RESEARCH TRAINING ENVIRONMENT, ATTITUDES TOWARD RESEARCH, AND RESEARCH SELF-EFFICACY - THE REVISED RESEARCH TRAINING ENVIRONMENT SCALE

This study sought to enhance the reliability of the Research Training Environment Scale (RTES) at the subscale level and to determine the re lationship of the research training environment to several variables t heorized to be either related or unrelated to that environment. One hu ndred seventy-three graduate students from 6 doctoral programs in coun seling, clinical, and school psychology responded to the measures. Int ernal consistency and retest reliability of the RTES were substantiall y improved. Consistent with our hypotheses, all 9 subscales and the fe tal scare of the revised RTES correlated positively with research self -efficacy and changes in attitudes toward research during graduate edu cation; likewise, as expected, the RTES was unrelated to participants' interest in the practitioner role and minimally related to their gene ral self-esteem. Contrary to the hypotheses, RTES was minimally relate d to interest in the role of scientist.