Doctoral Research Training Environments (RTEs): Implications for the Teaching of Psychology

Autor/inn/en	Shivy, Victoria A.; Worthington, Everett L., Jr.; Wallis, Amy Birtel; Hogan, Chris
Titel	Doctoral Research Training Environments (RTEs): Implications for the Teaching of Psychology
Quelle	In: Teaching of Psychology, 30 (2003) 4, S.297-302 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1207/S15328023TOP3004_03
Schlagwörter	Graduate Students; Psychology; Counselor Training; Doctoral Programs; Research Skills; Program Evaluation; Educational Environment; Measurement Techniques; Evaluation Methods; Student Interests; Interpersonal Relationship; Higher Education; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychologie; Doktorandenprogramm; Forschungsleistung; Programme evaluation; Programmevaluation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Messtechnik; Studieninteresse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Schulische Motivation
Abstract	Doctoral-level training in psychology places importance on helping students acquire facilitative research-related attitudes, skills, and interests. Training models in PhD applied psychology programs also value sound teaching of research. We demonstrate how a research training environment can be evaluated using both standardized instruments and exploratory methods that elicit responses to questions concerning (a) what things might have turned students' focus away from research and (b) how faculty facilitated students' interest in research. Results indicated that interpersonal aspects of the environment were most important to this sample of students. Teaching research to graduate students in applied psychology programs might emphasize advisor-student and student-peer relationships as necessary but not sufficient conditions to promote learning. (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