Authors : Ahmed Ishag, Daris Adouma, Almoeiz Y Hammad
DOI : 10.5005/aijms-11038-0018
Volume : 1
Issue : 3
Year : 2026
Page No : 64-69
Introduction: The supervisory relationship is crucial for postgraduate success, yet supervisory affective instability—characterized by unpredictable moods and engagement—remains an understudied threat to student well-being and research quality, particularly in resource-constrained settings like Sudan. Aim: This study aimed to investigate the relationship between supervisory affective instability and its impact on student stress and research progress among medical science postgraduates in Sudan. Methodology: A cross-sectional study was conducted with 824 Master’s, PhD, and MD-PhD students using an anonymous online survey. Quantitative data on instability, stress, and research impact were analyzed with descriptive statistics and Chi-square tests. Qualitative open-ended responses were examined using thematic analysis. Results: A high proportion of students (39.0%) experienced high supervisory instability. Quantitative analysis revealed powerful associations (p < 0.001) between high instability and severe student stress (11.8 vs 1.5% in the low-instability group), high negative research impact (34.6 vs 1.5%), and highly unpredictable meetings (31.2 vs 7.0%). Qualitatively, students explicitly requested structured communication and clear expectations to mitigate these issues. Conclusion: Supervisory affective instability is a critical, addressable problem. Institutions must implement structured supervision, set clear expectations, and foster support networks to protect student well-being and research integrity. Keywords: Graduate education, Research supervision, Student stress, Supervisory affective instability, Sudan.