Fostering Scholarly Productivity Through Academic and Internship Research Training Environments

被引：24
|
作者：
Szymanski, Dawn M. [1 ]
Ozegovic, Jelena Jovanovic [2 ]
Phillips, Julia C. [3 ]
Briggs-Phillips, Melissa [4 ,5 ]
机构：
[1] Univ Tennessee, Dept Psychol, Knoxville, TN 37996 USA
[2] Robert Morris College, Div Sci & Humanities, Sch Gen Studies, Aurora, IL USA
[3] Univ Akron, Counseling Testing & Career Ctr, Akron, OH 44325 USA
[4] Ohio State Univ, Coll Med & Publ Hlth, Columbus, OH 43210 USA
[5] Ohio State Univ, Dept Psychol, Columbus, OH 43210 USA
来源：
TRAINING AND EDUCATION IN PROFESSIONAL PSYCHOLOGY | 2007年 / 1卷 / 02期
关键词：
research self-efficacy; research outcome expectations; research interest; scientist practitioner;
D O I：
10.1037/1931-3918.1.2.135
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
How can training programs foster counseling and clinical psychologists' scholarly productivity? This study examined the impact of academic and internship research training environments (RTEs) on the scholarly activity of 223 early career professionals. Results supported the construct validity of the Internship Research Training Environment scale through cross-validation and confirmatory factor analysis. Findings revealed differences in perceptions of the internship RTE and scholarly productivity as a function of academic training philosophy and internship training philosophy. Finally, results suggested that academic and internship RTEs could influence research interest and scholarly productivity indirectly by enhancing research self-efficacy and research outcome expectations.
引用
收藏
页码：135 / 146
页数：12
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