Factors Influencing Self-Rated Preparedness for Graduate School: A Survey of Graduate Students

Numerous studies have found a host of factors that are likely to result in more successful applications to graduate schools. This study was a retrospective examination of the variables that distinguish graduate students who believed they were better prepared for graduate school. We examined several of these factors, including variables associated with undergraduate education and the individual for their relation to self-rated preparedness for graduate school. Our fi ndings highlighted quality faculty interactions and participation in research as important factors in graduate students’ post hoc ratings of their preparedness for graduate school. We also found that different types of institutions differed in the degree to which these opportunities were available to or accessed by students. A common concern for advisors of undergraduate psychology majors is how to best prepare students for graduate school. Some institutions have specifi c courses to assist students in preparing for and gaining admission to graduate school (Buskist, 1999). Researchers examining the question empirically have found a number of factors that contribute to graduate school admission. Courses in statistics and research methods, research experience, strong verbal and quantitative Graduate Record Exam (GRE) scores, high grade point averages (GPAs), good letters of recommendation, and strong personal statements are all considered essential for a competitive graduate school application (Couch & Benedict, 1983; Landrum, Jeglum, & Cashin, 1994; Purdy, Reinehr, & Swartz, 1989; Smith, 1985). In addition, Purdy et al. considered previous applied work experience as important for admission to clinical and counseling programs. There may be various educational experiences that infl uence the acquisition of these graduate school related accomplishments (e.g., publications or high GPA) and skills (e.g., clinical abilities gained from applied experiences). Although we have a solid understanding of the accomplishments and skills associated with successful applications to graduate school, we wanted to obtain preliminary information regarding students’ perceived preparation for graduate school. Do particular graduate students believe they were better prepared because of their undergraduate experiences or because of their personal characteristics? For example, some researchers have suggested that particular types of schools (i.e., private liberal arts) may be better at fostering the completion of out-of-class independent research projects (e.g., Kierniesky, 1984). These schools may be more advantageous to students seeking graduate school admission and prepare them better for graduate school success. Others have suggested that a more general concept such as mentoring may be an important variable in the preparation and success of students (Atkinson, Casas, & Neville, 1994; Gilbert & Rossman, 1992; Jacobi, 1991). With regard to success once in graduate school, past studies (Habler, Vodanovich, & Lowe, 1990; Hirschberg & Itkin, 1978) have been limited in the criteria used for defi ning success or preparation for graduate school (e.g., early graduate school GPA) and may not fully account for the multifaceted accomplishments or the challenges graduate students face (e.g., research productivity, teaching skills, clinical ability). This study assessed graduate school preparedness in a more subjective but also a more inclusive manner: self-rated preparedness for graduate school. We examined students’ exposure to experiences that were important for graduate preparation by asking students about their educational background after they had been admitted to and experienced the realities of graduate school. We hoped their ratings of their preparation for graduate school would provide converging evidence to support previous efforts that used more objective but restrictive dependent variables (e.g., graduate school GPA) when examining successful admission or success once in graduate school. Students’ self-rated preparedness can be viewed from the perspective of Bandura’s (1977) theory regarding self-effi cacy Factors Infl uencing Self-Rated Preparedness for Graduate School: A Survey of Graduate Students