On the Making of a Scientist–Practitioner: A Theory of Research Training in Professional Psychology

This article offers a revised and updated theory of the research training environment (RTE) in graduate education in professional psychology. Ingredients of the RTE that are theorized to enhance students’ research attitudes and eventual productivity are proposed. Six primary ingredients have been supported by research as “main effects.” Two additional ingredientssuggest “aptitude by treatment interactions” in that they appear to interact with personality and training level variables in affecting research attitudes and productivity. Attention to these ingredients of RTEs will permit a sound test of the ultimate value of the scientist side of the scientist–practitioner model.