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Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors.

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Title: Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors.
Authors: Landrum, R. Eric (AUTHOR), Cramblet Alvarez, Leslie D. (AUTHOR), Jones, K. Nicole (AUTHOR), Burton, Laura (AUTHOR)
Source: Teaching of Psychology. Jul2024, Vol. 51 Issue 3, p320-333. 14p.
Subjects: Mentoring, Faculty advisors, Psychology, Graduate education, Open-ended questions, Social media
Abstract: Background: Graduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply. Objective: Our present work was a partial replication and extension of Appleby and Appleby (2006). We added closed- and open-ended questions regarding social media to gauge how graduate admissions committees utilize social media to evaluate applicants. Method: We asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate). Results: We examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors. Conclusion: Poorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex. Teaching Implications: Mentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid. [ABSTRACT FROM AUTHOR]
Copyright of Teaching of Psychology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Graduate Admissions in Psychology: Using Quantitative and Qualitative Measures to Understand the Frequency and Fatality of Applicant Errors.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+of+Psychology%22">Teaching of Psychology</searchLink>. Jul2024, Vol. 51 Issue 3, p320-333. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+advisors%22">Faculty advisors</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Open-ended+questions%22">Open-ended questions</searchLink><br /><searchLink fieldCode="DE" term="%22Social+media%22">Social media</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Graduate admissions in psychology continue to be a popular and competitive venture, with the demand for new graduate student opportunities exceeding the annual supply. Objective: Our present work was a partial replication and extension of Appleby and Appleby (2006). We added closed- and open-ended questions regarding social media to gauge how graduate admissions committees utilize social media to evaluate applicants. Method: We asked U.S. graduate admissions directors to answer six open-ended questions and then rate the frequency and fatality/harmfulness of 17 potential applicant errors. From the population of 467 graduate admissions directors, 56 provided complete responses (12.0% response rate). Results: We examine the closed-ended quantitative results presenting descriptive data and combining the frequency and fatality scales into a scatterplot; outcomes from the open-ended qualitative results provide rich and nuanced advice about graduate admissions errors. Conclusion: Poorly written application materials are to be avoided (obviously), but the evidence-informed advice offered here is much more nuanced and complex. Teaching Implications: Mentors and faculty advisors can use information from this study to provide data-informed advice to students interested in improving their chances for admission to graduate programs in psychology, offering specific tips on the most harmful/fatal mistakes to avoid. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching of Psychology is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=177650807
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        Value: 10.1177/00986283211072853
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        Text: English
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              Text: Jul2024
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