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• W2149585317 abstract "To what extent do graduate students in clinical psychology complete assigned readings? A total of 744 graduate students in American Psychological Association-accredited doctoral programs completed an online survey regarding reading in graduate school (67% response rate, of those viewing the survey). The reported amount of assigned reading varied widely, with an average of 330 pages per week. Compliance ratings suggested that about half the assigned reading is completed thoroughly and that thorough reading is more common than skimming or not reading assigned material. Motivating and hindering factors for reading are reported, and implications for faculty are considered. If a potential graduate student in professional psychology were to go to the American Psychological Association (APA) Web site and look for the experiences of those currently in graduate school, she or he would likely come across some provocative quotes, such as, For me it has been giving up 3 years of my social life, It's crazy. It feels like there is never a spare moment, and, It's a special kind of hell (Gillespie, Aten, Reyes, & Barber, 2009). These words illustrate the workload challenges that many graduate students in professional psychology face, including practicum training, research expectations, classroom time, and assigned read- ing that is to be completed outside of classroom time. Some facets of students' workload are relatively easy to monitor—such as completing practicum training hours, fulfilling research assign- ments, and attending class—whereas reading behaviors outside of the classroom are more difficult to assess. Assigning reading can also be challenging for faculty mem- bers. Each year, hundreds of new and important books are published, whereas most of the standard classics in the field remain relevant. Journals are proliferating, and electronic ac- cess to journals makes it easier than ever for professors to stay current with recent studies, many of which find their way into required reading packets for graduate students. We find our- selves in the midst of the golden age of information access. This is something we anticipated wistfully in decades past, but all change brings challenge. Faculty members must decide which reading requirements to continue assigning each year and how to balance this workload with new and ever-expanding litera- ture. Furthermore, which readings are essential for a graduate- level course in professional psychology, and which ones add an undue burden on students?" @default.
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• W2149585317 date "2009-11-01" @default.
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• W2149585317 title "Reading in graduate school: A survey of doctoral students in clinical psychology." @default.
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• W2149585317 doi "https://doi.org/10.1037/a0016405" @default.
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