The Development of Professional Role Commitment Among Graduate Students
研究了研究生在专业社会化过程中，与教师接触的频率和性质如何促进或抑制专业角色承诺的发展，发现教师接触显著相关，而同辈接触、在校时长、学科和院校声望则无显著影响。
This paper focuses on one aspect of the socialization process in graduate and professional schools. Specifically, it examines salient aspects of the socialization experience fostering or inhibiting the development of professional role commitment. The study is based on two indices of professional role commitment, a productivity index and a self-concept index. The results suggest that the frequency and nature of contact with faculty members is significantly related to the amount of professional role commitment. Surprisingly, contact with graduate students in one's discipline does not affect a student's level of professional role commitment. The length of time in graduate school, academic discipline, and prestige of the institution do not alter the relationships suggested. Furthermore, the relationships reported remain and some additional findings are suggested when the influence of sex is examined.