Factors Influencing Self-Rated Preparedness for Graduate School: A Survey of Graduate Students

Numerous studies have found a host of factors that are likely to re-sult 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 grad-uate school. We examined several of these factors, including vari-ables associated with undergraduate education and the individual for their relation to self-rated preparedness for graduate school. Our findings highlighted quality faculty interactions and participa-tion 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. A common concern for advisors of undergraduate psy-chology majors is how to best prepare students for graduate school. Some institutions have specific courses to assist stu-dents in preparing for and gaining admission to graduate school (Buskist, 1999). Researchers examining the question empirically have found a number of factors that contribute to graduate school admission. Courses in statistics and research methods, research experience, strong verbal and quantitative Graduate Record Exam (GRE) scores, high grade point aver-ages (GPAs), good letters of recommendation, and strong personal statements are all considered essential for a compet