Psychology, Department of


Date of this Version

April 2002


Published in Teaching of Psychology 29:4 (2002), pp. 275–281. Teaching of Psychology is the official journal of the Society for the Teaching of Psychology. Copyright 2002 Lawrence Erlbaum Associates. Used by permission. Contact LEA for permission to use or reprint.


Numerous studies have found a host of factors that are likely to result in more successful applications to graduate schools. This study was a retrospective examination of the variables that distinguish graduate students who believed they were better prepared for graduate school. We examined several of these factors, including variables associated with undergraduate education and the individual for their relation to self-rated preparedness for graduate school. Our findings highlighted quality faculty interactions and participation in research as important factors in graduate students’ post hoc ratings of their preparedness for graduate school. We also found that different types of institutions differed in the degree to which these opportunities were available to or accessed by students.