The role of faculty and peer research mentoring in research productivity, self-efficacy, and satisfaction of doctoral students

Mentoring relationships have been identified as important in the development of a professional identity among counseling psychologists, yet there is a paucity of research in this area. This study investigated the relationship between faculty and peer research mentoring and research self-efficacy, research productivity, and satisfaction with the graduate school experience of students. Participants were second year or later counseling psychology doctoral students enrolled in APA accredited programs. The results are consistent with the general mentoring literature in that 54.5% of the participants reported only having a faculty research mentor and 30.6% indicated they had both a faculty and a peer research mentor. The only statistically significant finding in this study was that satisfactory faculty research mentoring predicted satisfaction with the graduate training program for counseling psychology doctoral students.