The More You Know: The Impact of Publication and Peer-Review Experience on Psychology Graduate Students

Autor/inn/en	Doran, Jennifer M.; Somerville, William; Harlem-Siegel, Jessica; Steele, Howard
Titel	The More You Know: The Impact of Publication and Peer-Review Experience on Psychology Graduate Students
Quelle	In: Teaching of Psychology, 41 (2014) 2, S.122-129 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628314530342
Schlagwörter	Journal Articles; Peer Evaluation; Graduate Students; Student Attitudes; Publishing Industry; Clinical Psychology; Questionnaires; Work Experience Programs; Self Esteem; Program Evaluation; Writing for Publication; Statistical Analysis; Training; Student Publications; Surveys + Suchen Sie Ihr Suchwort? Journal article; Zeitschriftenaufsatz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Klinische Psychologie; Fragebogen; Self-esteem; Selbstaufmerksamkeit; Programme evaluation; Programmevaluation; Statistische Analyse; Ausbildung; Studentenzeitung; Survey; Umfrage; Befragung
Abstract	The New School Psychology Bulletin (NSPB) is a peer-reviewed journal operated by clinical psychology graduate students. Forty-four members of the editorial board and 27 authors were surveyed before and after working with NSPB. Results of the survey demonstrated that experience with the publication process resulted in quantitative decreases in confidence, proficiency, and interest in publishing in the future. Despite these drops, respondents reported that NSPB was relevant and effective training, and they rated NSPB and their experience favorably. They also reported that it provided them with unique gains not available in their training programs. A follow-up study 2 months after termination explored the decreases in confidence, proficiency, and interest. Qualitative data suggest that after working with NSPB, about half of respondents felt more optimistic about the publication process, with the remaining half feeling less optimistic, experiencing no change, or reporting a mixed perception (e.g., feeling less confident but believing that they had a more realistic perspective). Taken together, the data suggest that early experience with publication and peer review disparately affects students' attitudes toward publishing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10