Navigating Academic Challenges: A Systematic Review of Emotional Intelligence and Self-compassion among PhD Students-Indian and Western Perspectives

Description

Page: 953-960

Shailvi Singh¹, Jaya Bharti², and Shipra Srivastava³ (Department of Psychology, Chhatrapati Shahu Maharaj University, Kanpur, Uttar Pradesh¹, Department of Psychology, A.N.D.N.N.M.M. (Chhatrapati Shahu Maharaj University), Harsh Nagar, Kanpur, Uttar Pradesh², and Department of Psychology, D.G.P.G. (Chhatrapati Shahu Maharaj University), Civil Lines, Kanpur, Uttar Pradesh³)

PhD students often face intense academic pressure, research-related uncertainties, and psychological stress, impacting their well-being, productivity, and persistence in doctoral programs. This systematic review examines the role of Emotional Intelligence (EI) and Self-Compassion (SC) in fostering resilience, stress management, and academic success among PhD scholars across Indian and Western contexts. Following PRISMA guidelines, relevant peer-reviewed studies from 2010 to 2024 were analyzed from databases including Scopus, Web of Science, PubMed, Google Scholar, and ERIC. Findings indicate that higher EI is associated with better stress regulation, enhanced problem-solving abilities, and stronger mentor-mentee relationships. In Western academic environments, structured EI-based interventions, such as mentorship programs and resilience training, contribute to doctoral students’ well-being. However, in Indian institutions, where hierarchical academic structures dominate, EI is often developed informally through personal coping strategies rather than institutional support. Similarly, Self-Compassion (SC) plays a crucial role in mitigating impostor syndrome, reducing perfectionism, and promoting mental well-being among PhD students. Research from Western universities highlights the effectiveness of mindfulness-based SC interventions in reducing academic burnout. In contrast, Indian PhD students often struggle with self-criticism and societal expectations, with limited institutional emphasis on SC-focused training. By synthesizing research from diverse cultural contexts, this review provides insights into how EI and SC can enhance PhD students’ psychological resilience and academic success, calling for a more holistic approach to doctoral education worldwide.