New Measures of RCR New Measures of RCR Mentoring, Mentoring,

RCR Department Climate and RCR Department Climate and Graduate Student RCR Graduate Student RCR

Preparedness in Psychological Preparedness in Psychological ScienceScience

Celia B. Fisher, Ph.D.Celia B. Fisher, Ph.D.Adam L. Fried, M.A.Adam L. Fried, M.A.

Sabrina Goodman, M.A.Sabrina Goodman, M.A.Kaori K. GermanoKaori K. Germano

Fordham University Center for Ethics EducationFordham University Center for Ethics Education

NINDS 1 R01 NS052877-01NINDS 1 R01 NS052877-01

2006 Research Conference on Research 2006 Research Conference on Research IntegrityIntegrity

F O R D H A M U N I V E R S I T Y

New York City’s Jesuit University

Goals of ProjectGoals of Project

Develop and validate measures to Develop and validate measures to assess RCR student socialization and assess RCR student socialization and internalization in graduate internalization in graduate education for psychological science.education for psychological science.

Administer measures to a large national Administer measures to a large national sample of graduate students in psychology sample of graduate students in psychology to compare RCR socialization and to compare RCR socialization and internalization across a wider range of internalization across a wider range of diverse student, faculty, and departmental diverse student, faculty, and departmental characteristics.characteristics.

Study RationaleStudy Rationale Need for the development of adequate Need for the development of adequate measures to evaluate educational factors measures to evaluate educational factors that promote integrity in research (NAS, that promote integrity in research (NAS, 1997) 1997)

Research suggests that mentoring and Research suggests that mentoring and departmental climate are important RCR departmental climate are important RCR educational influences.educational influences.

There have been several multidisciplinary There have been several multidisciplinary approaches to RCR training (Swazey & approaches to RCR training (Swazey & Anderson, 1996). However, measures are Anderson, 1996). However, measures are needed to empirically evaluate RCR needed to empirically evaluate RCR socialization in the social sciences. socialization in the social sciences.

RCR Constructs in Need of RCR Constructs in Need of MeasuresMeasures

RCR SocializationRCR Socialization RCR MentoringRCR Mentoring

• RCR knowledge RCR knowledge transmissiontransmission

• RCR positive RCR positive modelingmodeling

RCR Departmental RCR Departmental ClimateClimate• RCR expectations RCR expectations and resourcesand resources

• RCR practicesRCR practices

RCR InternalizationRCR Internalization Student RCR Student RCR preparednesspreparedness

Student attitudes Student attitudes toward the research toward the research integrity of the integrity of the discipline.discipline.

Student RCR Student RCR competencecompetence

OverviewOverview

Phase I: Item Development and Phase I: Item Development and Construct ValidationConstruct Validation

Phase II: Scale RefinementPhase II: Scale Refinement

Step I: Initial Step I: Initial Development Development

of RCR Measuresof RCR Measures 3 distinct scales were developed:3 distinct scales were developed:

• RCR mentoringRCR mentoring• RCR Department climateRCR Department climate• RCR Graduate student preparednessRCR Graduate student preparedness

Items were constructed from theoretical Items were constructed from theoretical and empirical literature include RCR and empirical literature include RCR mentoring, departmental and competence mentoring, departmental and competence from other disciplines and scales from other disciplines and scales designed to evaluate transmission of designed to evaluate transmission of research competencies in psychology. research competencies in psychology.

Items and format were refined through Items and format were refined through evaluation by ethics expert panel and evaluation by ethics expert panel and student critique of content and formatstudent critique of content and format

Step 2: Validation Step 2: Validation of RCR Measuresof RCR Measures

Newly constructed scales administered to a Newly constructed scales administered to a national sample of doctoral graduate national sample of doctoral graduate studentsstudents

Construct relevant standardized measures Construct relevant standardized measures were administered for validation. were administered for validation.

Psychometric analyses:Psychometric analyses:• Item AnalysisItem Analysis• Reliability (inter-item)Reliability (inter-item)• Construct Validity (with standardized measures)Construct Validity (with standardized measures)• Predictive Validity (Multiple Regression)Predictive Validity (Multiple Regression)• Factor Analysis: To identify subscalesFactor Analysis: To identify subscales

Step 3: Revision Step 3: Revision of RCR Measures (Phase II)of RCR Measures (Phase II) Revisions made to original items based Revisions made to original items based on the results of psychometric analyses on the results of psychometric analyses during Phase Iduring Phase I

Construct 2 additional outcome measuresConstruct 2 additional outcome measures Administer revised survey to a second Administer revised survey to a second national sample of doctoral graduate national sample of doctoral graduate students students • Dropped standardized measures because Dropped standardized measures because construct validated construct validated

Analyze and confirm psychometric Analyze and confirm psychometric properties of measures.properties of measures.

Phase IPhase I

Scale Development Scale Development and Construct and Construct

ValidityValidity

Mentoring the Responsible Mentoring the Responsible Conduct of Research (MRCR)Conduct of Research (MRCR) Designed to evaluate mentor’s RCR knowledge Designed to evaluate mentor’s RCR knowledge

transmission, modeling, and social support.transmission, modeling, and social support. Format adapted from research by Swazey & Format adapted from research by Swazey &

Anderson (1996), Clark et al. (2000) and Anderson (1996), Clark et al. (2000) and Hollingsworth & Fassinger (2002). Hollingsworth & Fassinger (2002).

26 items on a 6-point Likert-type scale26 items on a 6-point Likert-type scale• 1=Strongly Disagree; 6=Strongly Agree1=Strongly Disagree; 6=Strongly Agree

Example Items: “My Mentor…Example Items: “My Mentor…• ““Taught me strategies for avoiding plagiarism Taught me strategies for avoiding plagiarism

in my writing”in my writing”• ““Handled data ownership fairly”Handled data ownership fairly”• ““Encouraged me to consider ethical issues Encouraged me to consider ethical issues

relevant to my research relevant to my research

Who is a Mentor?Who is a Mentor?Scale Instructions to Scale Instructions to

StudentsStudents ““Research Mentor” refers to the faculty Research Mentor” refers to the faculty member who has/had the primary member who has/had the primary responsibility for supervising your responsibility for supervising your master’s, doctoral or other graduate level master’s, doctoral or other graduate level independent psychology research.independent psychology research.

IF YOU HAVE HAD MORE THAN ONE RESEARCH IF YOU HAVE HAD MORE THAN ONE RESEARCH MENTOR, FOR THIS QUESTION AND FOR ALL THE MENTOR, FOR THIS QUESTION AND FOR ALL THE QUESTIONS THAT FOLLOW, SELECT THE MENTOR QUESTIONS THAT FOLLOW, SELECT THE MENTOR YOU BELIEVE HAD THE GREATEST INFLUENCE YOU BELIEVE HAD THE GREATEST INFLUENCE (POSITIVE OR NEGATIVE) ON YOUR DEVELOPMENT (POSITIVE OR NEGATIVE) ON YOUR DEVELOPMENT AS A RESEARCHER.AS A RESEARCHER.

MRCR Validity AssessmentMRCR Validity Assessment

Advisory Working Alliance Index Advisory Working Alliance Index (AWAI; Schlosser (AWAI; Schlosser & Gelso, 2001)& Gelso, 2001)

Assesses graduate students’ perceptions of Assesses graduate students’ perceptions of working alliance with advisorworking alliance with advisor

Three dimensions:Three dimensions:• RapportRapport• ApprenticeshipApprenticeship• Identification-IndividuationIdentification-Individuation

Examples:Examples: • ““I got the feeling that my mentor did not like me I got the feeling that my mentor did not like me

very much”very much”• ““I do not want to be like my mentor”I do not want to be like my mentor”• ““My mentor did not encourage my input into our My mentor did not encourage my input into our

discussions”discussions”

RCR Department Climate RCR Department Climate Index (RCR-DC)Index (RCR-DC)

Assessed presence and availability of RCR Assessed presence and availability of RCR courses and materials, and positive and courses and materials, and positive and negative RCR faculty modeling.negative RCR faculty modeling.

Adapted from questions developed by the Adapted from questions developed by the Arcadia Institute to evaluate the research Arcadia Institute to evaluate the research ethics environment of different ethics environment of different disciplinary college programs disciplinary college programs (Swazey, (Swazey,

Anderson, & Louis, 1993; Wright & Klomparens, 1998)Anderson, & Louis, 1993; Wright & Klomparens, 1998).. 18 items on a 6-point Likert-type scale18 items on a 6-point Likert-type scale

• 1=Strongly Disagree; 6=Strongly Agree1=Strongly Disagree; 6=Strongly Agree Examples: “In my program…Examples: “In my program…

Faculty members carefully monitor students’ work Faculty members carefully monitor students’ work for plagiarismfor plagiarism

Fraduate students are confused about their work Fraduate students are confused about their work roles and responsibilities within the departmentroles and responsibilities within the department

Faculty members do not exploit graduate studentsFaculty members do not exploit graduate students

RCR-DC Validity AssessmentRCR-DC Validity Assessment

The Research Training Environment The Research Training Environment Scale–Revised–Short FormScale–Revised–Short Form (RTES-R-S; Kahn & (RTES-R-S; Kahn & Miller, 2000)Miller, 2000)

Evaluates instructional and interpersonal Evaluates instructional and interpersonal dimensions of the research training dimensions of the research training environmentenvironment

Good psychometric propertiesGood psychometric properties Utilized across a geographically diverse Utilized across a geographically diverse

range of graduate programsrange of graduate programs Examples:Examples:

• Many of our faculty do not seem to be very Many of our faculty do not seem to be very interested in doing researchinterested in doing research

• There is a sense around here that being on a There is a sense around here that being on a research team can be fun, as well as research team can be fun, as well as intellectually stimulatingintellectually stimulating

RCR Perceived Preparedness RCR Perceived Preparedness Scale (RCR-P)Scale (RCR-P)

Taps the degree to which students feel Taps the degree to which students feel their graduate training program their graduate training program prepared them to conduct responsible prepared them to conduct responsible psychological research. psychological research.

Adapted from a questionnaire assessing Adapted from a questionnaire assessing graduate students’ knowledge of RCR graduate students’ knowledge of RCR options available to themoptions available to them (Brown & (Brown & Kalichman, 1998)Kalichman, 1998)

23 items on a 6-point Likert-type scale 23 items on a 6-point Likert-type scale • 1=Strongly Disagree; 6=Strongly Agree1=Strongly Disagree; 6=Strongly Agree

Examples: “At this point in my research Examples: “At this point in my research career, I feel my graduate training has career, I feel my graduate training has prepared me to…” prepared me to…”

Maintain research records in a manner consistent with Maintain research records in a manner consistent with APA ethical standardsAPA ethical standards

Appropriately debrief research participantsAppropriately debrief research participants

RCR-P Validity AssessmentRCR-P Validity Assessment

The Self-Efficacy in Research Measure The Self-Efficacy in Research Measure (SERM; Kahn & Scott, 1997)(SERM; Kahn & Scott, 1997)

Self-evaluation of students’ confidence Self-evaluation of students’ confidence in research design, writing, practical in research design, writing, practical and quantitative skillsand quantitative skills

Strong psychometric propertiesStrong psychometric properties Examples:Examples:

Keeping records during a research projectKeeping records during a research project Designing an experiment using traditional Designing an experiment using traditional

methodsmethods Writing the introduction and literature Writing the introduction and literature

review for a dissertationreview for a dissertation

Phase I: ParticipantsPhase I: Participants

201 psychology graduate students enrolled 201 psychology graduate students enrolled in 13 geographically diverse psychology in 13 geographically diverse psychology training programs.training programs.

Students were mentored in the conduct of Students were mentored in the conduct of basic or applied research with human basic or applied research with human participants at the masters or doctoral participants at the masters or doctoral level. level.

Reflected the gender and ethnic Reflected the gender and ethnic distribution of the fielddistribution of the field• mostly female (71%) and non-Hispanic White mostly female (71%) and non-Hispanic White (81.1%)(81.1%)

Phase I: MethodsPhase I: Methods

Participant Recruitment:Participant Recruitment:• E-mail announcements, posters and flyers E-mail announcements, posters and flyers • Word-of-mouthWord-of-mouth

Survey administration:Survey administration:• Online SurveyOnline Survey• Firewalls to prevent identification of Firewalls to prevent identification of participants’ Internet Protocol addressesparticipants’ Internet Protocol addresses

Study approved by the Fordham Study approved by the Fordham University IRBUniversity IRB

Phase I: ProcedurePhase I: Procedure

Procedures:Procedures:• Logged on to ‘researchmentor.org’Logged on to ‘researchmentor.org’• Completed on-line survey:Completed on-line survey:

• Basic demographic informationBasic demographic information• Six measures (158 items)Six measures (158 items)

• Submitted surveySubmitted survey

• Retrieved $30 Barnes & Noble Retrieved $30 Barnes & Noble

online gift certificateonline gift certificate

Phase I: Results Phase I: Results OverviewOverview

Overall, all three RCR measures Overall, all three RCR measures demonstrated:demonstrated: High inter-item reliabilityHigh inter-item reliability Good construct validityGood construct validity Good predictive validityGood predictive validity

Phase I: ResultsPhase I: Results

Item Analysis--Item Analysis--Items were kept if Items were kept if they yielded acceptable:they yielded acceptable: Item DiscriminabilityItem Discriminability Item ConsistencyItem Consistency Item DifficultyItem Difficulty

Cronbach alphas for full scales with Cronbach alphas for full scales with items that were maintained:items that were maintained: MRCR MRCR αα=.90=.90 RCR-DC RCR-DC αα=.83=.83 RCR-P RCR-P αα=.94=.94

Results: Construct Results: Construct ValidityValidity

Correlations between newly Correlations between newly constructed instruments and existing constructed instruments and existing research scales:research scales:

MRCR and AWAIS =.73 *MRCR and AWAIS =.73 * RCR-DC and RTES-S-R =.65 * RCR-DC and RTES-S-R =.65 * RCR-P and SERM =.63 *RCR-P and SERM =.63 *

* p ≤ .001* p ≤ .001

Results: Multiple Results: Multiple RegressionRegression

Do new RCR scales predict RCR Do new RCR scales predict RCR Preparedness & Research Efficacy?Preparedness & Research Efficacy?

RCR Preparedness:RCR Preparedness: • Adjusted R Square = .53 for predictor Adjusted R Square = .53 for predictor scales MRCR, RCR-DC and RTES-S-R, and scales MRCR, RCR-DC and RTES-S-R, and date of doctoral degreedate of doctoral degree

Research Efficacy:Research Efficacy: • Adjusted R Square = .30% for predictor Adjusted R Square = .30% for predictor scales MRCR, RTES-S-R and year of scales MRCR, RTES-S-R and year of doctoral degreedoctoral degree

Results: MRCR Factor Results: MRCR Factor AnalysisAnalysis

1. 1. RCR Knowledge SubscaleRCR Knowledge Subscale Mentor guidance on specific human subject Mentor guidance on specific human subject protection procedures protection procedures (8 items; (8 items; αα =.81) =.81)

2. 2. Responsible Scientific Conduct Responsible Scientific Conduct SubscaleSubscale

Mentor guidance on RCR activities not tied to Mentor guidance on RCR activities not tied to subject protections (e.g. appropriate data subject protections (e.g. appropriate data storage, avoidance of plagiarism)storage, avoidance of plagiarism)

(10 items (10 items αα =.84) =.84)

3. 3. RCR Misconduct SubscaleRCR Misconduct SubscaleInstances when the mentor encouraged, Instances when the mentor encouraged, permitted or modeled scientific permitted or modeled scientific misconduct misconduct (8 items; (8 items; αα =.79) =.79)

FACTOR ANALYSIS RCR-DCFACTOR ANALYSIS RCR-DC

RCR-DC Department Expectations and Resources 9 Items α = .76α = .76

RCR-DC Faculty & Student RCR Practices 7 Items α = .70α = .70

Phase IIPhase II Psychometric Evaluation of Psychometric Evaluation of SubscalesSubscales

Construction of 2 new Construction of 2 new Student Student Internalization MeasuresInternalization Measures

Phase II: ParticipantsPhase II: Participants

241 psychology graduate and postgraduate 241 psychology graduate and postgraduate students enrolled in 14 geographically students enrolled in 14 geographically diverse psychology training programsdiverse psychology training programs

Students were mentored in the conduct of Students were mentored in the conduct of basic or applied research with human basic or applied research with human participants at the masters or doctoral participants at the masters or doctoral level. level.

Reflected the gender and ethnic distribution Reflected the gender and ethnic distribution of the fieldof the field• mostly female (77%) and non-Hispanic White (83%)mostly female (77%) and non-Hispanic White (83%)

Recruitment and methods were similar to Phase Recruitment and methods were similar to Phase 1.1.

RCR-MRCR-M

RCR Mentoring SubscalesRCR Mentoring Subscales

RCR-M Knowledge RCR-M Knowledge TransmissionTransmission

Measures extent of research mentor’s RCR Measures extent of research mentor’s RCR direct instructions and practical direct instructions and practical guidance (22 items)guidance (22 items)

6-point Likert-type Scale6-point Likert-type Scale• 1=Extremely Unhelpful; 6 = Extremely Helpful1=Extremely Unhelpful; 6 = Extremely Helpful

““My research mentor gave me helpful My research mentor gave me helpful training about…:training about…:

• ……appropriate informed consent procedures”appropriate informed consent procedures”• ……avoiding plagiarism in my writing”avoiding plagiarism in my writing”• ……preparing an IRB application”preparing an IRB application”• ……how to protect participant how to protect participant confidentiality”confidentiality”

RCR-M Positive ModelingRCR-M Positive Modeling

Measured extent of research mentor’s RCR Measured extent of research mentor’s RCR modeling and supervisory style (22 items)modeling and supervisory style (22 items)

6 point Likert-type Scale6 point Likert-type Scale• 1=Extremely False; 6 = Extremely True1=Extremely False; 6 = Extremely True

““My research mentor…:My research mentor…:• ……conducted his/her own research ethically”conducted his/her own research ethically”• ……monitored the ethical implementation of my monitored the ethical implementation of my informed consent procedures”informed consent procedures”

• ……initiated ethics discussions”initiated ethics discussions”• ……discussed authorship of publications that discussed authorship of publications that might emerge from my researchmight emerge from my research

RCR Departmental Climate RCR Departmental Climate SubscalesSubscalesRCR-DCRCR-DC

RCR-DC Expectation and RCR-DC Expectation and ResourcesResources

Assesses RCR content in departmental courses, course Assesses RCR content in departmental courses, course requirements, resources, and procedures. core requirements, resources, and procedures. core areas of RCR that students would receive explicit areas of RCR that students would receive explicit instruction on from their mentor (15 items)instruction on from their mentor (15 items)

6 point Likert-type scale6 point Likert-type scale• 1=Extremely False; 6 = Extremely True1=Extremely False; 6 = Extremely True

““In my graduate psychology department….”In my graduate psychology department….”• … … concern for the welfare of research participants is concern for the welfare of research participants is

stressed in research courses”stressed in research courses”• … … a major consideration is whether a research design a major consideration is whether a research design

protects participants’ autonomy”protects participants’ autonomy”• ……there is a high level of support for making there is a high level of support for making

ethically sound decisions”ethically sound decisions”• ……students are made aware of specific rules students are made aware of specific rules

prohibiting research misconduct”prohibiting research misconduct”

RCR-DC PracticesRCR-DC Practices

Assesses RCR positive and negative Assesses RCR positive and negative departmental student and faculty departmental student and faculty practices (10 items)practices (10 items)

6 point Likert-type scale6 point Likert-type scale• 1=Extremely False; 6 = Extremely True1=Extremely False; 6 = Extremely True

““In my graduate psychology department…In my graduate psychology department…• ……faculty and students engage in ethically faculty and students engage in ethically questionable research practices”questionable research practices”

• ……research funds are misused”research funds are misused”• ……graduate research assistants are confused graduate research assistants are confused about their roles &about their roles &

Student RCR Preparedness Student RCR Preparedness ScaleScale

Assesses degree to which students feel their Assesses degree to which students feel their graduate training program has prepared them graduate training program has prepared them to conduct responsible research. (23 items)to conduct responsible research. (23 items)

6 point Likert-type scale6 point Likert-type scale• 1=Extremely False; 6 = Extremely True1=Extremely False; 6 = Extremely True

““At this point in my research career I feel At this point in my research career I feel by graduate training has prepared me to…by graduate training has prepared me to…• ……assign appropriate authorship credit for assign appropriate authorship credit for publications”publications”

• ……know when it is ethically appropriate to disclose know when it is ethically appropriate to disclose a research participant’s confidential information”a research participant’s confidential information”

New RCR Internalization New RCR Internalization ScalesScales

Attitudes toward RCR integrity Attitudes toward RCR integrity of discipline of psychologyof discipline of psychology

Familiarity with American Familiarity with American Psychological Association Psychological Association Research Related Ethics Code Research Related Ethics Code StandardsStandards

RCR Expectations:RCR Expectations:Student Attitudes toward the Student Attitudes toward the Research Integrity of the Research Integrity of the

DisciplineDisciplineAssesses influence of graduate training on Assesses influence of graduate training on student expectations for the responsible student expectations for the responsible conduct of research in the field of conduct of research in the field of psychology (12 items)psychology (12 items)

6 point Likert-type scale6 point Likert-type scale• 1=Extremely False; 6 = Extremely True1=Extremely False; 6 = Extremely True

““Based on my psychology graduate research Based on my psychology graduate research training, I believe…training, I believe…• ……there are adequate safeguards to ensure there are adequate safeguards to ensure psychologists engage in ethical research psychologists engage in ethical research practices”practices”

• ……conducting research ethically is valued in the conducting research ethically is valued in the field of psychology”field of psychology”

Student APA Ethics Code Student APA Ethics Code Competence ScaleCompetence Scale

Measures familiarity with specific APA Measures familiarity with specific APA Ethical Standards related to research (23 Ethical Standards related to research (23 items)items)

True-False ItemsTrue-False Items

Examples:Examples:• Studies judged to present no more than minimal Studies judged to present no more than minimal risk are exempt from IRB review.risk are exempt from IRB review.

• The APA Ethics Code permits researchers to The APA Ethics Code permits researchers to disclose confidential information to protect disclose confidential information to protect individuals who are not research participantsindividuals who are not research participants

• Deception in research is permissible if any Deception in research is permissible if any emotional distress that is severe can be emotional distress that is severe can be remediated during debriefingremediated during debriefing

Phase II ResultsPhase II ResultsItem analyses, factor analyses and inter-item Item analyses, factor analyses and inter-item reliabilities confirmed the psychometric reliabilities confirmed the psychometric validity of 7 scales:validity of 7 scales:

ScaleScale # Items# Items αα

RCR MentoringRCR Mentoring RCR Knowledge TransmissionRCR Knowledge Transmission 22 22 .95.95 RCR Positive MentoringRCR Positive Mentoring 22 22 .93.93

RCR Departmental ClimateRCR Departmental Climate RCR Expectations and ResourcesRCR Expectations and Resources 15 15 .91 .91 RCR PracticesRCR Practices 13 13 .86.86

RCR InternalizationRCR Internalization Student RCR preparednessStudent RCR preparedness 23 23 .95.95 Student RCR ExpectationsStudent RCR Expectations 12 12 .89.89 Student Ethics Code competenceStudent Ethics Code competence 23 23 .95.95

Correlations of RCR-Correlations of RCR-Socialization Scales with RCR Socialization Scales with RCR

Internalization ScalesInternalization ScalesMRCR-MRCR-Knowledge Knowledge TransmissTransmissionion

MRCR-MRCR-Positive Positive ModelingModeling

RCR-DC RCR-DC ExpectatiExpectations & ons & ResourcesResources

RCR-DC RCR-DC Faculty & Faculty & Student Student PracticesPractices

RCR-RCR-PreparednePreparednessss

.55.55 .54.54 .64.64 -.47-.47

RCR-RCR-Attitudes Attitudes toward toward DisciplineDiscipline

.36.36 .37.37 .65.65 -.56-.56

All correlations significant at p < .001

Ethics Code Knowledge Ethics Code Knowledge ScaleScale

No correlation with subscalesNo correlation with subscales

APA Ethics Code not memorized by mentors, APA Ethics Code not memorized by mentors, and thus students are not required to and thus students are not required to memorize ethical standards.memorize ethical standards.

The salience of different APA Ethics Code The salience of different APA Ethics Code research standards differ depending onresearch standards differ depending on• Research PopulationResearch Population• Research Methods Research Methods • Research SettingResearch Setting

Do RCR-M and RCR-DC Scales Do RCR-M and RCR-DC Scales Predict Student Preparedness?Predict Student Preparedness?

Multiple RegressionMultiple Regression

Adjusted R Square = .98 p < .001Adjusted R Square = .98 p < .001

Significant Beta ScoresSignificant Beta Scores

RCR-DC Expectations & Resources RCR-DC Expectations & Resources B = .638 B = .638 (p < (p < .001).001)

MRCR-Knowledge Transmission MRCR-Knowledge Transmission BB = .258 = .258

(p = .001)(p = .001) RCR-DC Faculty & Student Practices RCR-DC Faculty & Student Practices BB = .042 = .042 (p = .036)(p = .036)

Do RCR-M and RCR-DC Scales Do RCR-M and RCR-DC Scales Predict Student Attitudes Toward Predict Student Attitudes Toward

the RCR Integrity of the RCR Integrity of Psychological Science?Psychological Science?

Multiple RegressionMultiple Regression

Adjusted R Square = .99 p < .001Adjusted R Square = .99 p < .001

Significant Beta ScoresSignificant Beta Scores RCR-DC Expectations & Resources RCR-DC Expectations & Resources B = .781 B = .781 (p (p < .001)< .001)

RCR-DC Faculty & Student Practices RCR-DC Faculty & Student Practices BB = .084 = .084 (p < .001)(p < .001)

DiscussionDiscussion

Validation of New RCR Instruments Validation of New RCR Instruments for Psychological Sciencefor Psychological Science

Next StepsNext Steps

RCR Student RCR Student Internalization ScalesInternalization Scales

Student RCR Preparedness RCR-PStudent RCR Preparedness RCR-P Measures the degree to which students feel their Measures the degree to which students feel their graduate training program has prepared them to graduate training program has prepared them to conduct responsible research.conduct responsible research.

Student RCR attitudes RCR-AStudent RCR attitudes RCR-A Measures the influence of graduate training on Measures the influence of graduate training on students’ views on the responsible conduct of students’ views on the responsible conduct of research ethics in the field of psychology.research ethics in the field of psychology.

Both scales have excellent inter-item reliability Both scales have excellent inter-item reliability and construct validityand construct validity

Mentoring the Responsible Mentoring the Responsible Conduct of Research [MRCR]Conduct of Research [MRCR]

MRCR Knowledge TransmissionMRCR Knowledge Transmission Measures extent of research mentor’s RCR direct instructions Measures extent of research mentor’s RCR direct instructions and practical guidance and practical guidance

MRCR Positive ModelingMRCR Positive ModelingMeasures extent of research mentor’s RCR modeling and supervisory Measures extent of research mentor’s RCR modeling and supervisory stylestyle

Both scales have high inter-item reliabilities and significantly Both scales have high inter-item reliabilities and significantly associated with student RCR preparedness and attitudes toward associated with student RCR preparedness and attitudes toward disciplinediscipline

MRCR-Knowledge Transmission yields significant Beta weights when RCR MRCR-Knowledge Transmission yields significant Beta weights when RCR Departmental Climate Scales are included in predicting RCR Departmental Climate Scales are included in predicting RCR preparednesspreparedness

Future questions: Does departmental climate mediate or moderate RCR Future questions: Does departmental climate mediate or moderate RCR mentoring influences on students’ attitudes toward the RCR integrity mentoring influences on students’ attitudes toward the RCR integrity of the discipline of psychology?of the discipline of psychology?

RCR Department Climate RCR Department Climate ScalesScales

RCR-DC Expectations & ResourcesRCR-DC Expectations & Resources Assesses RCR content in departmental courses, course Assesses RCR content in departmental courses, course requirements, resources, and procedures. core areas of RCR requirements, resources, and procedures. core areas of RCR that students would receive explicit instruction on from that students would receive explicit instruction on from their mentor their mentor

RCR-DC PracticesRCR-DC Practices Assesses RCR positive and negative departmental student and Assesses RCR positive and negative departmental student and

faculty practicesfaculty practices

Both scales have high inter-item reliabilities and are Both scales have high inter-item reliabilities and are significantly associated with student RCR preparedness and significantly associated with student RCR preparedness and attitudes toward disciplineattitudes toward discipline

Both scales yield significant Beta weights when RCR Both scales yield significant Beta weights when RCR Mentoring scales are included in predicting RCR preparedness Mentoring scales are included in predicting RCR preparedness and RCR attitudesand RCR attitudes

Future DirectionsFuture Directions

Validate a test of RCR Competence based more on Validate a test of RCR Competence based more on socialization of RCR values and decision-making than on socialization of RCR values and decision-making than on familiarity with specific standards in the APA Ethics Codefamiliarity with specific standards in the APA Ethics Code

Adaptation of Social Science Research Ethics Decision-making from:

“Validation of ethical decision-making measures:Evidence for a new set of measures” Authors: Michael D. Mumford, Lynn D. Devenport, Ryan P. Brown,

Shane Connelly, Stephen T. Murphy, Jason H. Hill, and Alison L. Antes

Final PhaseFinal Phase

Apply validated scales to a large national Apply validated scales to a large national sample of graduate students to evaluate sample of graduate students to evaluate the multi-level effects of RCR mentoring, the multi-level effects of RCR mentoring, RCR graduate program ethical climate, and RCR graduate program ethical climate, and student characteristics on RCR student characteristics on RCR preparedness, attitudes toward the RCR preparedness, attitudes toward the RCR integrity of the discipline, and RCR integrity of the discipline, and RCR ethics decision-making.ethics decision-making.

For Copies of Scales For Copies of Scales ContactContact

Celia B. Fisher, Ph.D.Celia B. Fisher, Ph.D.Director, Center for Ethics EducationDirector, Center for Ethics Education

Fordham UniversityFordham University441 East Fordham Road441 East Fordham Road

Bronx, NY 10458Bronx, NY 10458Fisher@fordham.eduFisher@fordham.edu(718) 817-0927(718) 817-0927