: Astronomy and Astrophysics (master, joint degree)
• P&A: Biophysics and Biophotonics (master, joint degree)
• P&A: General Physics and Astronomy (master, joint degree)
• P&A: GRAPPA - Gravitation, Astro-, and Particle Physics (master, joint degree)
• P&A: Science for Energy and Sustainability (master, joint degree)
• P&A: Theoretical Physics (master, joint degree)
• Pedagogical Sciences (master)
• Pedagogische wetenschappen (bachelor)
• Pedagogische wetenschappen (master)
• Philosophy (master)
• Philosophy (research master)
• Philosophy of the Humanities and the Social Sciences (master)
• Philosophy of the Humanities and the Social Sciences (schakelprogramma)
• Physics and Astronomy (master, joint degree)
• Political Science (bachelor)
• Political Science (master)
• Political Science (premaster)
• Politicologie (bachelor)
• PPLE - Politics, Psychology, Law and Economics (bachelor)
• Preservation and Presentation of the Moving Image (duale master)
• Preventieve jeugdhulp en opvoeding (schakelprogramma)
• Privaatrechtelijke rechtspraktijk (master)
• Psychobiologie (bachelor)
• Psychologie (schakelprogramma)
• Psychologie (bachelor), NL
• Psychologie (master), NL
• Psychology (premaster)
• Psychology (bachelor), EN
• Psychology (master), EN
• Psychology (research master), EN
• Public International Law (master)
• Publieksgeschiedenis (master)
• Quantum Computer Science (master)
• Rechtsgeleerdheid (bachelor)
• Rechtsgeleerdheid met HBO-vooropleiding (schakelprogramma)
• Rechtsgeleerdheid met WO-vooropleiding (schakelprogramma)
• Redacteur/editor (duale master)
• Religiewetenschappen (bachelor)
• Religious Studies (research master)
• Russische en Slavische studies (bachelor)
• Scandinavië studies (bachelor)
• Scheikunde (bachelor, joint degree)
• Science, Technology & Innovation (bachelor)
• Security and Network Engineering (master)
• Sign Language Linguistics (bachelor)
• Social Sciences (research master)
• Sociale geografie en Planologie (bachelor)
• Sociologie (bachelor)
• Sociology (bachelor)
• Sociology (master)
• Sociology (premaster)
• Software Engineering (master)
• Spaanse en Latijns-Amerikaanse studies (bachelor)
• Spirituality and Religion (master)
• Spirituality and Religion (schakelprogramma)
• Staats- en bestuursrecht (master)
• Stads- en architectuurgeschiedenis (master)
• Stochastics and Financial Mathematics (master)
• Strafrecht (master)
• Taalwetenschappen (bachelor)
• Technology Governance (advanced master)
• Television and Cross-Media Culture (master)
• Theaterwetenschap (bachelor)
• Theatre Studies (master)
• Universitaire Pabo van Amsterdam (bachelor)
• Urban and Regional Planning (master)
• Urban and Regional Planning (premaster)
• Urban Studies (research master)
• Vertalen (master)
• Vertalen (schakelprogramma)
• Wiskunde (bachelor)

Presentation Master's thesis - Leonie Sindern - Clinical Psychology

Roeterseilandcampus, Building: , Street: Nieuwe Achtergracht 129-b, Room: GS.08

Maladaptive fear responses that are initially successfully extinguished with interventions like exposure therapy often return over time.  Latent cause theory attributes individual differences in the return of fear (ROF) to whether exposure updated the original fear memory or created a competing safety memory. If a safety memory is created, reactivation of the fear memory at a later time can explain ROF. According to latent cause theory, whether memory updating occurs depends on whether individuals attribute the situations in which fear is learned and unlearned to the same latent cause. However, individual differences in latent cause inference are not directly observable which calls for the development of new measurement tools. Mathematical models can be used to emulate cognitive and behvioural processes which makes computational modeling a promising candidate. The goal of the current study was to test this by applying two models previously developed by Zika et al. (2023) to fear conditioning data. We used simulations to understand the models’ behaviours under this experimental paradigm, and adjust them to reflect predictions of latent cause theory. Next, we applied the models to our data and classified participants as single- and multiple-state learners. Lastly, this categorization was used to predict ROF, where we expected single-state learners to have less ROF than multiple-state learners. With our study we contribute to the effort of leveraging mathematical models to describe and measure latent cognitive processes, and test the applicability of results to a commonly used research paradigm in clinical research.

Independent Study by Candidates for Doctoral Degrees

9502 must be taken for either 2 or 4 units. 

Under faculty guidance, the student conducts an independent reading program and formulates a thesis proposal. The course is intended for doctoral students. 

In addition to enrolling in the course, students must download and fill out the independent study petition, which can be found on my.Harvard. Enrollment will not be final until the petition is submitted. 

Internet Explorer lacks support for the features of this website. For the best experience, please use a modern browser such as Chrome, Firefox, or Edge.

Graduate Student Interns Aboard a Research Vessel 130 Miles Out at Sea

August 19, 2024

Southern Connecticut State University graduate student Abby Lucas recounts her path to collecting environmental DNA samples in the Northeast Canyons and Seamounts Marine National Monument.

I am a Master’s student in Southern Connecticut State University’s Integrative Biological Diversity Program. I have worked at the university’s Werth Center for Coastal and Marine Studies throughout undergraduate and graduate school. I participated in many studies there, including field work onshore and on the water in coastal New England. Through the center, I met my Master’s thesis advisor Emma Cross, a professor and the center’s co-director. I first learned about environmental DNA while assisting in her lab’s field project, monitoring biodiversity near aquaculture sites using eDNA metabarcoding.

Through networking I connected with Fish Biologist Yuan Liu of NOAA’s Northeast Fisheries Science Center, who leads their eDNA program. I reached out to learn more about how Yuan’s career path and experience helped her reach the position she has now. During this meeting, Yuan mentioned that she needed help carrying out her eDNA sampling on an upcoming research cruise and asked if I would be willing to assist her. The answer was a no-brainer—YES!

This internship experience is directly contributing to my success as a graduate student and beyond. I am also receiving internship course credit which counts toward my Master’s degree.

Where did we go and why?

We set out aboard the R/V Connecticut toward the Northeast Canyons and Seamounts Marine National Monument, 130 miles off the coast of Cape Cod, Massachusetts. This is the only Marine National Monument in the Atlantic. Scientists from NOAA, U.S. Fish and Wildlife Service, University of Connecticut, and Mystic Aquarium partnered to study this area over time. They use multiple methods to measure biodiversity, how animals interact with living and nonliving members of the ecosystem, and community changes over time. The chief scientist of this expedition, Peter Auster from the University of Connecticut, describes the monument as an ocean wilderness, and it is teeming with marine life.

eDNA Sampling

We collected Yuan’s water samples for environmental DNA analysis using a Conductivity Temperature and Depth rosette. These tools have multiple Niskin bottles rigged onto a frame (the Rosette) and are lowered into the ocean as deep as its cable could reach. At the desired conductivity, temperature or depth, Niskin bottles were triggered to close and capture a water sample. I participated in the filtering process on this cruise, in which we used a Smith-Root eDNA Sampler to pump water collected in Niskin bottles through filters. These filters have very small holes, or pores, which allow water to pass. Any particulates bigger than the pore size get stuck on the filter. This portable eDNA sampler is the first of its kind. Other methods to filter eDNA seawater samples include vacuum pumps or peristaltic pumps. All three filtration methods produce trustworthy results, but the applications of each are different. For maximizing efficiency of time and space aboard research vessels, the Smith-Root eDNA Sampler works very well.

Life Aboard an R/V

This was my first research cruise spanning more than a day and I was curious how I would like it. I have done plenty of work on boats without getting seasick but that worry was on my mind. I was given great advice from the veteran scientists I sailed with: look at the horizon while on the boat, have motion sickness medication at the ready, and usually the first day is the worst for motion sickness. It goes away as the body adjusts.

It was a privilege to sail with so many incredible scientists and educators. The experience of seeing scientists of varying career stages share the same sustained level of passion and excitement for the ocean has inspired me in countless ways. There were a slew of moments when everyone paused to admire gelatinous organisms that were freshly collected, or video footage from scuba diving. This was a once in a lifetime experience which I am grateful to have under my belt. I look forward to the next time I get to go on a research expedition.

Meet the Blogger

Abigail Lucas

Abby is a graduate student at SCSU. She is studying biodiversity changes over time in marine environments using environmental DNA metabarcoding. She is always eager to get out on the water and in the field to conduct research, as she loves taking on the challenges which come with unpredictable fieldwork. When not at school or work Abby can be found enjoying the sunset at the beach.

More Information

• Environmental DNA at NOAA Fisheries
• Population and Ecosystems Monitoring and Analysis in the Northeasta

More Blog Posts

Using environmental dna to understand biodiversity in a marine national monument.

From the Colossal to the Minute: Best Moments of Spring Bottom Longline Survey

Fenway and Her New Calf’s Journey North to Canada

Last updated by Northeast Fisheries Science Center on August 19, 2024