On supervising student research

Considers aspects of the supervisor-student relationship in the context of research training, and analyzes the teaching-learning conditions designed to enhance the development of research competence. It is suggested that research learning is most effective when (a) the learning climate is designed to foster conditions of creativity, (b) research learning is seen as a task related to the development of personal effectiveness and personal goals, and (c) explicit provisions are made to foster growth toward autonomy and professional maturity.