Individual differences in the learning process among clinical psychology graduate students

Abstract

The goal of the present study was to examine individual differences in the learning process among clinical psychology graduate students. Students (N = 19) who were within 3 months of completing their master's degree were interviewed. The results, analyzed using a modified grounded theory approach and case matrix, indicated that the learning process among these students progressed while alternating among the following 4 categories: (a) uncertainty as to what to focus on, (b) lack of confidence in one's judgment as an inexperienced expert, (c) utilization and trust in one's judgment under current conditions, and (d) acquisition of connected viewpoints of individual awareness and learning. On the basis of these results, the participants were classified into 4 groups. The discussion draws attention to the importance of: (a) support for individual sense and thought, (b) taking note of the various winding paths in the learning process, (c) support for graduate students in their proactive utilization of trial and error, and (d) taking care in the selection and restriction of learning subjects.