Balancing Needs in Publishing With Undergraduate and Graduate Students at Doctoral Degree-Granting Universities

Lundwall, Rebecca A.; Hodges, Cooper B.; Kotter, Allison D.

doi:10.3389/fpsyg.2019.00295

Cited by 2 publications

(2 citation statements)

References 31 publications

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“…We have seen (both anecdotally and in the current sample) that many faculty at graduate-serving institutions publish regularly with undergraduates, but the mechanisms for that process are to date unclear. In our study, neither the number of graduate students (consistent with [ 14 ]) nor the level of involvement and mentoring by graduate students was related to publishing with undergraduates, despite indirect evidence [ 43 , 44 ] and theoretical arguments [ 45 , 46 ] to the contrary. Further research in this area would allow us to determine the extent to which a successful model of publishing with undergraduates at GSIs is similar to—or completely different from—the model of publishing with undergraduates at PUIs.…”

Section: Discussioncontrasting

confidence: 59%

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

et al. 2022

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Despite the increasing popularity of faculty-undergraduate research, a dearth of research has investigated factors that predict the professional outcomes of these collaborations. We sought to address this gap by examining a wide range of institutional (e.g., institution type, selectivity, course load) and faculty variables (e.g., rank, years of experience, enjoyment of mentoring) potentially related to coauthored undergraduate publication and conference presentation in psychology. Negative binomial regressions were used to analyze online survey data from 244 faculty members from both graduate-serving institutions (i.e., doctoral, master’s) and primarily undergraduate institutions. The results showed that, after controlling for overall research productivity, faculty at primarily undergraduate institutions were more likely to publish journal articles with undergraduates, whereas faculty at graduate-serving institutions were more likely to coauthor conference presentations with undergraduates. Institutions with higher selectivity, more support for faculty-undergraduate research, and lower course loads produced higher numbers of undergraduate publications. Faculty characteristics were even more strongly related to undergraduate research outcomes. Specifically, publication was most likely with faculty who are of higher rank, have more years of experience, spend more time on research, foster close collaborative relationships with undergraduates, and/or perceive their students as high quality and well trained. By contrast, conference presentation was most likely with faculty who work with more undergraduate students on more projects per year and/or who enjoying mentoring undergraduates. Our findings suggest ways that institutions can facilitate undergraduate publication, which we argue is an increasingly common and achievable outcome.

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Section: Discussioncontrasting

confidence: 59%

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

et al. 2022

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“…Talent Transfer, which implies guiding athletes toward the sports in which they can realize the maximum of their potentials, has been included later in the process (MacNamara and Collins, 2015 ). As emphasized by some critical publications (Johnston and Baker, 2019 ), the decision-making process regarding talent in sport is sometimes not so objective, which results in some talented children “dropping out”. As for the complexity and challenges related to the TIDS, Till and Baker ( 2020 ) recommended that talent development should be applied to a wider sports population (as much as possible), since this would be more ethical as well as more useful in terms of the improvement of both health and performance.…”

Section: Introductionmentioning

confidence: 99%

Differences in the Psychological Profiles of Elite and Non-elite Athletes

et al. 2021

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One of the main goals of sport psychology is to identify those psychological factors that are relevant for sport performance as well as possibilities of their development. The aim of the study was to determine whether the set of specific psychological characteristics [generalized self-efficacy, time perspective, emotional intelligence (EI), general achievement motivation, and personality dimensions] makes the distinction between athletes based on their (non)-participation in the senior national team, that is, their belonging to the subsample of elite or non-elite athletes depending on this criterion. According to the group centroids it can be said that elite athletes are characterized by a positive high score in self-efficacy, emotionality, present fatalistic time perspective, past positive time perspective, and openness to experience. They are also characterized by low past negative time perspective, emotional competence, and future time perspective. Non-elite athletes have the opposite traits. The results have been discussed in the context of their application in the process of talent selection and development in sport as well as the development of life skills in athletes.

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Balancing Needs in Publishing With Undergraduate and Graduate Students at Doctoral Degree-Granting Universities

Cited by 2 publications

References 31 publications

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

High impact: Examining predictors of faculty-undergraduate coauthored publication and presentation in psychology

Differences in the Psychological Profiles of Elite and Non-elite Athletes

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