The relationship between reflective thinking and well-being among Moroccan doctoral students

The present study investigates doctoral students’ levels of reflective thinking and well-being, as well as the relationship between them. Data were collected from 246 doctoral students belonging to different universities in Morocco using the PERMA well-being scale and the reflective thinking questionnaire. Descriptive statistics and bivariate correlation analysis were employed to analyze the data. The results showed that the students’ demonstrated moderate levels of both reflective thinking and well-being. Pearson correlation analysis revealed a statistically significant positive relationship between Moroccan doctoral students’ reflective thinking and well-being. These findings suggest that students’ sense of well-being improves slightly as they engage in reflective thinking. In light of this positive association between reflective thinking and well-being, educators may consider developing programs that promote reflective thinking alongside strategies for enhancing doctoral students’ well-being, as improvements in one area are likely to have a positive effect on the other. Future research is needed to further explore the variables that may influence or moderate the relationship between reflective thinking and well-being.