The lack of enthusiastic research activity among counseling professionals has been a subject of professional concern for the last 2 decades. Many graduates of counselor education programs are not connected to academic research and do not establish a research identity. Qualitative research methods have the potential for creating this connection for some students. To increase understanding of the nature and potential usefulness of this paradigm for increasing counselors' connection to academic research, the authors conducted a phenomenological study to investigate the experiences of counselor education doctoral students as they encountered qualitative research. Students' positive responses were summarized as they reflected 4 themes: worldview congruence, theory and skills congruence. research identity and professional viability, and holistic nature of perceptions and experiences.
Two experiments investigated the effect of choice on cognitive and affective engagement during reading. Both experiments compared college students who either selected what they read or were assigned the same story without being allowed to choose. Experiment 1 found that unrestricted choice heightened favorable affective perceptions of the reading experience compared with denied-choice and control groups but had no effect on cognitive measures of engagement. Experiment 2 replicated these findings when individuals within a single group were offered choice or were denied choice. The authors discuss the need for a more explicit theory of choice, which presently does not exist.
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