Factors Influencing Self-Rated Preparedness for Graduate School: A Survey of Graduate Students

Autor/inn/en	Huss, Matthew T.; Randall, Brandy A.; Patry, Marc; Davis, Stephen F.; Hansen, David J.
Titel	Factors Influencing Self-Rated Preparedness for Graduate School: A Survey of Graduate Students
Quelle	In: Teaching of Psychology, 29 (2002) 4, S.275-281 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/S15328023TOP2904_03
Schlagwörter	Undergraduate Study; Graduate Students; Self Evaluation (Individuals); Student Surveys; College Admission; Admission Criteria; Readiness; Teacher Student Relationship; Student Research; College Applicants + Suchen Sie Ihr Suchwort? Grundstudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerbefragung; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Teacher student relationships; Lehrer-Schüler-Beziehung; Studentenforschung; College applications; Studienbewerber
Abstract	Numerous studies have found a host of factors that are likely to result in more successful applications to graduate schools. This study was a retrospective examination of the variables that distinguish graduate students who believed they were better prepared for graduate school. We examined several of these factors, including variables associated with undergraduate education and the individual for their relation to self-rated preparedness for graduate school. Our findings highlighted quality faculty interactions and participation in research as important factors in graduate students' post hoc ratings of their preparedness for graduate school. We also found that different types of institutions differed in the degree to which these opportunities were available to or accessed by students. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: http://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10