Dissertation experiences of doctoral graduates from professional psychology programs.
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| Title: | Dissertation experiences of doctoral graduates from professional psychology programs. |
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| Authors: | Burkard, Alan W. (AUTHOR), Knox, Sarah (AUTHOR), DeWalt, Terri (AUTHOR), Fuller, Shauna (AUTHOR), Hill, Clara (AUTHOR), Schlosser, Lewis Z. (AUTHOR) |
| Source: | Counselling Psychology Quarterly. Mar2014, Vol. 27 Issue 1, p19-54. 36p. 11 Charts. |
| Subjects: | Clinical psychology, Academic dissertations, Educational counseling, Interviewing, Research methodology, Medical protocols, Questionnaires, Scale analysis (Psychology), Student attitudes, Doctoral programs |
| Geographic Terms: | United States |
| Abstract: | Worldwide, dissertation experiences are acknowledged to be challenging endeavors for students and the faculty members who advise them, and dissertation completion continues to be a concern when seeking to improve overall doctoral graduation rates. Although a number of factors have been associated with completion rates across disciplines, further research is needed within professional psychology graduate programs to understand overall student dissertation experiences. In this USA-based investigation, a mixed-method design was used to examine the experiences of 25 professional psychology doctoral graduates’ dissertation experiences, 12 of which were self-identified as positive and 13 as negative. Participants with positive experiences typically had supportive relationships with their dissertation chairs and committee members, which enhanced their research confidence and professional development. Participants with negative dissertation experiences typically had difficult relationships with dissertation chairs and committee members, which was associated with immediate and long-lasting negative consequences for participants’ professional growth and emotional well-being. The advisory working alliance was stronger for graduates with positive than negative experiences, although research attitudes and self-efficacy beliefs were not different between the two groups. [ABSTRACT FROM PUBLISHER] |
| Copyright of Counselling Psychology Quarterly is the property of Taylor & Francis Ltd 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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| Abstract: | Worldwide, dissertation experiences are acknowledged to be challenging endeavors for students and the faculty members who advise them, and dissertation completion continues to be a concern when seeking to improve overall doctoral graduation rates. Although a number of factors have been associated with completion rates across disciplines, further research is needed within professional psychology graduate programs to understand overall student dissertation experiences. In this USA-based investigation, a mixed-method design was used to examine the experiences of 25 professional psychology doctoral graduates’ dissertation experiences, 12 of which were self-identified as positive and 13 as negative. Participants with positive experiences typically had supportive relationships with their dissertation chairs and committee members, which enhanced their research confidence and professional development. Participants with negative dissertation experiences typically had difficult relationships with dissertation chairs and committee members, which was associated with immediate and long-lasting negative consequences for participants’ professional growth and emotional well-being. The advisory working alliance was stronger for graduates with positive than negative experiences, although research attitudes and self-efficacy beliefs were not different between the two groups. [ABSTRACT FROM PUBLISHER] |
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| ISSN: | 09515070 |
| DOI: | 10.1080/09515070.2013.821596 |
