Research Article
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Year 2019, Volume: 3 Issue: 1, 30 - 42, 01.06.2019

Abstract

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs. NJ: Prentice Hall.
  • Bard, C. C., Bieschke, K. J., Herbert, J. T., & Eberz, A. B. (2000). Predicting research interest among rehabilitation counseling students and faculty. Rehabilitation Counseling Bulletin, 44, 48-55.
  • Barkham, M., & Mellor‐Clark, J. (2003). Bridging evidence‐based practice and practice‐based evidence: Developing a rigorous and relevant knowledge for the psychological therapies. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 10(6), 319-327.
  • Bieschke, K. J., Herbert, J. T., & Bard, C. (1998). Using a social cognitive model to explain research productivity among rehabilitation counselor education faculty. Rehabilitation Education, New York, Pergamon Press, 12, 1-16.
  • Bishop, R. M., & Bieschke, K. J. (1994). Interest research questionnaire. Pennsylvania State University: University Park.
  • Bishop, R. M., & Bieschke, K. J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology, 45(2), 182.
  • Ciarocco, N. J., Lewandowski, G. W., Jr, & Volkom, M. V. (2013). The impact of a multifaceted approach to teaching research methods on students’ attitudes. Teaching of Psychology, 40(1), 20-25.
  • Counsel for Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation manual. Alexandria, VA.
  • Deemer, E. D., Martens, M. P., & Podchaski, E. J. (2007). Counseling psychology students’ interest in research: Examining the contribution of achievement goals. Training and Education in Professional Psychology, 1, 193-203
  • Deemer, E. D., Martens, M. P., Haase, R. F., & Jome, L. M. (2009). Do mastery approach goals and research outcome expectations mediate the relationship between the research training environment and research interest? Test of a social cognitive model. Training and Education in Professional Psychology, 3(4), 250.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.
  • Field, A., & Hole, G. (2002). How to design and report experiments. London, England: Sage.
  • Gelso, C. J. (2006). On the making of a scientist-practitioner: A theory of research training in professional psychology. Training and Education in Professional Psychology, 1, 3-16.
  • Greeley, A. T., Johnson, E., Seem, S., Braver, M., Dias, L., Evans, K., . . . Pricken, P. (1989). Research Self-Efficacy Scale: Unpublished scale. University Park: Pennsylvania State University.
  • Hays, D. G. (2010). Introduction to counseling outcome research and evaluation. Counseling Outcome Research and Evaluation, 1, 1-7.
  • Lambie, G. W., Hayes, B. G., Griffith, C., Limberg, D., & Mullen, P. R. (2014). An exploratory investigation of the research self-efficacy, interest in research, and research knowledge of Ph.D. in education students. Innovated Higher Education, 39, 139-153.
  • Lambie, G. W., & Vaccaro, N. (2011). Doctoral counselor education students’ levels of research self-efficacy, perceptions of the research training environment, and interest in research. Counselor Education and Supervision, 50(4), 243-258.
  • Lei, S. A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128, 667-685.
  • Lent, R. W., & Brown, S. D. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior 45, 79-122.
  • Love, K. M., Bahner, A. D., Jones, L. N., & Nilsson. (2007). An investigation of early research experience and research self-efficacy. Professional Psychology: Research and Practice, 38, 314-320.
  • Lundervold, D. A., & Belwood, M. F. (2000). The best kept secret in counseling: Single‐case (N= 1) experimental designs. Journal of Counseling & Development, 78(1), 92-102
  • Mullen, P. R., Uwamahoro, O., Blount, A. J., & Lambie, G. W. (2015). Development of counseling students’ self-efficacy during preparation and training. The Professional Counselor, 5, 175-184. doi: 10.15241/prm.5.1.175
  • Myers, J. E., Sweeney, T. J., & White, V. E. (2002). Advocacy for counseling and counselors: A professional imperative. Journal of Counseling & Development, 80, 394-402.
  • Oguan, F. E., Jr., Bernal, M. M., & Pinca, M. C. D. (2014). Attitude and anxiety towards research, its influence on the students’ achievement in the course. Asian Journal of Management Sciences & Education, 3, 4.
  • Papanastasiou, E. C. (2005). Factor structure of the “Attitudes Toward Research” scale. Statistics Education Research Journal, 4, 16-26.
  • Papanastasiou, E. C. (2014). Revised-attitudes toward research scale (R-ATR); A first look at its psychometric properties. Journal of Research in Education, 24(2), 146-159.
  • Reisetter, M., Korcuska, J. S., Yexley, M., Bonds, D., Nikels, H., & McHenry, W. (2004). Counselor educators and qualitative research: Affirming a research identity. Counselor Education and Supervision, 44(1), 2-15.
  • Rodriguez, A., & Toews, M. L. (2005). Training students to be better consumers of research. College Teaching, 53, 99-101.
  • Sizemore, O. J., & Lewandowski Jr, G. W. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36(2), 90-95.
  • Unrau, Y., & Beck A. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187-194.
  • Walker, D. A. (2010). A confirmatory factor analysis of the attitudes toward research scale. Multiple Linear Regression Viewpoints, 36(1), 18-27.
  • Wang, S.-C., & Guo, Y.-J. (2011). Counseling students' attitudes toward research methods class. Retrieved May 11, 2014, from American Counseling Association. Retreived from http://www.counselingoutfitters.com/vistas/vistas11/Article_30.pdf

The Best Time to Offer a Course in Research Methods

Year 2019, Volume: 3 Issue: 1, 30 - 42, 01.06.2019

Abstract

Many
master’s-level counseling students may not see the relevance of outcome
research to clinical practice. 
There
is a paucity of literature examining master’s level counseling students’
research self-efficacy, interest in and attitudes toward research.  This study examined a sample of master's
level counseling students (N = 83) at
pre and post course.

Using a survey-based,
pretest/posttest design, change in students' attitudes toward and interest in research,
and research self-efficacy from pre to post a course in research methods was
observed.  Students from six counseling
programs participated in the study.  Research
self-efficacy was the only outcome variable to reveal significant positive
change from pre- to post- course.  Where
students were in their program was used as a covariate in analyses (i.e.,
early, middle, late).  Significant
differences between the change scores of the three points in program subgroups
was observed. Suprisingly, students late in their program scored less than the
early and middle subgroups across all of the outcome variables, except for
interest.  Findings and implications for
future research is discussed.

References

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs. NJ: Prentice Hall.
  • Bard, C. C., Bieschke, K. J., Herbert, J. T., & Eberz, A. B. (2000). Predicting research interest among rehabilitation counseling students and faculty. Rehabilitation Counseling Bulletin, 44, 48-55.
  • Barkham, M., & Mellor‐Clark, J. (2003). Bridging evidence‐based practice and practice‐based evidence: Developing a rigorous and relevant knowledge for the psychological therapies. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 10(6), 319-327.
  • Bieschke, K. J., Herbert, J. T., & Bard, C. (1998). Using a social cognitive model to explain research productivity among rehabilitation counselor education faculty. Rehabilitation Education, New York, Pergamon Press, 12, 1-16.
  • Bishop, R. M., & Bieschke, K. J. (1994). Interest research questionnaire. Pennsylvania State University: University Park.
  • Bishop, R. M., & Bieschke, K. J. (1998). Applying social cognitive theory to interest in research among counseling psychology doctoral students: A path analysis. Journal of Counseling Psychology, 45(2), 182.
  • Ciarocco, N. J., Lewandowski, G. W., Jr, & Volkom, M. V. (2013). The impact of a multifaceted approach to teaching research methods on students’ attitudes. Teaching of Psychology, 40(1), 20-25.
  • Counsel for Accreditation of Counseling and Related Educational Programs. (2009). CACREP accreditation manual. Alexandria, VA.
  • Deemer, E. D., Martens, M. P., & Podchaski, E. J. (2007). Counseling psychology students’ interest in research: Examining the contribution of achievement goals. Training and Education in Professional Psychology, 1, 193-203
  • Deemer, E. D., Martens, M. P., Haase, R. F., & Jome, L. M. (2009). Do mastery approach goals and research outcome expectations mediate the relationship between the research training environment and research interest? Test of a social cognitive model. Training and Education in Professional Psychology, 3(4), 250.
  • Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.
  • Field, A., & Hole, G. (2002). How to design and report experiments. London, England: Sage.
  • Gelso, C. J. (2006). On the making of a scientist-practitioner: A theory of research training in professional psychology. Training and Education in Professional Psychology, 1, 3-16.
  • Greeley, A. T., Johnson, E., Seem, S., Braver, M., Dias, L., Evans, K., . . . Pricken, P. (1989). Research Self-Efficacy Scale: Unpublished scale. University Park: Pennsylvania State University.
  • Hays, D. G. (2010). Introduction to counseling outcome research and evaluation. Counseling Outcome Research and Evaluation, 1, 1-7.
  • Lambie, G. W., Hayes, B. G., Griffith, C., Limberg, D., & Mullen, P. R. (2014). An exploratory investigation of the research self-efficacy, interest in research, and research knowledge of Ph.D. in education students. Innovated Higher Education, 39, 139-153.
  • Lambie, G. W., & Vaccaro, N. (2011). Doctoral counselor education students’ levels of research self-efficacy, perceptions of the research training environment, and interest in research. Counselor Education and Supervision, 50(4), 243-258.
  • Lei, S. A. (2008). Factors changing attitudes of graduate school students toward an introductory research methodology course. Education, 128, 667-685.
  • Lent, R. W., & Brown, S. D. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior 45, 79-122.
  • Love, K. M., Bahner, A. D., Jones, L. N., & Nilsson. (2007). An investigation of early research experience and research self-efficacy. Professional Psychology: Research and Practice, 38, 314-320.
  • Lundervold, D. A., & Belwood, M. F. (2000). The best kept secret in counseling: Single‐case (N= 1) experimental designs. Journal of Counseling & Development, 78(1), 92-102
  • Mullen, P. R., Uwamahoro, O., Blount, A. J., & Lambie, G. W. (2015). Development of counseling students’ self-efficacy during preparation and training. The Professional Counselor, 5, 175-184. doi: 10.15241/prm.5.1.175
  • Myers, J. E., Sweeney, T. J., & White, V. E. (2002). Advocacy for counseling and counselors: A professional imperative. Journal of Counseling & Development, 80, 394-402.
  • Oguan, F. E., Jr., Bernal, M. M., & Pinca, M. C. D. (2014). Attitude and anxiety towards research, its influence on the students’ achievement in the course. Asian Journal of Management Sciences & Education, 3, 4.
  • Papanastasiou, E. C. (2005). Factor structure of the “Attitudes Toward Research” scale. Statistics Education Research Journal, 4, 16-26.
  • Papanastasiou, E. C. (2014). Revised-attitudes toward research scale (R-ATR); A first look at its psychometric properties. Journal of Research in Education, 24(2), 146-159.
  • Reisetter, M., Korcuska, J. S., Yexley, M., Bonds, D., Nikels, H., & McHenry, W. (2004). Counselor educators and qualitative research: Affirming a research identity. Counselor Education and Supervision, 44(1), 2-15.
  • Rodriguez, A., & Toews, M. L. (2005). Training students to be better consumers of research. College Teaching, 53, 99-101.
  • Sizemore, O. J., & Lewandowski Jr, G. W. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36(2), 90-95.
  • Unrau, Y., & Beck A. (2004). Increasing research self-efficacy among students in professional academic programs. Innovative Higher Education, 28(3), 187-194.
  • Walker, D. A. (2010). A confirmatory factor analysis of the attitudes toward research scale. Multiple Linear Regression Viewpoints, 36(1), 18-27.
  • Wang, S.-C., & Guo, Y.-J. (2011). Counseling students' attitudes toward research methods class. Retrieved May 11, 2014, from American Counseling Association. Retreived from http://www.counselingoutfitters.com/vistas/vistas11/Article_30.pdf
There are 33 citations in total.

Details

Primary Language English
Subjects Psychology
Journal Section Articles
Authors

Mildred Dukic 0000-0002-6325-8805

Publication Date June 1, 2019
Published in Issue Year 2019 Volume: 3 Issue: 1

Cite

APA Dukic, M. (2019). The Best Time to Offer a Course in Research Methods. Research on Education and Psychology, 3(1), 30-42.

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