Graduate training in psychology emphasizes a student's ability to understand research design and methodology, as well as to generate research that contributes to the profession. The Attitudes Toward Research (ATR) scale was developed in 2005 to measure attitudes among student populations. Past research suggests the scale contains five factors: usefulness of research, research anxiety, positive feelings about research, relevancy of research to the students' daily lives, and difficulty of research. The current study utilized data collected from first year graduate students (N = 128) to examine the psychometric properties of the ATR. While the internal consistency and the construct validity of the scale were adequate, the scale did not appear to be a predictor of student grades in this sample. Exploratory factor analyses revealed a three-, four-, and seven-factor solution. Confirmatory factor analyses suggested that the five-factor model was a poor fit for the ATR. While the ATR assesses an important construct, the inferences made from this measure may be less useful when studying graduate students' attitudes and how they may impact learning and training.

中文翻译：

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研究生样本中研究态度量表的心理测量特性和因素结构

心理学研究生培训强调学生理解研究设计和方法的能力，以及产生对专业有贡献的研究的能力。研究态度 (ATR) 量表于 2005 年开发，用于衡量学生群体的态度。过去的研究表明该量表包含五个因素：研究的有用性、研究焦虑、对研究的积极感受、研究与学生日常生活的相关性以及研究的难度。当前的研究利用从一年级研究生 (N = 128) 收集的数据来检查 ATR 的心理测量特性。虽然该量表的内部一致性和结构效度是足够的，但该量表似乎不能预测该样本中的学生成绩。探索性因素分析揭示了三个，四因素和七因素解决方案。验证性因素分析表明五因素模型不适合 ATR。虽然 ATR 评估了一个重要的结构，但在研究研究生的态度以及他们如何影响学习和培训时，从这一措施得出的推论可能不太有用。