ADVISOR–ADVISEE RELATIONSHIP IN GRADUATE EDUCATION: IMPLICATIONS FOR MENTAL HEALTH

Authors

DOI:

https://doi.org/10.61164/qemad524

Keywords:

advisor; advisee; mental health; graduate education

Abstract

Graduate education constitutes a fundamental stage of academic training, primarily aimed at the development of researchers. The literature has consistently documented a high prevalence of mental health problems among graduate students, often associated with multiple stressors, among which the advisor–advisee relationship stands out. In this context, the present study aimed to analyze the association between the quality of the advisor–advisee relationship and mental health indicators, including engagement in treatment to improve mental health, among graduate students. This is a quantitative, analytical, cross-sectional study conducted at two public Brazilian universities. The sample consisted 588 master’s and doctoral students. Data were collected both online and in person using a Structured Sociodemographic Questionnaire containing 26 questions related to sociodemographic characteristics, academic background, and aspects related to mental health. Analyses included descriptive statistics and inferential tests to examine associations between categorical variables, using Fisher’s Exact Test. The results indicated that 51.4% of participants reported receiving some form of treatment to improve their mental health, with psychological and/or psychiatric care being the most frequent (49.3%). Among students in treatment, 31.1% reported the use of psychotropic medication. Regarding the advisor–advisee relationship, most participants rated it as excellent or good; however, a subset reported the relationship as fair, poor, or nonexistent. A statistically significant association was observed between the quality of the advisor–advisee relationship and engagement in mental health treatment (p = 0.001). Students who evaluated the relationship as problematic were approximately three times more likely to be in treatment (OR = 3.23; 95% CI: 1.51–7.52). These findings provide support for the development of institutional policies aimed at promoting mental health and improving academic supervision practices in graduate education.

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Author Biographies

  • Lúcia Maria de Oliveira Santos, Universidade Federal do Rio Grande do Norte

    Psicóloga da Universidade Federal do Paraná. Especialista em Psicologia da Saúde pela Universidade Federal do Rio Grande do Norte (UFRN). Doutoranda no Programa de Pós-graduação em Psicologia da UFRN e pesquisadora do Grupo de Estudos: Psicologia e Saúde (GEPS/UFRN). 

  • Bruna Ribeiro da Silva, Universidade Federal do Rio Grande do Norte

    Graduada em Psicologia pela Universidade Potiguar, integrante do Grupo de Estudos: Psicologia e Saúde (GEPS) vinculado ao Departamento de Psicologia da Universidade Federal do Rio Grande do Norte (UFRN). Psicóloga no Sistema Único de Saúde no âmbito da Atenção Primária. 

  • Bruno Araújo da Silva Dantas, Faculdade de Ciências da Saúde do Trairi (FACISA/UFRN)

    Doutor em Ciências da Saúde. Professor da Faculdade de Ciências da Saúde do Trairi (FACISA/UFRN). Professor permanente do Programa de Pós-graduação em Saúde Coletiva (PPGSCol/UFRN) e colaborador no Programa de Pós-Graduação em Ciências da Saúde (PPGCSA/UFRN). 

  • Eulália Maria Chaves Maia, Universidade Federal do Rio Grande do Norte

    Doutora em Psicologia e professora da Universidade Federal do Rio Grande do Norte vinculada ao Programa de Pós-Graduação em Psicologia e ao Programa de Pós-Graduação em Ciências da Saúde. Coordenadora do grupo de Estudos: Psicologia e Saúde

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Published

2026-01-30

Issue

Vol. 1 No. 03 (2026): REMUNOM - ISSN 2178-6925

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Artigos

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Copyright (c) 2026 Lúcia Maria de Oliveira Santos, Bruna Ribeiro da Silva, Bruno Araújo da Silva Dantas, Eulália Maria Chaves Maia

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How to Cite

ADVISOR–ADVISEE RELATIONSHIP IN GRADUATE EDUCATION: IMPLICATIONS FOR MENTAL HEALTH. (2026). Revista Multidisciplinar Do Nordeste Mineiro, 1(03), 1-18. https://doi.org/10.61164/qemad524