Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?
The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retai...
Gespeichert in:
| Veröffentlicht in: | Psychology in the schools 2007-11, Vol.44 (8), p.865-872 |
|---|---|
| Hauptverfasser: | , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 872 |
|---|---|
| container_issue | 8 |
| container_start_page | 865 |
| container_title | Psychology in the schools |
| container_volume | 44 |
| creator | JR, Scott L. Graves Wright, Lynda Brown |
| description | The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007. |
| doi_str_mv | 10.1002/pits.20271 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_57257700</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ776681</ericid><sourcerecordid>57257700</sourcerecordid><originalsourceid>FETCH-LOGICAL-c3931-b4ccea8f9cbe4a99e9268a8f0146c83b44f525d6b31f9bfbd0fc04efd9a3102e3</originalsourceid><addsrcrecordid>eNp9kEtv1DAUhS0EEsPAhjULb2CBlOJHEsdsEIzKtKiCShR1aTnO9dSQiYNvAmTDbydDyrBBrO7rO-dKh5DHnJ1wxsSLPgx4IphQ_A5Z8UKwrKyYuktWjEmZSVYV98kDxM-MMaVFtSI_N3Hf2xQwdjR6GromfAvNaFvqrRtiwnlF0d3E2NIep7lp426iu2RnaACKw9hAN-BLen0z0SYeF7QfE45ALW1glwD-6fPqIbnnbYvw6Lauyae3p1ebs-ziw_Z88_oic1JLntW5c2Arr10NudUatCireWY8L10l6zz3hSiaspbc69rXDfOO5eAbbSVnAuSaPFt8-xS_joCD2Qd00La2gziiKZQolJpDWpPnC-hSREzgTZ_C3qbJcGYOEZtDxOZ3xDP89NbVorOtT7ZzAf8qNBdVrvKZe7JwkII7nk_fKVWW1cGGL-fvoYXpPw_N5fnVxz-vs0UTcIAfR41NX0yppCrM9fut2fI3nOmzS8PlL4Hvp24</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>57257700</pqid></control><display><type>article</type><title>Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?</title><source>Access via Wiley Online Library</source><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>EBSCOhost Education Source</source><creator>JR, Scott L. Graves ; Wright, Lynda Brown</creator><creatorcontrib>JR, Scott L. Graves ; Wright, Lynda Brown</creatorcontrib><description>The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.</description><identifier>ISSN: 0033-3085</identifier><identifier>EISSN: 1520-6807</identifier><identifier>DOI: 10.1002/pits.20271</identifier><identifier>CODEN: PYSCBO</identifier><language>eng</language><publisher>Hoboken: Wiley Subscription Services, Inc., A Wiley Company</publisher><subject>Biological and medical sciences ; Career Choice ; Comparative Analysis ; Decision making ; Doctoral Programs ; Educational Attainment ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; Graduate Students ; Miscellaneous ; Motivation. Job satisfaction. Attitude ; Occupational psychology ; Parent Background ; Postgraduate students ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; School Psychologists ; School Psychology ; Surveys</subject><ispartof>Psychology in the schools, 2007-11, Vol.44 (8), p.865-872</ispartof><rights>Copyright © 2007 Wiley Periodicals, Inc., A Wiley Company</rights><rights>2007 INIST-CNRS</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c3931-b4ccea8f9cbe4a99e9268a8f0146c83b44f525d6b31f9bfbd0fc04efd9a3102e3</citedby><cites>FETCH-LOGICAL-c3931-b4ccea8f9cbe4a99e9268a8f0146c83b44f525d6b31f9bfbd0fc04efd9a3102e3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1002%2Fpits.20271$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1002%2Fpits.20271$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,780,784,1417,27924,27925,31000,45574,45575</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ776681$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=19128474$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>JR, Scott L. Graves</creatorcontrib><creatorcontrib>Wright, Lynda Brown</creatorcontrib><title>Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?</title><title>Psychology in the schools</title><addtitle>Psychol. Schs</addtitle><description>The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.</description><subject>Biological and medical sciences</subject><subject>Career Choice</subject><subject>Comparative Analysis</subject><subject>Decision making</subject><subject>Doctoral Programs</subject><subject>Educational Attainment</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Graduate Students</subject><subject>Miscellaneous</subject><subject>Motivation. Job satisfaction. Attitude</subject><subject>Occupational psychology</subject><subject>Parent Background</subject><subject>Postgraduate students</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>School Psychologists</subject><subject>School Psychology</subject><subject>Surveys</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2007</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kEtv1DAUhS0EEsPAhjULb2CBlOJHEsdsEIzKtKiCShR1aTnO9dSQiYNvAmTDbydDyrBBrO7rO-dKh5DHnJ1wxsSLPgx4IphQ_A5Z8UKwrKyYuktWjEmZSVYV98kDxM-MMaVFtSI_N3Hf2xQwdjR6GromfAvNaFvqrRtiwnlF0d3E2NIep7lp426iu2RnaACKw9hAN-BLen0z0SYeF7QfE45ALW1glwD-6fPqIbnnbYvw6Lauyae3p1ebs-ziw_Z88_oic1JLntW5c2Arr10NudUatCireWY8L10l6zz3hSiaspbc69rXDfOO5eAbbSVnAuSaPFt8-xS_joCD2Qd00La2gziiKZQolJpDWpPnC-hSREzgTZ_C3qbJcGYOEZtDxOZ3xDP89NbVorOtT7ZzAf8qNBdVrvKZe7JwkII7nk_fKVWW1cGGL-fvoYXpPw_N5fnVxz-vs0UTcIAfR41NX0yppCrM9fut2fI3nOmzS8PlL4Hvp24</recordid><startdate>200711</startdate><enddate>200711</enddate><creator>JR, Scott L. Graves</creator><creator>Wright, Lynda Brown</creator><general>Wiley Subscription Services, Inc., A Wiley Company</general><general>John Wiley & Sons, Inc</general><general>Wiley</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope></search><sort><creationdate>200711</creationdate><title>Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?</title><author>JR, Scott L. Graves ; Wright, Lynda Brown</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3931-b4ccea8f9cbe4a99e9268a8f0146c83b44f525d6b31f9bfbd0fc04efd9a3102e3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2007</creationdate><topic>Biological and medical sciences</topic><topic>Career Choice</topic><topic>Comparative Analysis</topic><topic>Decision making</topic><topic>Doctoral Programs</topic><topic>Educational Attainment</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Graduate Students</topic><topic>Miscellaneous</topic><topic>Motivation. Job satisfaction. Attitude</topic><topic>Occupational psychology</topic><topic>Parent Background</topic><topic>Postgraduate students</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>School Psychologists</topic><topic>School Psychology</topic><topic>Surveys</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>JR, Scott L. Graves</creatorcontrib><creatorcontrib>Wright, Lynda Brown</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Psychology in the schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>JR, Scott L. Graves</au><au>Wright, Lynda Brown</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ776681</ericid><atitle>Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?</atitle><jtitle>Psychology in the schools</jtitle><addtitle>Psychol. Schs</addtitle><date>2007-11</date><risdate>2007</risdate><volume>44</volume><issue>8</issue><spage>865</spage><epage>872</epage><pages>865-872</pages><issn>0033-3085</issn><eissn>1520-6807</eissn><coden>PYSCBO</coden><abstract>The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.</abstract><cop>Hoboken</cop><pub>Wiley Subscription Services, Inc., A Wiley Company</pub><doi>10.1002/pits.20271</doi><tpages>8</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0033-3085 |
| ispartof | Psychology in the schools, 2007-11, Vol.44 (8), p.865-872 |
| issn | 0033-3085 1520-6807 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_57257700 |
| source | Access via Wiley Online Library; Applied Social Sciences Index & Abstracts (ASSIA); EBSCOhost Education Source |
| subjects | Biological and medical sciences Career Choice Comparative Analysis Decision making Doctoral Programs Educational Attainment Educational psychology Fundamental and applied biological sciences. Psychology Graduate Students Miscellaneous Motivation. Job satisfaction. Attitude Occupational psychology Parent Background Postgraduate students Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology School Psychologists School Psychology Surveys |
| title | Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-12-23T19%3A20%3A04IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Comparison%20of%20individual%20factors%20in%20school%20psychology%20graduate%20students:%20Why%20do%20students%20pursue%20a%20degree%20in%20school%20psychology?&rft.jtitle=Psychology%20in%20the%20schools&rft.au=JR,%20Scott%20L.%20Graves&rft.date=2007-11&rft.volume=44&rft.issue=8&rft.spage=865&rft.epage=872&rft.pages=865-872&rft.issn=0033-3085&rft.eissn=1520-6807&rft.coden=PYSCBO&rft_id=info:doi/10.1002/pits.20271&rft_dat=%3Cproquest_cross%3E57257700%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=57257700&rft_id=info:pmid/&rft_ericid=EJ776681&rfr_iscdi=true |