The Role of Faculty Mentors in the Research Training of Counseling Psychology Doctoral Students

By M. A. Hollingsworth, R. Fassinger. 2002

210 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7206f39bd1fb3be2b83d2387d8075e071650e728

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In Clinical Psychology

In General Health Professions

In Social Psychology

Citations in the corpus

Research Self-Efficacy Beliefs and Research Outcome Expectations: Implications for Developing Scientifically Minded Psychologists (2006, background): “…training environment for the developing attitudes associated with research interest and research productivity has been well documented (Bieschke et al., 1995; Bishop & Bieschke, 1998; Gelso et al., 1996; Hollingsworth & Fassinger, 2002; Kahn, 2001; Kahn & Scott, 1997; Phillips & Russell, 1994).”
Mentoring the Next Generation of Faculty: Supporting Academic Career Aspirations Among Doctoral Students (2016, background): “…significant relationships between mentoring and self-efficacy among undergraduates (MacPhee et al. 2013; Liang et al. 2002) and doctoral students (Hollingsworth and Fassinger 2002), as well as research finding significant associations between self-efficacy and career outcomes for undergraduates…”
Using Mentoring Enactment Theory to Explore the Doctoral Student–Advisor Mentoring Relationship (2012, background): “…research conducted to date (Bullis & Bach, 1989; Cronan-Hillix et al., 1986; Gelso, Mallinckrodt, & Judge, 1996; Gilbert, Gallessich, & Evans, 1983; Hollingsworth & Fassinger, 2002; Kalbfleisch & Eckley, 2003; Schlosser & Kahn, 2007; Schlosser et al., 2003), the Phase One sample was…”
Advanced Applications of Structural Equation Modeling in Counseling Psychology Research (2006, background): “Some recent examples include Hollingsworth and Fassinger (2002) , Lopez et al. (1997), and Lapan et al. (1996).”
Factor Structures of Three Measures of Research Self-Efficacy (2004, background): “Mentors could play a large role in helping to provide self-efficacyenhancing interventions such as verbal persuasion and modeling to increase selfefficacy in certain research areas (see e.g., Hollingsworth & Fassinger, 2002).”
A Qualitative Examination of Graduate Advising Relationships: The Advisee Perspective. (2003, background): “This distinction is important to make because the construct of mentoring has received a fair amount of attention in the literature (e.g., Hollingsworth & Fassinger, 2002; Russell & Adams, 1997), and mentoring has been suggested as an important aspect of protégé professional development (Gelso &…”
Dropout intentions in PhD Studies : a comprehensive model based on interpersonal relationships and motivational resources (2015, background): “…in doctoral students, competence beliefs toward research have been associated with interest in the research (Bishop & Bieschke, 1998) and research productivity (e.g., number of submitted articles, conference presentations; Brown, Lent, Ryan, & McPartland, 1996; Hollingsworth & Fassinger, 2002).”
An Exploratory Investigation of the Research Self-Efficacy, Interest in Research, and Research Knowledge of Ph.D. in Education Students (2014, background): “most important component of an effective research training environment and is predictive of mentees’ scholarly productivity (Hollingsworth and Fassinger 2002).”
Outcomes of mentoring at‐risk college students: gender and ethnic matching effects (2007, background): “And in a study of graduate students, Hollingsworth and Fassinger ( 2002 ) found no gender interaction with mentoring effectiveness.”
The Seek Mentoring Program: An Application of the Goal-Setting Theory (2006, background): “Yet, if successful, mentoring has shown to lead to many positive effects, such as increased self-efficacy, productivity, professional identity, and career satisfaction (Fagenson, 1989; Hollingsworth & Fassinger, 2002; Russell & Adams, 1997).”
What do Doctoral Students Value in their Ideal Mentor? (2008, background): “Unlike existing mentoring questionnaires, which ask mentors (Busch 1985) or mentees (Berk et al. 2005; Hollingsworth and Fassinger 2002; Wilde and Schau 1991) to evaluate mentoring functions (e.g., teaching of research skills, counseling) and relationship characteristics (e.g., mutuality) in their…”
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).”
Motivation, Satisfaction, and Innate Psychological Needs (2012, background): “Research on self-efficacy, on the other hand, has been focused on self-efficacy in research, productivity, and dissertation progress (Brown et al., 1996; Hollingsworth & Fassinger, 2002; Love et al, 2007; Paglis et al., 2006).”
Research self-efficacy: A meta-analysis (2021, background): “…example, RSE was found to be a mediator between research training environment and research productivity (Bieschke et al., 1998; Brown et al., 1996; Hollingsworth & Fassinger, 2002; Kahn, 2001), and between research training environment and intention to get involved in research in the next year…”
Promoting doctoral students' research self-efficacy: combining academic guidance with autonomy support (2011, background): “Similarly, doctoral students who feel confident that they can successfully perform research tasks are more interested and motivated to conduct research (Bishop & Bieschke, 1998 ; Hollingsworth & Fassinger, 2002 ) and are more productive, including submitting articles and presenting at conferences ”