Researcher development of doctoral students: Supports and barriers across time

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
L. DiAnne Borders, Burlington Industries Excellence Professor (Creator)
Kelly L. Wester, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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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.

Additional Information

Counselor Education and Supervision, 59(4), 297-315.
Language: English
Date: 2020
researcher identity, doctoral researcher identity, research training, supports, barriers

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