Measuring the Working alliance in advisor-advisee relationships in graduate school

By Lewis Z. Schlosser, C. Gelso. 2001

127 citations recorded by the source corpus.

Subfields: Applied Psychology, Public Health, Environmental and Occupational Health, Social Psychology

View Paper: https://www.semanticscholar.org/paper/57e9f678a714642feed5f1024432c03967862bca

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In Applied Psychology

In Public Health, Environmental and Occupational Health

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Citations in the corpus

The Gendered Effect of Cooperative Education, Contextual Support, and Self‐Efficacy on Undergraduate Retention (2014, methodology): “Finally, the advisership and mentorship scales were adapted from the rapport and apprenticeship subscales of the Advisory Working Alliance Inventory prepared by Schlosser and Gelso (2001).”
A Framework for Conceptualizing Competence to Mentor (2003, background): “As Schlosser and Gelso (2001) point out, “one can be an advisor without being a mentor, and certainly one can be a mentor to someone without being that person’s advisor.”
Doctoral Advising or Mentoring? Effects on Student Outcomes (2012, methodology): “The AWAI was selected because it was the only instrument with established validity and reliability for doctoral students (Schlosser & Gelso, 2001), although it presented measurement problems that required the inventory to be modified.”
A Qualitative Examination of Graduate Advising Relationships: The Advisee Perspective. (2003, methodology): “We believe, as do many others (e.g., Gelso, 1979, 1993, 1997; Gelso & Lent, 2000; Magoon & Holland, 1984; Schlosser, 2002; Schlosser & Gelso, 2001), that the graduate advising relationship can profoundly affect a psychology graduate student’s professional development within and even beyond her or…”
Factor Analysis in Counseling Psychology Research, Training, and Practice (2006, methodology): “For example, Schlosser and Gelso (2001) used EFA to identify three factors that underlie doctoral students’ perspectives on their relationship with their graduate advisor: rapport, apprenticeship, and identification-individuation.”
An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. (2013, background): “Youth mentoring, particularly formal programs, often target youth who are considered at risk for poor academic, health, and other outcomes (DuBois & Karcher, 2005).”
Predicting Burnout and Career Choice Satisfaction in Counseling Psychology Graduate Students (2009, methodology): “Consistent with Schlosser and Gelso (2001), we used the term advisor to identify the faculty member who has had the greatest responsibility for helping the student through the program.”
Research Self-Efficacy Beliefs and Research Outcome Expectations: Implications for Developing Scientifically Minded Psychologists (2006, background): “In a similar vein, Schlosser and Gelso (2001) found that length of advisee–adviser relationships was significantly correlated with advisees’ research self-efficacy beliefs.”
Advice taking and decision-making: An integrative literature review, and implications for the organizational sciences (2006, background): “Others (Goldsmith & Fitch, 1997; Horowitz et al., 2001; Schlosser & Gelso, 2001; Whittemore, Rankin, Callahan, Leder, & Carroll, 2000) have also conceptualized the advisor’s role as a provider of socio-emotional support in addition to task-related developmental recommendations, problem-solving…”
Are we doing enough for today's graduate student? (2004, background): “There is a wealth of literature on the advisor/advisee relationship and on the need for mentoring qualities in faculty advisors (Johnson, 2002; Merriam, 1983; Schlosser and Gelso, 2001).”
Outcomes of mentoring at‐risk college students: gender and ethnic matching effects (2007, background): “(These distinctions are elaborated by Schlosser & Gelso, 2001, 2005 and Schlosser et al., 2003.)”
The Role of Emotional Competencies in Faculty-Doctoral Student Relationships (2013, unknown): “…details the critical role of the faculty-student relationship in the doctoral experience (Barnes & Austin, 2009; Paglis, Green, & Bauer, 2006; Schlosser & Gelso, 2001; Zhao, Golde, & McCormick, 2005), we know much less about the emotional landscape of these relationships and what makes them…”