Abstract
To develop a clearer understanding of the variables that contribute to research interest and involvement among rehabilitation counseling students and faculty, the results of two studies examining research self-efficacy beliefs, research outcome expectations, and elements of research training environments were compared. Differences were found in research outcome expectations and research self-efficacy between students and faculty. Social-cognitive career theory is used as a framework for explaining these differences, and implications for the research training of rehabilitation counseling students are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 48-55 |
| Number of pages | 8 |
| Journal | Rehabilitation Counseling Bulletin |
| Volume | 44 |
| Issue number | 1 |
| DOIs | |
| State | Published - 2000 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 3 Good Health and Well-being
All Science Journal Classification (ASJC) codes
- Rehabilitation
- Applied Psychology
- Public Health, Environmental and Occupational Health
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