Research Self-Efficacy, the Research Training Environment, and Research Productivity among Graduate Students in Counseling Psychology

1994 ◽  
Vol 22 (4) ◽  
pp. 628-641 ◽  
Author(s):  
Julia C. Phillips ◽  
Richard K. Russell
Keyword(s):  
Graduate Students ◽  
Self Efficacy ◽  
Research Productivity ◽  
Counseling Psychology ◽  
Research Training ◽  
Training Environment ◽  
Research Training Environment

scholarly journals Examining the Relationship between the Research Training Environment, Course Experiences, and Graduate Students’ Research Self-Efficacy Beliefs

10.28945/2310 ◽  
2015 ◽  
Vol 10 ◽  
pp. 399-418 ◽  
Author(s):  
Steven Chesnut ◽  
Kamau Oginga Siwatu ◽  
Haeni Young ◽  
Yi Tong
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Self Efficacy ◽  
Research Training ◽  
Efficacy Beliefs ◽  
Training Environment ◽  
Quantitative And Qualitative Research ◽  
Course Experience ◽  
Research Training Environment ◽  
The Relationship

This study examined the relationship between graduate students’ research training environment, course experience, and research self-efficacy beliefs. The findings of the descriptive and regression analyses suggest that graduate students’ (n = 161) general research, quantitative, and qualitative research self-efficacy beliefs varied and that these beliefs were related to different aspects of the research training environment and course experiences, including their own personal research experiences. While course experience variables were significant predictors of quantitative and qualitative research self-efficacy, they were not predictive of general research methods self-efficacy. Also, while mentorship was a significant predictor of general research methods self-efficacy, it was not a significant predictor of quantitative and qualitative research self-efficacy. The implications of this study for research and graduate education are discussed.

scholarly journals The development and use of a research self-efficacy scale to assess the effectiveness of a research training program for academic librarians

2017 ◽  
Vol 41 (124) ◽  
pp. 44-84
Author(s):  
Kristine R Brancolini ◽  
Marie R Kennedy
Keyword(s):  
Self Efficacy ◽  
Research Productivity ◽  
Research Training ◽  
Academic Librarians ◽  
Training Environment ◽  
Before And After ◽  
Research Training Program ◽  
Training And Research ◽  
Mediating Factor ◽  
Item Scale

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.

Research Training Environment, Attitudes toward Research, and Research Self-Efficacy

1996 ◽  
Vol 24 (2) ◽  
pp. 304-322 ◽  
Author(s):  
Charles J. Gelso ◽  
Brent Mallinckrodt ◽  
Ann Brust Judge
Keyword(s):  
Self Efficacy ◽  
Doctoral Programs ◽  
Research Training ◽  
Self Esteem ◽  
Training Environment ◽  
Several Variables ◽  
Research Training Environment ◽  
Relationship Of ◽  
The Relationship

This study sought to enhance the reliability of the Research Training Environment Scale (RTES) at the subscale level and to determine the relationship of the research training environment to several variables theorized to be either related or unrelated to that environment. One hundred seventy-three graduate students from 6 doctoral programs in counseling, clinical, and school psychology responded to the measures. Internal consistency and retest reliability of the RTES were substantially improved Consistent with our hypotheses, all 9 subscales and the total score of the revised RTES correlated positively with research self-efficacy and changes in attitudes toward research during graduate education; likewise, as expected, the RTES was unrelated to participants' interest in the practitioner role and minimally related to their general self-esteem. Contrary to the hypotheses, RTES was minimally related to interest in the role of scientist.

Should I Stay or Should I Go? The Role of Impostorism in STEM Persistence

2018 ◽  
Vol 43 (2) ◽  
pp. 151-164 ◽  
Author(s):  
Karen W. Tao ◽  
Alberta M. Gloria
Keyword(s):  
Self Efficacy ◽  
Research Training ◽  
Sense Of Self ◽  
Academic Persistence ◽  
Doctoral Degree ◽  
Numerical Representation ◽  
Multiple Mediation ◽  
Training Environment ◽  
Academic Context ◽  
Representation Of Women

Impostor phenomenon or “impostorism” refers to the experience of high-achieving individuals (particularly women) who, despite being successful, attribute their accomplishments to luck, and fear being exposed as frauds. In the current study, we examined the association between impostorism and graduate student self-efficacy, perceptions of the research-training environment, and attitudes toward academic persistence of 224 women completing a science, technology, engineering, and mathematics (STEM)-related doctoral degree. As hypothesized, participants who identified more strongly with impostor characteristics reported a lower sense of self-efficacy, more negative views of their academic context, and more pessimistic outlooks toward attaining their doctorate. However, results from a multiple mediation analysis revealed that women’s levels of self-efficacy and perceptions of their doctoral environment accounted for the effects of impostorism on their attitudes about academic persistence. Also, the relation between impostorism and persistence attitudes strengthened as numerical representation of women in a STEM program increased. Results illuminate the potential role STEM departments can have on students’ persistence by developing early opportunities for research collaborations and fostering an early sense of accomplishment. Parents and teachers might also draw from our findings to develop strategies to inoculate younger students from the insidious effects of gender-based stereotypes. Online slides for instructors who want to use this article for teaching are available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

The Multicultural Peace and Justice Collaborative: Critical peace education in a research training environment.

2021 ◽  
Vol 27 (2) ◽  
pp. 191-202
Author(s):  
John M. McConnell ◽  
Tao Liu ◽  
Eric M. Brown ◽  
Christin J. Fort ◽  
Donna R. Azcuna ◽  
...  
Keyword(s):  
Peace Education ◽  
Research Training ◽  
Training Environment ◽  
Peace And Justice ◽  
Research Training Environment
Sign in / Sign up

Export Citation Format

Share Document