Associations among the advisory working alliance and research self-efficacy within a relational-efficacy framework.

Abstract

Using a relational-efficacy framework, we examined the advisory working alliance and its associations with research self-efficacy among clinical and counseling psychology doctoral-level students. Moreover, we examined whether the association between the advisory working alliance was indirectly associated with research self-efficacy by way of relation-inferred self-efficacy (RISE; i.e., how advisees perceive their advisors view their research abilities). Next, we examined whether other-efficacy (i.e., how advisees view their advisors' research abilities) moderated the relationship between RISE and research selfefficacy. Last, to add confidence in our findings, we tested a theoretically plausible alternative model against our specified model to determine which might better fit the data. Doctoral-level students (N ϭ 144) from American Psychological Association-accredited clinical and counseling psychology programs completed questionnaires measuring the advisory working alliance, RISE, other efficacy, and research self-efficacy. Results from mediation analysis found that the link between the advisory working alliance and research self-efficacy operated indirectly through RISE. Furthermore, other-efficacy moderated the relationship between RISE and research self-efficacy such that this relationship was stronger at higher levels of other efficacy. Finally, results indicated that the original specified model fit the data better than the alternative model. Taken together, findings suggest that advisory working alliance may transmit relationship-specific information to students that in turn fosters students' perceived research self-efficacy. However, the extent to which this relationship-specific information fosters research self-efficacy may depend in part on the extent to which students view their advisors as adept and competent researchers. Public Significance StatementThe present study advances the counseling psychology and doctoral training literature by elucidating the relational processes through which the advisory working alliance may relate to research training outcomes. Findings from this article will help to inform the development of effective training models, as well as to improve research outcomes among clinical and counseling psychology doctoral students.

International Doctoral Student Research Self-Efficacy Scandal: A Case Study of Chinese University

“…Studies noted the predictors of doctoral research productivity and their research interest; research self-efficacy is the fundamental element (Lambie and Vaccaro, 2011;Lambie et al, 2014;Kakupa and Xue, 2019). Therefore, research self-efficacy became the critical determinant of research productivity of doctoral students and predictor of their future research career (Forester et al, 2004;Murakami-Ramalho et al, 2013) and on the other hand, inadequate research skills of doctoral students' dwell towards stressors and anxiety (Maschi et al, 2013;Hussain & Shen, 2019;Kakupa and Xue, 2019;Cobb et al, 2020). The latest survey study at a Chinese university noted depression and stress among international doctoral students regarding obtaining, implementing, and disposing of knowledge through research activities (Kakupa and Xue, 2019).…”

“…Studies noted that doctoral students' inadequate research efficacy is one reason for their mental stress and anxiety (Maschi et al, 2013;Rezaei and Zamani-Miandashti, 2013;Kakupa and Xue, 2019;Cobb et al, 2020). Therefore, a doctoral student who resists these challenges and develops research self-efficacy can eliminate the research anxiety.…”

“…Moreover, to produce a competent researcher or doctoral students is a challenge for the higher education, to develop different research stages (coursework, thesis writing, and defense) of doctoral studies and smooth communication with supervisors (Park, 2005;Love et al, 2007;Wang and Li, 2011;Chesnut et al, 2015;Cobb et al, 2020). Similarly, cross-sectional study evidence on USA postgraduate students indicated that students develop and exhibit a significant research self-efficacy due to decent support and guidance from their mentors (Wang and Li, 2011;Chesnut et al, 2015).…”

“…Similarly, cross-sectional study evidence on USA postgraduate students indicated that students develop and exhibit a significant research self-efficacy due to decent support and guidance from their mentors (Wang and Li, 2011;Chesnut et al, 2015). Besides, supervisors involved in their doctoral student research tasks build student perception on their research skill confidence (Overall et al, 2011;Cobb et al, 2020). Overall and colleagues' survey on 35 institutions across four countries indicated that doctoral students who obtained sufficient support and guidance from their complementary supervisors promote the belief of their research skill (Overall et al, 2011).…”

“…Generally, in doctoral programs, students come from diverse disciplinary backgrounds, on top of this with administrative professional and career expectations (Love et al, 2007;Cobb et al, 2020). Besides, most doctoral students commence their research journeys with inadequate research skills, and their level of research can be increased with the research training environment and university course orientation (Lamar et al, 2019).…”