What they don't teach in graduate school: Family systems research in the real world

Sipe, James W.; Doherty, William J.

doi:10.1080/01926189308250909

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…Some reasonable outcomes for the undergraduate curriculum would be to improve undergraduates' abilities and motivation to understand simple, applied, quantitative research; to use research findings correctly; and to conduct basic program evaluation. The challenges of research in applied settings need to be a focus of the undergraduate curriculum, especially (Sipe & Doherty, 1993). Also, we suggest that improved critical thinking abilities are a useful outcome for all our undergraduates (cf.…”

Section: Implications and Recommendations For Further Studymentioning

confidence: 96%

Wade Into the Water: Preparing Students for Successful Quantitative Research*

Davis¹,

Sandifer-Stech²

2006

Family Relations

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To date, family scientists have not examined the processes and outcomes of research training. In this study, we present a potential way in which the research-practice gap is sustained by our current forms of research education, and we suggest two improvements. First, graduate and undergraduate programs should improve assessment of their research training. Second, experience with research should be integrated into undergraduate family studies programs, preferably in a capstone research experience for all students. Toward these ends, we present a model of curriculum organization and assessment data across 3 years. Assessment indicated that undergraduate students' confidence and skills changed over the course of their education. These results suggest that graduate and undergraduate family studies programs could benefit from defining outcomes and investigating processes of research education for all students.

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Section: Implications and Recommendations For Further Studymentioning

confidence: 96%

Wade Into the Water: Preparing Students for Successful Quantitative Research*

Davis¹,

Sandifer-Stech²

2006

Family Relations

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Core Self‐Evaluation and Goal Orientation: Understanding Work Stress

Morris

Messal

Meriac

2013

Human Resource Dev Quarterly

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This study investigates the dispositional factors related to work stress. Specifically, previous research has demonstrated a relationship between core self‐evaluation (CSE) and general life stress. This article extends past research by examining the relationship between CSE and work stress, and includes goal orientation as a potential mediator of this relationship. Learning goal orientation and performance goal orientation are two variables that are salient to HRD scholarship interests. The study results supported the hypothesis that CSE is negatively related to work stress, and that performance‐prove goal orientation partially mediates this relationship. Given Russ‐Eft's (2001) call for additional research exploring work stress and learning, and a recent meta‐analysis exploring the relationship between another core personality trait (psychological capital) and work stress (Avey, Reichard, Luthans, & Mhatre, 2011), the results of this study make an important contribution to our understanding of the relationship between core personality traits and work stress research. Furthermore, managers and executive coaches can use the results of this study to develop interventions designed to address the stress‐related problems of individuals and organizations.

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What supervisors expect of Masters in Education students before they engage in Independent Study: A Delphi study

Brown¹

2016

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What they don't teach in graduate school: Family systems research in the real world

Cited by 3 publications

References 5 publications

Wade Into the Water: Preparing Students for Successful Quantitative Research*

Wade Into the Water: Preparing Students for Successful Quantitative Research*

Core Self‐Evaluation and Goal Orientation: Understanding Work Stress

What supervisors expect of Masters in Education students before they engage in Independent Study: A Delphi study

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