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Author: Daniel M. Huber Publisher: ISBN: Category : Counseling psychologists Languages : en Pages : 240
Book Description
The purpose of the current study was to help understand scholarly activity better among counseling psychology doctoral students. Two new variables were added to the previously created pedictor model of scholarly activity: advisory working alliance and research competence. Three path analytic models were designed in the current study: (1) a primary hypothesized model, (2) and alternative model, and (3) a trimmed model. In the first model, grounded in social-cognitive career theory (SCCT) and research training environment (RTE) theory, scholarly activity was hypothesized to be explained directly by research interests, research outcome expectations, research self-efficacy, research competence, and year in program. Through these mediator variables, it was expected that investigative interests, research training environment, and advisory working alliance would all indirectly explain scholarly activity. Data from 459 counseling psychology doctoral students were used to test the three path models. Model 1 was shown to be a "good fit" to the data and explained 17% of the variance in scholarly activity. Model 2 was designed to provide a better understanding of where research competence belongs in the model. In Model 2, research competence was transitioned from an exogenous variable, as it was in Model 1, to an endogenous variable. Path analysis results revealed that Model 2 was a "poor fit" to the data. Because Model 1 was a better fit than Model 2, findings from Model 1 were used to create a trimmed model. The trimmed model was shown to be a better fit to the data than Model 1. Overall, the model explained 55% of the variance in research self-efficacy, 16% in research outcome expectations, 62% in research interests, and 18% in scholarly activity. Results provided strong support for SCCT and mixed support for RTE theory. Implications are discussed within the context of research training, and future research is suggested.
Author: Daniel M. Huber Publisher: ISBN: Category : Counseling psychologists Languages : en Pages : 240
Book Description
The purpose of the current study was to help understand scholarly activity better among counseling psychology doctoral students. Two new variables were added to the previously created pedictor model of scholarly activity: advisory working alliance and research competence. Three path analytic models were designed in the current study: (1) a primary hypothesized model, (2) and alternative model, and (3) a trimmed model. In the first model, grounded in social-cognitive career theory (SCCT) and research training environment (RTE) theory, scholarly activity was hypothesized to be explained directly by research interests, research outcome expectations, research self-efficacy, research competence, and year in program. Through these mediator variables, it was expected that investigative interests, research training environment, and advisory working alliance would all indirectly explain scholarly activity. Data from 459 counseling psychology doctoral students were used to test the three path models. Model 1 was shown to be a "good fit" to the data and explained 17% of the variance in scholarly activity. Model 2 was designed to provide a better understanding of where research competence belongs in the model. In Model 2, research competence was transitioned from an exogenous variable, as it was in Model 1, to an endogenous variable. Path analysis results revealed that Model 2 was a "poor fit" to the data. Because Model 1 was a better fit than Model 2, findings from Model 1 were used to create a trimmed model. The trimmed model was shown to be a better fit to the data than Model 1. Overall, the model explained 55% of the variance in research self-efficacy, 16% in research outcome expectations, 62% in research interests, and 18% in scholarly activity. Results provided strong support for SCCT and mixed support for RTE theory. Implications are discussed within the context of research training, and future research is suggested.
Author: W. Brad Johnson Ph.D. Publisher: Oxford University Press ISBN: 0199389594 Category : Psychology Languages : en Pages : 610
Book Description
The Oxford Handbook of Education and Training in Professional Psychology provides the first comprehensive treatment of the processes and current state-of-the art practices bearing on educating and training professional psychologists. Thousands of psychologists are employed full-time as faculty members or clinical supervisors in graduate, practicum, internship, and postdoctoral training programs or training sites. This handbook provides a single resource that pulls together the substantial scholarship on education and training in psychology, covering the full spectrum of historic developments, salient issues, current standards, and emerging trends in psychology education and training. It provides a thorough analysis of doctoral and postdoctoral training for psychologists in clinical, counseling, or school psychology specialties. Because competency issues are moving to the forefront in the design of training programs and the evaluation of trainee performance, the handbook's authors have made models and standards for competency a primary theme. This volume captures the current state of education and training while emphasizing emerging trends and forecasting future directions.
Author: Donald Edward Knight Publisher: ISBN: Category : Languages : en Pages : 141
Book Description
The involvement of racial ethnic minority doctoral students in the conduct of psychological research is of significance in meeting the mental health challenges of an increasingly diverse US population. However, scant empirical evidence exists regarding the mentored research experiences and resulting increases or decreases in confidence these students encounter in conducting research. The purpose of this study is to examine predictors of research self efficacy among a sample of racial ethnic minority PhD students in APA accredited clinical and counseling psychology programs. The study is guided by a social cognitive conceptual framework. Moreover, this study extends prior research, exploring the role of research mentoring experiences in affecting the research self efficacies and behaviors of professional psychology doctoral students. The researcher utilizes a cross-sectional, correlation design in examining the research mentoring experiences and research self efficacies of racial ethnic minority doctoral students. Online survey methodology serves as the process by which data is collected, managed, and initially stored. Participants include 106 individuals, who self-identify as Black or African American, Asian American, Hispanic Latino, Biracial, or Multiracial. Findings reveal endorsement of a range of research mentoring experiences by racial and ethnic minority doctoral students. The research mentoring experiences of minority doctoral students are also shown to account for a significant and unique proportion of variance in research self efficacy above and beyond that explained by RTE and IRQ. Data also suggest the mediating effects of research mentoring experiences on the relationship between students perceptions of their research training environments and their research self efficacies. Further, data indicate the primacy of interest in research over research mentoring experiences as a predictor within the linear model predicting research self efficacy. Finally, results reflect the moderating effect of mentor mentee minority status congruence on the relationship between research mentoring experiences and research self efficacy. Implications for the research mentoring of racial ethnic minority doctoral students are discussed.
Author: William E. Martin Publisher: John Wiley & Sons ISBN: 111823457X Category : Social Science Languages : en Pages : 498
Book Description
Quantitative and Statistical Research Methods This user-friendly textbook teaches students to understand and apply procedural steps in completing quantitative studies. It explains statistics while progressing through the steps of the hypothesis-testing process from hypothesis to results. The research problems used in the book reflect statistical applications related to interesting and important topics. In addition, the book provides a Research Analysis and Interpretation Guide to help students analyze research articles. Designed as a hands-on resource, each chapter covers a single research problem and offers directions for implementing the research method from start to finish. Readers will learn how to: Pinpoint research questions and hypotheses Identify, classify, and operationally define the study variables Choose appropriate research designs Conduct power analysis Select an appropriate statistic for the problem Use a data set Conduct data screening and analyses using SPSS Interpret the statistics Write the results related to the problem Quantitative and Statistical Research Methods allows students to immediately, independently, and successfully apply quantitative methods to their own research projects.
Author: Michael A. Sayette Publisher: Guilford Publications ISBN: 1462541437 Category : Psychology Languages : en Pages : 509
Book Description
This expertly written guide, now in its 2020/2021 Edition, is the resource you can rely on to help you choose--and get into--the graduate clinical or counseling psychology programs that meet your needs. The Insider's Guide is based on intensive research and includes information, advice, and decision-making worksheets not available from any other source. A handy time line pinpoints important steps to take in the months and years leading up to submitting your applications. In-depth profiles on more than 300 accredited programs provide details on specializations or tracks, admission requirements, acceptance rates, financial aid, research areas, and clinical opportunities. The 2020/2021 Edition includes profiles of 16 additional programs, as well as the latest information on prerequisite coursework, student loans, and more.--
Author: John C. Norcross Publisher: Guilford Publications ISBN: 1462553451 Category : Medical Languages : en Pages : 490
Book Description
Featuring expert advice for applying to graduate school in clinical and counseling psychology--as well as profiles of 320 doctoral programs--this authoritative resource has now been updated for 2024/2025. This is the book that students rely on for finding the programs that meet their needs and maximizing their chances of getting in. Profiles encapsulate each program's specializations or tracks, admission requirements, acceptance rates, financial aid, research areas, and clinical opportunities. A detailed time line and multiple worksheets help students decide where to apply, build their credentials, develop strong applications, and make an informed final decision. The 2024/2025 edition discusses current developments in admissions, including the increase in GRE-optional programs and how to navigate choices around testing.
Author: HILARY B.. GUSTAFSON VIDAIR (PAM L.. FEINDLER, EVA L.) Publisher: Oxford University Press ISBN: 0199352275 Category : Psychology Languages : en Pages : 393
Book Description
This book guides students through the nuts and bolts of identifying their research interests, developing a project topic, writing and managing a project, and various interpersonal and academic skills necessary to successfully complete a project. It will also provide recommendations for how faculty can use this guide. The worksheets, checklists, and real student examples included help students and faculty think through the knowledge, skills, and attitudes needed at each stage of graduate school.
Author: Jay C. Thomas Publisher: Taylor & Francis ISBN: 1136831193 Category : Psychology Languages : en Pages : 515
Book Description
Designed and written for graduate students aspiring to careers in practice. The scope and content has been updated to reflect current concerns of evidence-based practice. Helps readers apply research cross-culturally.
Author: Daniel M. Huber
Author: Daniel M. Huber
Author: Jeffrey Howard Kahn
Author: W. Brad Johnson Ph.D.
Author: Donald Edward Knight
Author: William E. Martin
Author: Michael A. Sayette
Author: John C. Norcross
Author: Gregory Feist, PhD
Author: HILARY B.. GUSTAFSON VIDAIR (PAM L.. FEINDLER, EVA L.)
Author: Jay C. Thomas