{"title":"Graduate Admissions in Psychology Before and After the Pandemic: GRExit Comes to Psychology","authors":"Shawn R. Charlton, Kenith V. Sobel, Jon M. Rowe","doi":"10.1177/00986283241228885","DOIUrl":null,"url":null,"abstract":"Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teaching of Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/00986283241228885","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Admission to graduate school in psychology is competitive. It is essential for both undergraduate students who seek graduate training and their professors to understand the key factors that contribute to successful applications for graduate study. We aimed to see how the global COVID-19 pandemic affected graduate admissions decisions by comparing the results from nationwide surveys distributed in 2014 and 2022. A Qualtrics script asked respondents to rate the importance of 16 factors in admission to graduate school in psychology by reporting a percentage value for each factor, adding up to 100% across all factors. The importance of factors that had figured prominently in the initial sample (e.g., research experience, undergraduate GPA, recommendation letters, and personal statement) increased or remained stable in the recent sample, but all versions of the Graduate Record Exam decreased in importance. Students who aspire to graduate study in psychology should engage in research and disseminate the results in papers and presentations. Professors involved in training undergraduate psychology students need to provide opportunities for their students to engage in research, and to find outlets for the students to disseminate their findings such as undergraduate journals and regional conferences.
期刊介绍:
Basic and introductory psychology courses are the most popular electives on college campuses and a rapidly growing addition to high school curriculums. As such, Teaching of Psychology is indispensable as a source book for teaching methods and as a forum for new ideas. Dedicated to improving the learning and teaching process at all educational levels, this journal has established itself as a leading source of information and inspiration for all who teach psychology. Coverage includes empirical research on teaching and learning; studies of teacher or student characteristics; subject matter or content reviews for class use; investigations of student, course, or teacher assessment; professional problems of teachers; essays on teaching.