Research Training Environment, Attitudes toward Research, and Research Self-Efficacy

Abstract

This study sought to enhance the reliability of the Research Training Environment Scale (RTES) at the subscale level and to determine the relationship of the research training environment to several variables theorized to be either related or unrelated to that environment. One hundred seventy-three graduate students from 6 doctoral programs in counseling, clinical, and school psychology responded to the measures. Internal consistency and retest reliability of the RTES were substantially improved Consistent with our hypotheses, all 9 subscales and the total score of the revised RTES correlated positively with research self-efficacy and changes in attitudes toward research during graduate education; likewise, as expected, the RTES was unrelated to participants' interest in the practitioner role and minimally related to their general self-esteem. Contrary to the hypotheses, RTES was minimally related to interest in the role of scientist.

Women in Distance Doctoral Programs: How They Negotiate Their Identities As Mothers, Professionals, and Academics In Order to Persist

“…As a woman's competence and confidence grows, she develops a positive attitude toward research (e.g., Ashley and Marcia expressed a value of learning and a pleasure in intellectual processes required for assignments and coursework, "I am a life-long learner and classwork, both the theory and the research, are stimulating. "), or a favorable disposition toward research that includes an interest in doing research and the value of research (see Gelso, Mallinckrodt, & Judge, 1996) as a useful tool for knowledge creation, practice, and advocacy or "stewardship. "…”

Investigating Relationship among Research Self-Efficacy, Research Outcome Expectation, and Research Interest of Cambodian Faculty: Testing Social-Cognitive Theory

“…Their study showed from moderate to high positive correlation between research outcome expectation and research interest of the faculty. As for research self-efficacy, Gelso, Mallinckrodt, and Judge (1996), Lambie andVaccaro (2011), andRezaei andZamani-Miandashti (2013) all similarly found a statistical significant association it [research self-efficacy] has with research interest. Another study, using Path Analysis to observe direct and indirect relationship among various research-related variables, of Kanh and Scott (1997) also detected that research self-efficacy is significantly, positively, and directly related to research interest.…”

“…Holland's personality types), and professional characteristics of the participants. Studies, such as Galassi, Books, Stoltz, and Trexler (1986) and Gelso et al (1996), argued that research training environment has influences on both research interest and research productivity.…”

Introduction to a special issue on clinician–researchers: a career engaged in both therapy research and practice

“…But importantly: I can find myself on this map of being a clinician-researcher. What is clear from all of the work presented in this special issue and the work of others in this area of study is that there are benefits to having some level of engagement in both therapy research and therapy practice for professionals (Castonguay et al, 2010;Safran et al, 2011) and for training new professionals (Castonguay et al, 2015;Gelso, Mallinckrodt, & Judge, 1996;Miles & Paquin, 2014;Stockton & Morran, 2010). While I would argue against wearing ourselves out trying to be or do all things, I propose that for those of us for whom the clinician-researcher identity has salience, being able to locate ourselves on the matrix allows us to learn something about our own point of reference, and where we might like to go.…”