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Doctoral students often struggle with depression, anxiety, loneliness, and physical concerns, that are directly associated with their programs. Supporting doctoral students' well-being becomes critical during a global pandemic, when students become further isolated, uncertain, and struggle academically. The present study examined students' top challenges and coping strategies during the COVID-19 crisis, as well as gender differences in academic progress and well-being. Students' top challenges included: inability to see family/friends, being home-bound, blurring of work/family time, isolation, and inability to access campus. Students' top coping strategies included: seeking social support, working, exercising, watching television, and creating a comfortable routine. The COVID-19 outbreak has disrupted female students' research progress more than males', and female doctoral students reported feeling anxious, upset, and irritable when engaging in academic work, while males felt enthusiastic. Finally, general anxiety and stress was higher in females than males during the COVID-19 outbreak. Theoretical and practical implications are discussed.

Past research has shown that harmonious passion (HP) for work facilitates, and obsessive passion (OP) undermines, work and family outcomes. The current investigation is the first to test the quadripartite approach of passion (Schellenberg et al., Journal of Personality 87:163-180, 2019) with respect to work outcomes. In line with the Dualistic Model of Passion (Vallerand, 2015), the quadripartite approach posits that HP and OP lie on different continua thereby leading to the possibilities that they may have interactive effects. Two studies with large samples of workers (n = 5463 in Study 1; and n = 3642 in Study 2) were conducted to test this perspective. Results provided support for the quadripartite approach leading to a more nuanced analysis of the effects of HP and OP. More specifically, pure HP was related to lower work-family conflict (Studies 1 and 2) and counterproductive work behaviors (Study 2) than pure OP, mixed passion, and non-passion. Pure OP was also related to greater work-family conflict (Studies 1 and 2) and lower family life satisfaction (Study 2) than mixed passion and non-passion. These findings suggest that HP protects against the contributive role of OP in counterproductive work behaviors and work-family conflict, as well as against the negative effects of OP on family life satisfaction. Results are discussed in light of the passion literature and especially the quadripartite approach., Author(s): Nicolas Gillet [sup.1] [sup.2] [sup.3] , Robert J. Vallerand [sup.4] , Ben Schellenberg [sup.5] , Julia Aubouin Bonnaventure [sup.1] [sup.3] , Margaux Becker [sup.1] , Stéphanie Brault [sup.1] , [...]

University students' passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one's studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students' self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

Procrastination is a maladaptive behaviour that students often experience in academic activities and can result in negative consequences to mental health. The challenges imposed by the COVID-19 pandemic can contribute to increase procrastination behaviors in academic activities that the student does not like and in those he/she is passionate. The main objective of this research was to test an integrative model of passion, procrastination, satisfaction with life and psychological distress in students during pandemic. The sample was comprised of 416 university students aged between 18 and 57 years (M[subscript age] = 24.81 ± 7.02, 78.1% women). Structural Equation Modeling results revealed that academic procrastination is negatively linked to harmonious passion, and positively linked to obsessive passion. Academic procrastination in turn is negatively linked to satisfaction with life and positively linked to psychological distress. Harmonious passion also was directly positively associated to satisfaction with life and negatively associated to psychological distress. These results suggest that students' harmonious passion for their studies plays a protective role against academic procrastination and mental health indicators, while obsessive passion represents a risk factor.

This article focuses on the construct of passion as well as its consequences on people's functioning and resilience. First, the concept of passion is introduced briefly, followed by a presentation of the dualistic model of passion, the dominant theory on passion and associated research. The dualistic model of passion posits that harmonious passion, a type of passion that is well-integrated into one's life and identity, leads to adaptive outcomes. Conversely, obsessive passion, an all-consuming type of passion, leads to less adaptive, and at times maladaptive, outcomes. Results of two lines of research on the role of passion in the resilience process provide additional support for the dualistic model of passion. The article concludes with suggestions for future research. [ABSTRACT FROM AUTHOR]

Passionate music engagement is a defining feature of music fans worldwide. Although benefits to psychosocial well-being are often experienced by fans of music, some fans experience maladaptive outcomes from their music engagement. The Dualistic Model of Passion proposes that two types of passion—harmonious and obsessive—are associated with positive and negative outcomes of passionate engagement, respectively. This model has been employed in research on passion for a wide range of pursuits including music performers, but not for passionate listeners. The present study employed this model to investigate whether (1) harmonious passion for music is associated with positive music listening experiences and/or psychological well-being and (2) obsessive passion for music is associated with negative music listening experiences and/or psychological ill-being. Passionate fans (n = 197) of 40 different musical genres were surveyed about their experiences when listening to their favorite music. Measures included the passion scale, affective experiences with music, and psychological well-being and ill-being. Results supported the Dualistic Model of Passion. Structural equation modeling revealed that harmonious passion for music predicted positive affective experiences which, in turn, predicted psychological well-being. Conversely, obsessive passion for music predicted negative affective experiences which, in turn, predicted psychological ill-being. The findings suggest that the nature of passionate engagement with music has an integral role in the psychological impact of music engagement and implications for the well-being of music fans. [ABSTRACT FROM AUTHOR]