PUB - Publikationen an der Universität Bielefeld

In Germany, most PhD psychology students are engaged in research and teach as well. As a result, they may experience both synergy and competition between these two activities. How do PhD psychology students themselves perceive the relationship between research and teaching? And how does this perception depend on their conceptions of research and teaching? The present study assessed conceptions of teaching (student vs teacher-focused, ATI-R), conceptions of research (CoRI) and the perceived relationship between research and teaching (open-ended question) as far as 63 PhD students in psychology were concerned. The perceived relationship was represented in terms of Compatibility (Commonality vs Dissimilarity) and Valence (Enrichment vs Burden). Results showed that conceptions of teaching were decisive for the research–teaching relationship. A teacher-focused conception of teaching was associated positively with the perceived Commonality of research and teaching, but negatively with perceived Enrichment. It is concluded that conceptions of teaching provide a promising approach for studying the research–teaching relationship. Theoretical and practical implications are discussed.