Researcher Development of Doctoral Students: Supports and Barriers Across Time
L. DiAnne Borders, Kelly L. Wester, Kathleen H. Driscoll
Abstract
We used content analysis to analyze 42 counseling doctoral students' reports of supports and barriers influencing their researcher development across 3 years. In line with social cognitive career theory, the students named cognitive‐person, environmental, and social‐context influences. Analyses indicated no differences in frequencies of supports and barriers across time but significant differences by cohort.
Topics & Concepts
PsychologyContext (archaeology)Social cognitive theoryGraduate studentsCognitionSocial environmentCohortApplied psychologySocial psychologyPedagogySociologySocial scienceBiologyMedicineNeuroscienceInternal medicinePaleontologyDoctoral Education Challenges and SolutionsCareer Development and DiversityMentoring and Academic Development