Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis.

1998 ◽  
Vol 45 (2) ◽  
pp. 182-188 ◽  
Author(s):  
Rosean M. Bishop ◽  
Kathleen J. Bieschke
Keyword(s):  
Path Analysis ◽  
Social Cognitive Theory ◽  
Doctoral Students ◽  
Counseling Psychology ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Psychology Doctoral Students ◽  
Interest In Research ◽  
Psychology Doctoral

scholarly journals Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

2015 ◽  
Vol 4 (3) ◽  
pp. 199 ◽  
Author(s):  
Phyrom Eam
Keyword(s):  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Research Interest ◽  
Outcome Expectation ◽  
Research Activities ◽  
Research Outcome ◽  
Terminal Degree ◽  
Interest In Research

<p>Social-Cognitive Theory has been used in a number of previous studies centered on research interest. A key angle of this theory seeks to test if faculty who believe they have ability and skills to accomplish research tasks effectively (i.e. having high research self-efficacy) and those who anticipate meaningful outputs from engaging in those research activities (i.e. having high research outcome expectation) are more likely to hold persistent interest in research works. Based on this theoretical framework and with the purpose to bring the current research practices in a developing context of higher education into discussion, this study set out to examine to what extent research self-efficacy and research outcome expectation predict research interest of Cambodian faculty. Participants in the study were 453 faculty members from ten major universities in the country. The main analyses were conducted using Hierarchical Multiple Linear Regression. The study detected that three blocks of independent variables (i.e. controlled personal and professional background variables, research self-efficacy, and research outcome expectation) explained about 37% of variances in research interest, with research self-efficacy accounting for the highest percentage of the total explained variances. Yet, the interaction effect of the research self-efficacy and research outcome expectation on research interest was not statistically significant. With terminal degree countries and disciplines as moderators, further moderation analyses indicated that the effect of research self-efficacy and research outcome expectation on research interest did not vary across disciplines and across places where participants obtained their terminal degree. Through these empirical analyses, this article offered some constructive thoughts on the current practices and policies of research culture building in the studied context. </p>

What’s it all about? A qualitative study of meaning in life for counseling psychology doctoral students

2014 ◽  
Vol 28 (1) ◽  
pp. 1-26 ◽  
Author(s):  
Clara E. Hill ◽  
Kathryn Kline ◽  
Viviana Bauman ◽  
Torrian Brent ◽  
Catherine Breslin ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Doctoral Students ◽  
Meaning In Life ◽  
Counseling Psychology ◽  
Psychology Doctoral Students ◽  
Psychology Doctoral

The State of Ethical Training for Counseling Psychology Doctoral Students

1993 ◽  
Vol 21 (3) ◽  
pp. 445-456 ◽  
Author(s):  
Linda S. Wilson ◽  
Victor A. Ranft
Keyword(s):  
Doctoral Students ◽  
Counseling Psychology ◽  
Ethics Education ◽  
Doctoral Programs ◽  
Ethical Issues ◽  
Ethics Training ◽  
Psychology Programs ◽  
Psychology Doctoral Students ◽  
Student Input ◽  
Psychology Doctoral

Ethics training in graduate psychology programs has blossomed in the last decade but the debate continues regarding how graduate ethics training should be taught. Although an effective model of ethics training is being discussed among professors, student input has been negligible and information from students in counseling psychology programs nonexistent. The present study surveyed student representatives from APA-accredited doctoral programs in professional psychology for 1990 on their exposure and type of ethics education as well as their perception of preparedness to deal with ethical dilemmas. Results indicate that 94% of the programs require training in ethics and that most students feel prepared for both legal and ethical issues that may arise in their professional roles. Students feel more prepared in the decision-making process than in factual information of ethics; this finding was surprising given that the reported emphasis of their training was much stronger on content than on process.

scholarly journals And Still I Rise: Protective Factors for Black Counseling Psychology Doctoral Students from Predominantly White Institutions

2021 ◽  
Author(s):  
Jessica Elliott ◽  
Jason Reynolds ◽  
Minsun Lee
Keyword(s):  
Protective Factors ◽  
Predominantly White ◽  
Doctoral Students ◽  
Counseling Psychology ◽  
Past Research ◽  
Predominantly White Institutions ◽  
Psychology Programs ◽  
White Institutions ◽  
Psychology Doctoral Students ◽  
Psychology Doctoral

In this study, we sought to understand which protective factors Black doctoral students from predominantly White institutions (PWI) utilized to persist in their counseling psychology doctoral programs. Past research has examined the potential obstacles these students encounter and the importance of the mentor relationship in the doctoral process. In this study, we sought to explore the factors that motivate Black doctoral students to complete their respective programs, as well as important features in their relationship with their advisor. There were four males and three females with ages ranging from 22 – 41 (M = 27.57 and SD = 6.63) from various counseling psychology programs throughout the country. Within the constructivist-interpretivist research paradigm, interviews were conducted via Skype and analyzed using Interpretive Phenomenological Analysis. The study’s findings illuminate important factors that are significant in creating diverse and inclusive educational environments that will allow for more marginalized groups to contribute to the field of psychology at the doctoral level.

Religious and Spiritual Growth Goals: A Forgotten Outcome

2021 ◽  
pp. 009141502110348
Author(s):  
Julie Hicks Patrick ◽  
Amy Knepple Carney ◽  
Alexandria R. Ebert
Keyword(s):  
Physical Activity ◽  
Path Analysis ◽  
Social Interactions ◽  
Social Cognitive Theory ◽  
Spiritual Growth ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Social Exchanges ◽  
Goal Striving ◽  
Effect Of Age

Religious and spiritual (R/S) growth goals have been forgotten among self-improvement goals. We used social cognitive theory, useful in other domains of self-improvement, to study R/S goals. Data from 350 adults ( Mage = 40.5, SD = 14.6) were used to examine the relations among age, gender, social interactions, and commitment to R/S goals and physical activity goals. Results of the path analysis, X2 (DF = 2, N = 350) = 9.91, p < .01, showed similar contributions of positive social interactions to persistence on both goals. Differences between the two outcomes included a direct effect of age ( β = .18), dissatisfaction with negative social interactions ( β = .12), and satisfaction with positive social exchanges ( β = .15) on persistence on R/S goals. Only positive social exchanges ( β = .31) related to physical activity goals. The results are discussed in terms of the feasibility of applying goal-striving frameworks to the examination of R/S growth goals.

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