Gaining Admission into Graduate Programs in Psychology: An Update

1995 ◽  
Vol 22 (4) ◽  
pp. 225-227 ◽  
Author(s):  
Timothy J. Lawson
Keyword(s):  
Work Experience ◽  
Graduate Programs ◽  
American Psychological Association ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
American Psychological ◽  
Grade Point ◽  
Psychology Majors ◽  
Different Types ◽  
The Mean

This article provides advisers of psychology majors with updated information on criteria used by graduate selection committees. Information from the 569 U.S. graduate programs listed in Graduate Study in Psychology (American Psychological Association, 1993) was summarized. Undergraduate course preferences, the importance of nonobjective criteria (e.g., research and work experience), and the mean Graduate Record Examination scores and grade point averages of admitted students are presented for programs offering different types of training and degrees. For each of these criteria, program types showed differences.

Score on the Examination for Professional Practice in Psychology as a Function of Attributes of Clinical Psychology Graduate Programs

1997 ◽  
Vol 8 (5) ◽  
pp. 347-350 ◽  
Author(s):  
Laurina M. Yu ◽  
Sharon A. Rinaldi ◽  
Donald I. Templer ◽  
Louise A. Colbert ◽  
Karen Siscoe ◽  
...  
Keyword(s):  
Professional Practice ◽  
Clinical Psychology ◽  
Graduate Programs ◽  
American Psychological Association ◽  
Graduate Record Examination ◽  
American Psychological ◽  
Doctoral Recipients ◽  
Quantitative Score ◽  
Student Ratios

Graduate programs' correlates with doctoral recipients' scores on the Examination for Professional Practice in Psychology (EPPP) were determined Higher EPPP score was associated with larger faculty-to-student ratios, smaller clinical programs traditional as opposed to professional program orientation, and Ph D rather than Psy D awarded Programs approved by the American Psychological Association and those that scored favorably on a number of objective indices also produced graduates with high EPPP scores Among the more frequently used admissions requirements median Quantitative score on the Graduate Record Examination correlated most highly with EPPP score

The Model Does Matter II: Admissions and Training in APA–Accredited Counseling Psychology Programs

2009 ◽  
Vol 38 (2) ◽  
pp. 257-268 ◽  
Author(s):  
John C. Norcross ◽  
Krystle L. Evans ◽  
Jeannette L. Ellis
Keyword(s):  
Counseling Psychology ◽  
American Psychological Association ◽  
Training Model ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Psychology Programs ◽  
Grade Point ◽  
Acceptance Rates ◽  
Multiculturally Diverse ◽  
Incoming Students

This study collected information on the acceptance rates, admission standards, financial assistance, student characteristics, theoretical orientations, and select outcomes of American Psychological Association—accredited counseling psychology programs (99% response rate). Results are presented collectively for all 66 counseling programs as well as separately for practice-oriented PhD, equal-emphasis PhD, and research-oriented PhD programs. Practice-oriented programs accepted more applicants (29%) than equal-emphasis or research-oriented programs (19% and 17%); however, they offered less full funding (30%) than equal-emphasis (72%) or research-oriented programs (83%). Average Graduate Record Examination scores (594 quantitative, 552 verbal) and average grade point averages (3.57) were strong and similar across programs. Approximately 70% of incoming students were women, 29% ethnic and racial minorities, and 8% international students. On average, 89% of students secured an accredited internship as part of their 5.5-year-long program. The research-driven portrait of doctoral training in counseling psychology is of highly competitive, multiculturally diverse, and theoretically pluralistic programs in which the training model does matter in several respects.

A Reliable and Valid Weighted Scoring Instrument for Use in Grading APA-Style Empirical Research Report

2011 ◽  
Vol 39 (1) ◽  
pp. 17-23 ◽  
Author(s):  
Kathleen Puglisi Greenberg
Keyword(s):  
Learning Outcomes ◽  
Empirical Research ◽  
American Psychological Association ◽  
Essential Elements ◽  
Grade Point Averages ◽  
Research Report ◽  
American Psychological ◽  
Grade Point ◽  
Final Grade ◽  
Differential Contribution

The scoring instrument described in this article is based on a deconstruction of the seven sections of an American Psychological Association (APA)-style empirical research report into a set of learning outcomes divided into content-, expression-, and format-related categories. A double-weighting scheme used to score the report yields a final grade that reflects the relative importance of outcomes in each category and the differential contribution of each section of the report to the report as a whole. The scores produced by the instrument are reliable between and within raters and significantly correlated with students’ cumulative grade point averages. The author hopes the instrument can provide a useful framework for scoring any set of learning outcomes an instructor defines as the essential elements of an APA-style research report.

Observed Differences in Graduate Record Examination Scores and Mean Undergraduate Grade Point Averages by Gender and Race among Students Admitted to a Master's Degree Program in College Student Affairs

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1315-1321 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
College Student ◽  
Student Affairs ◽  
Master's Degree ◽  
Degree Program ◽  
Grade Point Averages ◽  
Graduate Record Examination ◽  
Grade Point ◽  
Master's Degree Program ◽  
College Student Affairs ◽  
Significant Difference

Graduate Record Examination scores and undergraduate grade point averages (GPAs) were examined for 218 students admitted to a master's degree program in college student affairs from August 1985 through May 1995. Analysis of variance yielded no statistically significant differences between men and women on Graduate Record Examination scores, although a significant difference was observed when undergraduate GPAs were examined. There was also a statistically significant difference between African-American and Caucasian students for both Graduate Record Examination scores and undergraduate GPAs. Pearson product-moment correlations between scores on the Graduate Record Examination and undergraduate GPAs were consistently low. These findings support the notion that use of the Graduate Record Examination as an admissions criterion for college student affairs graduate programs warrants further scrutiny.

Preparing Psychology Majors to Enter the Workforce

2017 ◽  
Vol 45 (1) ◽  
pp. 14-23 ◽  
Author(s):  
Drew C. Appleby
Keyword(s):  
American Psychological Association ◽  
The United States ◽  
Bachelor's Degree ◽  
American Psychological ◽  
Psychology Programs ◽  
Job Seeking ◽  
Psychology Faculty ◽  
Psychology Majors ◽  
Psychology Curriculum ◽  
Undergraduate Psychology

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association, 2017), only 13% of the 3.4 million people in the United States who have earned a bachelor's degree in psychology have gone on to earn a higher psychology degree. The first part of this article uses quotations from seven national reports on the psychology curriculum to identify the genesis and gradual amelioration of this unfortunate situation. The remainder of this article focuses on strategies that psychology faculty can use to help their job-seeking students successfully accomplish Goal 5: Professional Development of the APA Guidelines for the Undergraduate Psychology Major. These strategies include referring advisees to professionally trained advisors and becoming aware of careers in which baccalaureate-level psychology majors have entered or can prepare to enter and the sets of knowledge, skills, and characteristics important for success in these careers.

Admission Data in English Graduate Programs: GRE Scores and Grade-Point Averages

ADE Bulletin ◽  
1986 ◽  
pp. 53-59
Author(s):  
James Barbour ◽  
Barry Gaines ◽  
Michael J. Hogan
Keyword(s):  
Graduate Programs ◽  
Grade Point Averages ◽  
Grade Point ◽  
Admission Data

Predictive Validity of Graduate Record Examination Scores and Undergraduate Grades for Length of Time to Completion of Degree

1992 ◽  
Vol 71 (3) ◽  
pp. 1019-1022 ◽  
Author(s):  
J. Daniel House ◽  
James J. Johnson
Keyword(s):  
Grade Point Average ◽  
Grade Point Averages ◽  
Graduate Study ◽  
Graduate Record Examination ◽  
Entire Sample ◽  
Grade Point ◽  
Master's Degrees ◽  
Time To Completion ◽  
Chi Squared ◽  
Predictive Relationship

This study was intended to investigate the predictive relationship between GRE scores, cumulative undergraduate grade point average, and the length of time (in semesters) from the initiation of graduate study until final completion of a master's degree. Students' records were evaluated for 291 graduate students in psychology who completed master's degrees during a six-year period. Higher cumulative undergraduate grade point averages were significantly correlated with fewer semesters required for completion of a degree for the entire sample. No values of chi squared for the contrasts between program areas were significant, indicating that the correlations obtained can be considered estimates of the same population values.

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