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Factors that help and hinder scienti...

Marks, Margaret M.

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Factors that help and hinder scientific training in counseling and clinical psychology students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Factors that help and hinder scientific training in counseling and clinical psychology students./
作者:	Marks, Margaret M.
面頁冊數:	214 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-03(E), Section: B.
Contained By:	Dissertation Abstracts International75-03B(E).
標題:	Counseling Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3576102
ISBN:	9781303551505

Factors that help and hinder scientific training in counseling and clinical psychology students.
Marks, Margaret M.

Factors that help and hinder scientific training in counseling and clinical psychology students. - 214 p.

Source: Dissertation Abstracts International, Volume: 75-03(E), Section: B.

Thesis (Ph.D.)--The Pennsylvania State University, 2011.

This item must not be sold to any third party vendors.

The purpose of this dissertation is to better understand scientific training within clinical and counseling psychology doctoral programs. A primary goal is to extend previous research by expanding the scientific training outcome variables from research interest and productivity to include additional characteristics of scientific mindedness such as attitudes towards research and evidence based practice. A structural equation model, grounded in research training environment (RTE) theory and social cognitive career theory (SCCT), is used to predict the new construct variable of scientific mindedness. Two additional factors, the advisory working alliance and career goals, were included within the model as predictors of scientific training outcomes. Four structural equation models are designed in the current study: (1) a primary hypothesized model, (2) a specified hypothesized model, (3) a model based on Kahn's (2001) scholarly activity predictor model, and (4) a model based on the primary model where the scientific mindedness outcome does not include scholarly activity. In the primary model, it is hypothesized that scientific mindedness would be explained directly by year in program, research training environment, advisory working alliance, research self-efficacy, and career goals. It is hypothesized that research outcome expectations and interest in research would indirectly predict scientific mindedness. Data from 215 clinical and counseling psychology doctoral students is used to test the four models. Model 1 is a "poor fit" to the data. Model 2 is created from modifying Model 1. Model 2 is an adequate fit to the data and explains 44% of the variance in scientific mindedness. Model 3, which includes scholarly activity only as the outcome variable, is a good fit to the data and explains 43% of the variance of scholarly activity. Model 4 is a good fit for the data and explains 39% of the scientific mindedness outcome variable. Models 3 and 4 have comparable fits to the data. Differences in training model and degree type were found regarding research production such that scientist-practitioner model programs and Ph.D. programs tended to have greater perceptions of the research training environment, research self-efficacy, research outcome expectations, interest in research, and scholarly activity. Differences between clinical and counseling psychology were only found in attitudes towards research and evidence based practice. Implications are discussed within the context of future research and scientific training.

ISBN: 9781303551505Subjects--Topical Terms:

2122842
Counseling Psychology.

Factors that help and hinder scientific training in counseling and clinical psychology students.
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520 $a The purpose of this dissertation is to better understand scientific training within clinical and counseling psychology doctoral programs. A primary goal is to extend previous research by expanding the scientific training outcome variables from research interest and productivity to include additional characteristics of scientific mindedness such as attitudes towards research and evidence based practice. A structural equation model, grounded in research training environment (RTE) theory and social cognitive career theory (SCCT), is used to predict the new construct variable of scientific mindedness. Two additional factors, the advisory working alliance and career goals, were included within the model as predictors of scientific training outcomes. Four structural equation models are designed in the current study: (1) a primary hypothesized model, (2) a specified hypothesized model, (3) a model based on Kahn's (2001) scholarly activity predictor model, and (4) a model based on the primary model where the scientific mindedness outcome does not include scholarly activity. In the primary model, it is hypothesized that scientific mindedness would be explained directly by year in program, research training environment, advisory working alliance, research self-efficacy, and career goals. It is hypothesized that research outcome expectations and interest in research would indirectly predict scientific mindedness. Data from 215 clinical and counseling psychology doctoral students is used to test the four models. Model 1 is a "poor fit" to the data. Model 2 is created from modifying Model 1. Model 2 is an adequate fit to the data and explains 44% of the variance in scientific mindedness. Model 3, which includes scholarly activity only as the outcome variable, is a good fit to the data and explains 43% of the variance of scholarly activity. Model 4 is a good fit for the data and explains 39% of the scientific mindedness outcome variable. Models 3 and 4 have comparable fits to the data. Differences in training model and degree type were found regarding research production such that scientist-practitioner model programs and Ph.D. programs tended to have greater perceptions of the research training environment, research self-efficacy, research outcome expectations, interest in research, and scholarly activity. Differences between clinical and counseling psychology were only found in attitudes towards research and evidence based practice. Implications are discussed within the context of future research and scientific training.
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