The relationship between research self-efficacy, the research training environment, and research productivity was examined among a sample of 125 graduate students in counseling psychology. All participants completed a measure of self-efficacy in research, the Research Training Environment Scale, and a demographic questionnaire that included a measure of research productivity. Results revealed a positive relationship between research self-efficacy and the research training environment, and between self-efficacy and productivity. A significant relationship was not observed between the research training environment and productivity when the data were analyzed across all participants. Developmental differences between beginning versus advanced graduate students were examined, as were possible differences based on gender and ethnicity. Implications of the findings for training and research are discussed.

The present study examined the relationships between African American graduate students' experience of the imposter phenomenon and their racial identity attitudes, worldview perspectives, academic self-concept, background characteristics, and graduate school environment. It was hypothesized that racial identity, Afrocentricity, academic self-concept, and certain demographic characteristics would differentially predict imposter feelings. The results of multiple regression analyses revealed support for some but not all of the hypotheses.

Although social support has been studied extensively in terms of its role in the relationship between stress and health, less attention has been devoted to the impact of negative social interactions. In this investigation, the authors examined the unique contributions of positive social support and negative social exchange in the relationship between stress and health symptoms, using data from 206 undergraduates at a large state university. Negative social exchange accounted for more variance in physical health symptoms than did life-event stress, daily hassles, or social support. The relationship between negative social interaction and physical symptoms was not the result of variance shared with psychological well-being. The importance of attending to negative aspects of social interaction among university students in terms of their health and well-being is discussed.

The effects of a role‐induction procedure on beginning counselor‐trainees' perceptions of supervision were examined using a 10‐minute audiotaped summary of Bernard's (1979) model of supervision. Nineteen trainees were administered the role‐induction procedure at either the 2nd, 5th, or 9th week of the academic term. Two self‐report scales assessed trainees' conceptualization of supervision as well as expectations and attitudes toward the supervisory process. Results indicated that trainees evaluated supervision more negatively over the time period before the role induction. Following role induction, trainees reported a clearer conceptualization of supervision and a greater willingness to reveal concerns to their supervisors.

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