Predicting the scholarly activity of counseling psychology students: A refinement and extension.

By Jeffrey H. Kahn. 2001

137 citations recorded by the source corpus.

Subfields: General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/01274016671d466d178b550b9e024c3116c3d459

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In General Health Professions

In Social Psychology

Citations in the corpus

Using Parcels to Convert Path Analysis Models Into Latent Variable Models (2005, methodology): “In many of the studies reviewed, the researchers used total scale scores in a path analysis model when they could have used parcels as indicators in a latent variable model (e.g., Cappella & Weinstein, 2001; Chan, Schmitt, DeShon, Clause, & Delbridge, 1997; Gong, Shenkar, Luo, & Nyaw, 2001; Hill & F”
Research Self-Efficacy Beliefs and Research Outcome Expectations: Implications for Developing Scientifically Minded Psychologists (2006, methodology): “Consistent with SCCT, research outcome expectations have not been identified as having a direct, significant influence on the scholarly productivity of students (Kahn, 2001; Phillips et al., 2004).”
Factor Structures of Three Measures of Research Self-Efficacy (2004, methodology): “The 33-item SERM as well as a 12-item short form developed by Kahn and Scott (1997) has quickly become the most frequently used measure of research self-efficacy (Gelso & Lent, 2000). Finally, the 23-item Research Attitudes Measure (RAM) (O’Brien, Malone, Schmidt, & Lucas, 1998) was developed as an ”
Research self-efficacy: A meta-analysis (2021, methodology): “…or working alliance with the supervisor) or adapted to scholarly productivity through path analysis, with most of the proposed theoretical relationships being supported (Bishop & Bieschke, 1998; Eam & Seng, 2017; Kahn, 2001; Kahn & Scott, 1997; Huber, 2010; Marks, 2011; Szymanski et al., 2007).”
An Exploratory Investigation of the Research Self-Efficacy, Interest in Research, and Research Knowledge of Ph.D. in Education Students (2014, background): “Kahn (2001) found that scoring at higher levels of research self-efficacy predicted increased engagement in scholarly 142 Innov High Educ (2014) 39:139–153”
Career Self-Efficacy: Exemplary Recent Research and Emerging Directions (2007, background): “, Kahn, J., & Hesson-McInnis, M. (2004). Factor structure of three measures of”
A quantitative review of mentoring research: Test of a model (2008, methodology): “One of the most direct methods for achieving this end is the use of aggregated scales of mentoring quality (e.g., Dreher & Ash, 1990; *Feldman, Folks, & Turnley, 1999; Gilbert & Ivancevich, 1999; Hollingsworth & Fassinger, 2002; Kahn, 2001; Mullen, 1998).”
A Qualitative Examination of Graduate Advising Relationships: The Advisee Perspective. (2003, result): “…studies found that students’ perceptions of the mentoring relationship was not important in predicting their scholarly activity (Green & Bauer, 1995; Kahn, 2001), whereas other research (e.g., Cronan-Hillix et al., 1986; Hollingsworth & Fassinger, 2002) suggested that mentoring can promote student…”