Research Identity Development of Counselor Education Doctoral Students: A Grounded Theory

Abstract

We present a grounded theory based on interviews with 11 counselor education doctoral students (CEDS) regarding their research identity development. Findings reflect the process-oriented nature of research identity development and the influence of program design, research content knowledge, experiential learning, and self-efficacy on this process. Based on our findings, we emphasize the importance of mentorship and faculty conducting their own research as a way to model the research process. Additionally, our theory points to the need for increased funding for CEDS in order for them to be immersed in the experiential learning process and research courses being tailored to include topics specific to counselor education.

Doctoral students’ publication and editorial feedback experiences: A phenomenological inquiry

“…Research mentorship (specifically that of faculty members) was identified as the most critical resource for doctoral students, corroborating previous studies exploring doctoral students’ research development (e.g., Borders et al., 2020; Limberg et al., 2020). Faculty mentors provided a “walkthrough” of the entire publication and editorial feedback process, and helped their students set realistic expectations while providing encouragement and validation.…”

“…Doctoral students reported a sense of achievement and increased self‐efficacy after the publication and editorial feedback experiences. Having their manuscripts published—or submitted to journals for publication—was an experience of receiving “external validation,” which contributed to their confidence and motivation to further pursue research (Limberg et al., 2020, p. 497). Researchers have found that having concrete research experience and self‐confidence in one's research are positively associated with developing the students’ researcher identity (Lamar & Helm, 2017; Reisetter et al., 2004) and achieving enhanced scholarly productivity (Lambie & Vaccaro, 2011).…”

“…The doctoral research training environment was the most frequently cited factor that contributed to new scholars’ research identity development as well as scholarly productivity. More specifically, doctoral students significantly benefited from hands‐on research opportunities, which were integrated in curriculum or provided by faculty members (Borders et al., 2020; Limberg et al., 2020). Faculty members played a critical role in doctoral training environment, by providing research mentoring and modeling research engagement (Borders et al., 2020; Lamar & Helm, 2017; Limberg et al., 2020).…”

“…More specifically, doctoral students significantly benefited from hands‐on research opportunities, which were integrated in curriculum or provided by faculty members (Borders et al., 2020; Limberg et al., 2020). Faculty members played a critical role in doctoral training environment, by providing research mentoring and modeling research engagement (Borders et al., 2020; Lamar & Helm, 2017; Limberg et al., 2020). Additional factors that contributed to scholarly productivity among new scholars included positive advisory relationships, higher research self‐efficacy, intrinsic motivation, effective time management, moderate level of imposter syndrome, as well as institutional support (Borders et al., 2019; Kuo et al., 2017; Lambie & Vaccaro, 2011; Magnuson et al., 2003; Wester et al., 2019).…”

Advancing the Counseling Profession by Examining Relationships Between Variables

“…For instance, Lambie et al (2014) conducted an exploratory investigation to examine the relationships among doctoral students' research self-efficacy, interest in research, and research knowledge. This study led Limberg et al (2020) to investigate these relationships in a qualitative study in order to further understand how doctoral students experienced each variable. Alternatively, counseling researchers may implement an intervention study and then use a correlational design to further understand the relationships of the variables within the intervention.…”