Impact of research training environment and Holland personality type: A 15-year follow-up of research productivity.

2002 ◽  
Vol 49 (1) ◽  
pp. 60-70 ◽  
Author(s):  
Brent Mallinckrodt ◽  
Charles J. Gelso
2021 ◽  
Vol 27 (2) ◽  
pp. 191-202
Author(s):  
John M. McConnell ◽  
Tao Liu ◽  
Eric M. Brown ◽  
Christin J. Fort ◽  
Donna R. Azcuna ◽  
...  

1997 ◽  
Vol 25 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Jeffrey H. Kahn ◽  
Charles J. Gelso

The factor structure of the Research Training Environment Scale-Revised was examined in a sample of 270 graduate students in counseling psychology. This confirmatory factor analysis assessed the fit of a nine-factor model corresponding to the respective subscales on the measure, as well as the fit of a second-order factor structure suggested by an exploratory factor analysis of data. The second-order factor structure fit very well when conducted on manifest (i.e., observed) subscale total scores; the results were more ambiguous when first-order latent factors were included in the factor structure. The analyses suggested that an instructional dimension and an interpersonal dimension are global factors of the research training environment.


2017 ◽  
Vol 41 (124) ◽  
pp. 44-84
Author(s):  
Kristine R Brancolini ◽  
Marie R Kennedy

Research self-efficacy – or research confidence – has been shown to be a predictor of research productivity. There is also some evidence that it is a mediating factor between the research training environment and research productivity. To explore the connection between research training and research self-efficacy, the authors developed, validated, and later expanded a scale to measure research self-efficacy among academic librarians. They used the expanded 38-item scale to measure the research self-efficacy of participants from a three-year research training workshop for academic librarians, comparing results before and after the workshop. Participants experienced significant increases in research self-efficacy across all 38-questions, within the annual cohorts and across all three years. The question-level results were used to make changes to the summer workshops in Years 2 and 3, in order to improve the effectiveness of the summer workshop to increase research self-efficacy. This study confirms that a measurement of research self-efficacy can be a useful tool in assessing the effectiveness of research training and improving that training.


Psychotherapy ◽  
2013 ◽  
Vol 50 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Charles J. Gelso ◽  
Ellen C. Baumann ◽  
Harold T. Chui ◽  
Alexandra E. Savela

1996 ◽  
Author(s):  
Charles J. Gelso ◽  
Brent Mallinckrodt ◽  
Ann Brust Judge

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