Relevant Degree Programs
Stress processes and stress-buffering in daily life; Role of daily positive experiences in adult development and aging; Biological and behavioural pathways linking daily experiences to health outcomes; Day-to-day dynamics of psychosocial well-being and health behaviours (e.g., sleep); Biopsychosocial determinants of risk and outcomes for cardiovascular disease
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit the graduate degree program listing and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study. This is either indicated in the program profile under "Admission Information & Requirements" - "Prepare Application" - "Supervision" or on the program website.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department.
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department. The supervision enquiry form guides you with targeted questions. Ensure to craft compelling answers to these questions.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to pique someone’s interest.
- Demonstrate that you are familiar with their research:
- Convey the specific ways you are a good fit for the program.
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting.
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
Graduate Student Supervision
Master's Student Supervision (2010 - 2020)
Greater perceived control is associated with better health and well-being outcomes, possibly through more adaptive stress processes. Yet little research has examined whether global perceived control, as well as its facets of personal mastery and perceived constraints, predict psychological and physiological stress reactivity. Thus, the goal of the present study was to evaluate the associations of perceived control and its facets with changes in subjective stress and cortisol in response to acute laboratory stressors. In addition, we considered the moderating roles of age and race. In a sample of 735 U.S. adults ages 25–75 (71% White, 18% Black, 11% Other/Unknown Races), participants completed a measure of perceived control at baseline and subsequently underwent two lab-based acute stress tasks. Subjective stress and salivary cortisol were collected pre- and post-stressors. Perceived control was related to smaller increases in subjective stress, but did not directly predict cortisol responses. Age and race interacted to moderate the associations between facets of perceived control and stress reactivity. Specifically, greater personal mastery predicted lower subjective stress responses in White older adults, and higher perceived constraints predicted greater cortisol reactivity among White younger adults, whereas no association was found among racial minorities. These findings suggest that, among Whites, older adults garner the stress protective benefits of mastery and are buffered against the link between constraints and cortisol stress reactivity. Future research on the role of perceived control in stress and health should distinguish between facets of control as well as consider the importance of age and racial differences.