Typification of Mexican graduate students: academic and research environment, abilities and habits

Postgraduate programmes contribute to national development and improve quality of life. This study typified postgraduate students in Mexico City based on their academic and research environment, skills, and habits. Data were collected through a survey and analysed using principal components and cluster methods, identifying three groups: Satisfied Students with Average Skills (SSAS), Stressed Students with Average Skills (STSAS) and Stressed Students with Below Average Skills (STSBAS). The results revealed five highly significant correlations (p < 0.01) between variables of satisfaction, stress and abilities of graduate students to carry out their academic and research activities (between r = 0.76 and r = 0.61). SSAS uses technology and receives feedback from their professors. They have completed 50% of their research and are satisfied with the scholarship programme and administrative services (average rating of 9), but not with the infrastructure (average rating of 8), and they feel stressed due to lack of time (52%). STSAS reported 90% more weekly interaction with their peers and spent 50% more time on leisure activities, and 10% less time on research progress compared to SSAS. STSBAS has an average research progress rate of 20% and 10% lower than SSAS and STSAS, and its communication activities are similar to STSAS. Supervisor availability, financial support, flexible scheduling, research skills training, and peer support networks were identified as the main determining factors associated with graduate students’ completion efficiency (high, medium and low impact: 82.5% to 54%). These findings offer a practical framework for designing targeted educational strategies that address academic performance, stress management, and student well-being.