The graduate record examination and selection of graduate students.

The sample was comprised of 50 students who entered the graduate program of the University of Florida between 1955 and 1959. The GRE Verbal and Quantitative aptitude scores were available on all of these students, and a complete undergraduate record on 38 of the 50 students… . Nine of the 11 full-time faculty were asked to rate each student." Only the GPA in math-science courses correlated significantly (.37) with the staff ratings. The "combination of X̄ GRE and GPA (math-science) yielded a multiple correlation of .46 with faculty ratings. Thus, combining these two predictors would be a definite improvement over selection based on either one alone." From Psyc Abstracts 36:04:4KJ48R. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Support of graduate students in social psychology by the Office of Naval Research.

A discussion of the secondary function of ONR research projects—the training of scientists. This discussion is in terms of students employed, length of assignment, relation of student thesis to project, publications or reports by the student on project data, degree obtained, and type of work obtained after graduation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional ethics for graduate students in psychology.

Results of 2 independent questionnaires concerning the availability of courses on ethics for graduate students in psychology sent to various schools offering graduate work in psychology are combined. "Very few departments offer a course solely on professional ethics in psychology though several expressed plans for one in the future." "Ethics is handled best on a graduate level, in a seminar or colloquium, preferably on a required basis for all students, and definitely so for clinical students." "The APA code of professional ethics and journals are preferred sources of reference." "Professional training in ethics is a recent phenomenon coinciding with the APA research in this area and with the rise of clinical psychology." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1959-1960.

This report is similar to previous articles on educational facilities and financial assistance for graduate students in psychology. Institutions with graduate programs in psychology are listed, with information supplied by the respective departments. Schools not returning up-to-date information are not included, for no listing is based on information of previous years. There is no evaluation of these programs and no implication of approval of them by the American Psychological Association, except those doctoral programs in clinical psychology and in counseling psychology that are indicated by the phrase, "PhD in clinical and counseling APA-approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1966-67.

This report is similar to previous ones on educational facilities and financial assistance for graduate students in psychology. Institutions with graduate programs in psychology are listed, with information supplied by the respective departments. There is no evaluation of these programs and no implication of approval of them by the American Psychological Association, except those doctoral programs in clinical psychology and in counseling psychology that are indicated by the phrase, "PhD in clinical and counseling APA-approved." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1963-64.

Requirements for admission, institutional facilities and stipends, advice to applicants for financial assistance, and postdoctoral arrangements are discussed. Digests of information on graduate training in psychology relevant to prospective students are presented for 189 colleges and universities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A six-year follow-up study of graduate students in public health education.

Using the predictors available from a study of academic success, how well can future occupational success be predicted? 19 students reported in the Barthol and Kirk study (see 31: 6666) were used as Ss here. The predictors included standardized tests such as the SVIB, MMPI, Concept Mastery Test plus academic rankings. The criterion of job success was psychologists rankings based on a study of work records of the Ss. Although those with the best preparation and MMPI profiles did the best on the ratings for vocational success. Ratings of 3 faculty judges of the academic success of the Ss predicted vocational success most accurately. From Psyc Abstracts 36:04:4LB40G. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1954-1955.

A list of Universities giving information about the type of program they offer, scholarships and fellowships, tuition, entrance requirements, etc. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The selection of graduate students in public health education.

Using as criteria ranking of the students on academic performance by 3 faculty judges, and of those who subsequently graduated on field performance, the validity of the SVIB, MMPI, Concept Mastery Test, and the American Public Health Association Examination for selecting graduate students for a public health education curriculum was studied. Only the APHA Examination, an achievement test, ranked the students in approximate order of later success, although the others gave evidence of usefulness for negative screening to eliminate poor students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Faculty and graduate students in departments with approved doctoral programs.

Data are presented for 46 institutions. "The mean average number of staff members of the departments is 19.7, with a range of 7 to 52." The mean "equivalent of full-time members giving time to graduate instruction and supervision" is 8.14. "A total of 3,583 graduate students is reported… ." The student-staff ratio is 9.9 with a range of 4.3 to 22.5. The number of Ph.D.s granted in 1953-1954 was 517. "The number of graduate students in psychology admitted for the fall of 1954 was 922… ." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1957-1958.

164 institutions with graduate programs in psychology are listed, with information supplied by the respective departments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Faculty and students in departments with graduate programs in psychology.

An analysis of data from a questionnaire sent to institutions offering graduate training in psychology in terms of the number and status of faculty members and students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The natural development of a graduate student.

Drawing on the developmental theories of Shirley and Piaget, the question is raised as to whether there is a place for stage theory in the development of the graduate student - a natural educational progression for each student, beginning at entrance to university and ending in his thirties. Such a progression of stages is outlined, roughly balanced again chronological age and academic degree and proposed as a matter of research interest. Practical aspects are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Crossing the distance: Adjustment of Taiwanese graduate students in the United States.

Using qualitative and quantitative methodologies across 3 samples, the authors investigated the cross-cultural adjustment of Taiwanese students attending graduate school in the United States. First, interviews with 25 Taiwanese students regarding their experiences in the United States revealed themes of language barriers, confidence about speaking English, social contact with Taiwanese and Americans, and cultural differences, which included the importance of being independent. Second, the results of a quantitative study (n=67) generally supported the hypotheses that communication apprehension and social contact predicted adaptation, whereas actual English ability did not, and that Taiwanese students identified being independent as important to their functioning in the United States. Third, a focus group with 4 graduate students provided a richer conceptualization of the interactions among the constructs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1955-1956.

Several educational institutions offering graduate work in psychology are alphabetically listed and following each entry, the institution address, a statement of the number of fellowships, scholarships and assistantships available, tuition, stipends, VA internship programs, and similar information. An extensive table specifies requirements for admission to graduate programs in psychology at each institution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational facilities and financial assistance for graduate students in psychology: 1965-66.

186 institutions with graduate programs in psychology are listed with information concerning admission requirements, institutional facilities, and stipends. Tuition, types of fellowships, scholarships and assistantships, whether work is to the masters or doctoral level, areas of specialization, and other details are succinctly provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A training plan for first year graduate psychology students in a Veterans Administration hospital.

The geographical proximity and working relationship of the University of Utah and the Salt Lake City VA Hospital have facilitated integration of academic and practician phases of the cooperative training program in psychology. Consultants from the university have a just-across-the-street contact with the students practicum work, and VA staff psychologists are used by the university in planning curricula and in teaching. The training plan described here represents an attempt to use the close working relationship of university and hospital in planning and carrying out a meaningful training experience for first year graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)