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date: 15 September 2019

Abstract and Keywords

Although graduate training models differ in their emphasis on research, research training in one form or another is a core component of the doctoral training in professional psychology programs in the United States. Research training typically is designed to produce three ultimate or distal outcomes: (a) consumption and application of research, (b) treatment of psychological practice as a scientific endeavor, and (c) production of original research. En route to meeting these goals, however, research training affects several intermediate or proximal outcomes—research competence, research self-efficacy, research interest and attitudes, and research outcome expectations. The authors review the state of the research on these proximal and distal outcomes of such training, including their measurement and their interrelationships. Then the authors explicate the specific elements of graduate training that lead to these outcomes, focusing specifically on the research training environment, required course work and research experiences, and mentoring and advising.

Keywords: research training, research consumption, research productivity, research competency, research interest, research self-efficacy, research outcome expectations, research training environment (RTE), mentoring, advising

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