Researcher Development of Doctoral Students: Supports and Barriers Across Time

被引：5

作者：

Borders, L. DiAnne ^{[1
]}

Wester, Kelly L. ^{[1
]}

Driscoll, Kathleen H. ^{[1
]}

机构：

[1] Univ N Carolina, Dept Counseling & Educ Dev, POB 26170, Greensboro, NC 27402 USA

来源：

COUNSELOR EDUCATION AND SUPERVISION | 2020年 / 59卷 / 04期

关键词：

researcher identity; doctoral researcher identity; research training; supports; barriers; RESEARCH TRAINING ENVIRONMENT; SOCIAL COGNITIVE THEORY; RESEARCH SELF-EFFICACY; COUNSELOR EDUCATION; RESEARCH PRODUCTIVITY; IDENTITY DEVELOPMENT; PSYCHOLOGY; CAREER; SCIENTIST; CHOICE;

D O I：

10.1002/ceas.12190

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive-person, environmental, and social-context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort.

引用

页码：297 / 315

页数：19

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