Two independent studies showed the Fear-of-Intimacy Scale (FIS) to be a valid and reliable measure of individuals' anxiety about close, dating relationships. Item-total analyses yielded a 35-item scale with high internal consistency and test-retest reliability. Construct validity was established by factor analysis and significant correlations. The FIS correlated positively with a loneliness measure; it correlated negatively with self-disclosure, social intimacy, and social desirability measures. These relations were maintained when partial correlations were conducted to control for social desirability. Subjects 1 FIS scores were significantly related to self-report data (e.g,, subjects with higher scores reported briefer relationships) and positively related to therapists ratings about clients' fear of intimacy. It was also found that androgynous subjects had less fear of intimacy than masculine and undifferentiated subjects. The FIS holds promise for use in the assessment of clinical populations and for use as a research instrument.
There has been little research concerning how entering students view graduate education (e.g., perceive their role or the control they have over the academic environment). This study investigated perceptions of the student role and expectancies of student control among entering clinical psychology graduate students and clinical faculty in nine psychology departments. Findings indicated that students arrived on campus with role perceptions generally in line with those of faculty, concerning which qualities are conshred important for student success. After a semester in the program, student perceptions were even more similar to faculty perceptions. Other findings revealed expectancies of diminished control (i.e., students perceived less of an impact on the student-faculty relationship and more of a need to comply with disliked program policies after their first semester than they had anticipated before entering graduate school). Because students appear to know what it takes to succeed in graduate school, efforts might be more effectively directed toward helping them assert control over their environment and cope with stress.Researchers have examined the achievements, characteristics, and physical and emotional health of graduate students in psychology (Goplerud, 1980;Hirschberg & Itkin. 1978;Porter & McBride, 1981;Willingham, 1974).Yet there is little research regarding how students view graduate education (e.g., how they perceive their student role or the control thev have over the academic environment). This lack of research is sumrising because graduate schodl success has been attributed to aipropriate;ole behavior; hence, knowledge of these roles would seem to be in the best interest of entering graduate students (Bloom & Bell, 1979). In their study, Bloom and Bell (1979) asked 40 psychology faculty in research-oriented PhD programs to identify characteristics of a "superstar" graduate student with whom thev had worked. Those most freauentlv identified were: visibility (physical presence), working' hard, sharing program values concerning research and scholarship, working closely with one or two faculty, and faculty satisfaction in their interactions with the student.In our study, we asked clinical psychology graduate students and faculty at nine universities about the student role and how much control students have over their environment. W e examined the extent to which students and faculty share similar perspectives as well as changes in student perceptions after a semester of graduate school. Role perception and expectancy theories provided ready frameworks for describing student and faculty views, with both concepts having developed from long-standing theories of human behavior. Role theory states that in new situations, such as graduate school, individuals rely on the external assessments of others (e.g., peers or faculty) to derive a set of role-relevant internalized values. These value. s e n e as ,I reference to guide their behavlor (Shaw & Costanzo, 1982) Social learning theory proposes that expectanci...
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