In Germany, most PhD psychology students are engaged in research and teach as well. As a result, they may experience both synergy and competition between these two activities. How do PhD psychology students themselves perceive the relationship between research and teaching? And how does this perception depend on their conceptions of research and teaching? The present study assessed conceptions of teaching (student vs teacher-focused, ATI-R), conceptions of research (CoRI) and the perceived relationship between research and teaching (open-ended question) as far as 63 PhD students in psychology were concerned. The perceived relationship was represented in terms of Compatibility (Commonality vs Dissimilarity) and Valence (Enrichment vs Burden). Results showed that conceptions of teaching were decisive for the research-teaching relationship. A teacher-focused conception of teaching was associated positively with the perceived Commonality of research and teaching, but negatively with perceived Enrichment. It is concluded that conceptions of teaching provide a promising approach for studying the research-teaching relationship. Theoretical and practical implications are discussed.

In adolescence, behavior and attitudes are constantly rethought and value priorities are established. Still, there is hardly any research addressing how values are shaped throughout this sensitive period. We employed an experimental design, testing whether adolescents' values can be influenced by exposure to a film. In our study, 154 German adolescents (80 females, ages 13-15) were randomly assigned to an experimental group that watched excerpts from the film "Into the wild" or to a control group. Value change was assessed in a pre-post-test design with a one-week interval. As hypothesized, values changed in the direction of those displayed by the film's protagonist: Universalism values increased significantly and conformity values decreased significantly as compared to the control group. Our findings suggest that single exposure to a film may initiate value change, indicating that not only major live events, but also everyday experiences significantly affect adolescents' values.

Purpose Developing professional identities as both researchers and teachers is core to doctoral students’ growth. Given the primacy of research for the university career, this study aimed at answering the following questions: how much do doctoral students identify with the teacher compared to the researcher role? Can the teacher role identity be purposely activated? Design/methodology/approach In an experimental study with 167 psychology PhD students, trait role identification was measured using a questionnaire. Afterward, participants were randomly assigned to one of three conditions differing in the picture material (research vs teaching pictures vs a mixture of both) provided for creating a collage reflecting their roles. Subsequently, answers to open questions were coded and quantified as indicators of state role identity. Findings As a trait, doctoral students identified more strongly with their researcher role than with their teacher role. Teacher role identity as a state was successfully activated when doctoral students engaged with teaching pictures compared to the other conditions. Practical implications As the researcher role seems to be the default setting for PhD students, activation of the teacher role has the potential to benefit work satisfaction of PhD students and the quality of their teaching. Originality/value Taking both long- and short-term identification processes in PhD students into account is a promising new approach. Besides, quantitative data are added to the field of qualitative insights on PhD students’ professional roles.

An academic career in psychology typically begins with a role reversal: young academics, who were only recently being taught, become doctoral researchers and teachers. Studies at two German universities provide insights into how students and early-career academics (ecas) in psychology view research and teaching and how their perspectives might differ due to changed roles. In Study 1, participants ( n = 35 ecas and n = 26 students) rated the appropriateness of pictures for illustrating teaching or research. Study 2 ( n = 25 ecas and n = 42 students) reassessed typicality judgements and collected open statements for the 10 most representative pictures from study 1. Five pictures for research and teaching each illustrate how the discipline is seen by students and doctoral academics. The views of the groups differed in two regards: in how independent research and teaching situations were seen, with students treating them as more integrated than early-career academics; and in the perspective from which comments were given, with students reacting from a learner's perspective and early-career academics reacting mainly from a teacher's perspective. Findings implicate that roles shape how one views research and teaching. The pictures are valuable to the research community and applicable in teaching and academic development.

Aim/Purpose: This study aimed at investigating whether doctoral students are already confronted with expectations that reflect a primacy of research and whether they adopt such views for themselves. Background: There is a consensus among academics in the university system that research is typically valued more strongly than teaching in terms of prestige, rewards, and career options. Such prioritization of research may hamper junior academics’ development as teachers, especially at the beginning of an academic career – the doctoral stage. Methodology: We measured the expectations that others put upon doctoral students (N = 55, all with teaching duties) in the discipline of psychology using pictures of research and teaching situations. Participants each chose one picture to illustrate what they anticipated their friends and their parents (private groups) as well as their colleagues and their supervisors (work-related groups) think they are doing. Afterwards, they described their own view of the research-teaching relationship. Contribution: The study expands the knowledge on how others in doctoral students’ networks might shape their development as researchers and teachers through the expectations they communicate. Moreover, it shines a light on doctoral students’ own views of research and teaching. Findings: There was a clear primacy of research in terms of the assumed expectations of others; yet, doctoral students assumed that private groups expect them to teach more strongly than work-related groups expect them to teach. For their own views, doctoral students described mainly positive types of research-teaching rela-tionships, whereby research and teaching were oftentimes seen as equally im-portant. Recommendations for Practitioners: In the face of a primacy of research in academia, teaching should not be left for private conversations, but naturally be a topic among colleagues and with the supervisor as well. Recommendation for Researchers: These findings underline the need to include private relationships into models of junior academics’ development as teachers, since these relationships can represent a counterpart to more research-focused expectations at work. Impact on Society: We should not underestimate the relevance of doctoral students’ own motivation and perspectives for the quality of their research and teaching in a system where the primacy of research narrative circulates. Future Research: Future research could compare doctoral students’ anticipations to the expectations the different groups in their networks really hold.