Prediction of scientist-practitioner behavior using personality scores obtained during graduate school.

Abstract

This study investigated the usefulness of personality measures obtained during graduate training in predicting the scientist-practitioner behavior of counseling psychologists. Personality scale scores on the Self-Directed Search, Strong-Campbell Interest Inventory (General Occupational Theme scores), Minnesota Importance Questionnaire, Omnibus Personality Inventory, Tennessee Self-Concept Scale, and Minnesota Multiphasic Personality Inventory obtained during the students' 1st semester of graduate study were used as predictors. Scientist-practitioner orientation scores calculated for participants reflected their scientist-practitioner interests, preferred job, and publication record. Only scores on the Independence scale of the Minnesota Importance Questionnaire and on the Social Extroversion scale of the Omnibus Personality Inventory were statistically significant predictors of actual scientist-practitioner orientation.

The relation between specialty choice of psychology students and their interests, personality, and cognitive abilities

“…Students at Social Psychology show relatively more interest in foreign languages and cultural topics. The picture emerging from group differences in personality and cognitive abilities is consistent with previous findings in the US (Bishop & Bieschke, 1998;Horn et al, 2007;Leong et al, 2007;Mallinckrodt et al, 1990;Martin et al, 2007;Tinsley et al, 1993;Vittengl et al, 2004). The different specialties of psychology can best be characterized in terms of different Holland codes.…”

“…Research among psychology majors in the US has highlighted a clear distinction between researcher and practitioner interests (Leong & Zachar, 1991;Zachar & Leong, 1992. Several studies have addressed the relatively low interest in scientific issues among many psychology majors (Bishop & Bieschke, 1998;Leong, Zachar, Conant, & Tolliver, 2007;Tinsley, Tinsley, Boone, & Shim Li, 1993;Vittengl et al, 2004), although psychology majors clearly differ in this regard. For instance, Martin, Gavin, Baker, and Bridgmon (2007) recently compared doctoral students at different specialties of psychology and found clear differences between these groups in scientist-practitioner interests.…”

Counselor Educators and Qualitative Research: Affirming a Research Identity

“…The emergence ofpostmodern approaches that emphasize social constructionist viewpoints is likely to widen this gap. The worldview of professional counseling places more value on practitioner than on researcher roles because these perspectives are more compatible with the social dimensions of counselor personalities, and counselors seem to find more satisfaction in being involved with people than in participating in research activities (Tinsley. Tinsley, Boone, & Shi-Li, 1993).…”

Factors Influencing Interest in Research among Criminal Justice Students

“…Unfortunately, a number of studies have indicated a tendency toward low interest in research among students in social sciences fields (Blischak and Cheek 2001;Gelso 1993;Tinsley et al 1993). Therefore, the purpose of this study was to test hypothesized paths to investigate what factors might influence students' interest in research and to better understand the development of interest in research among criminal justice students.…”

“…Therefore, it is essential that criminal justice students receive effective training in research to gain sufficient knowledge and acquire adequate skills in research methodology throughout their professional development. However, many studies have found that students in social science and psychology fields tend to have very low interest in research (Blischak and Cheek 2001;Gelso 1993;Tinsley, Tinsley, Boone, and Shim-Li 1993), even after they have completed doctoral training (Brems, Johnson, and Gallucci 1996;Gelso and Fretz 2001). One possible explanation might be that many students in social science and psychology programs, including criminal justice majors, may have chosen their major with the expectation that their coursework would tend to focus on practical dimension learning, and there would be fewer quantitative-related courses in their curriculum (Baer and Jewell 1979;Hosticka 1980;Leming 1979).…”