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1.
Counselor educators are called to be effective researchers; however, limited study has investigated research constructs within counselor educators‐in‐training. This study investigated the levels of research self‐efficacy (Greeley et al., 1989), perceptions of the research training environment (Gelso, Mallinckrodt, & Judge, 1996), and interest in research (Bishop & Bieschke, 1994) within a sample of counselor education doctoral students (N = 89). Doctoral students in their 3rd year of preparation had higher research self‐efficacy scores than did 1st‐ and 2nd‐year students. Additionally, higher research self‐efficacy was associated with higher interest in research and scholarly publication experience. Implications for counselor education are discussed. 相似文献
2.
Advisory Relationship as a Moderator Between Research Self‐Efficacy,Motivation, and Productivity Among Counselor Education Doctoral Students 
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下载免费PDF全文 The authors examined the relationship between research self‐efficacy, motivation, and productivity, as well as advisory relationship as a moderator, among 190 counselor education doctoral students. Research self‐efficacy and motivation predicted productivity. Advisory relationship moderated the relationship between intrinsic and failure avoidance motivation and productivity. 相似文献
3.
Jeffrey G. Bailey 《高等教育研究与发展》1999,18(3):343-359
The study focused on academic staff in a post‐1987 university, that is, a former college of advanced education which had been awarded university status as a result of the Australian Government's decision to have a Unified National System of universities. The focus of attention was motivation and self‐efficacy for teaching and research. The effect of faculty of affiliation, level of appointment, gender, qualifications, and research productivity on staff's self‐reported attributions for teaching and research were examined. Tutors, staff with bachelor degrees, academics with low research productivity, and women had higher teaching motivation. One faculty was lower in both research motivation and self‐efficacy, and associate professors and professors had high levels of research efficacy. Men and women had the same level of research motivation and self‐efficacy. Staff with higher degrees and greater research productivity were more motivated and self‐efficacious about research. The results suggest the need to understand more clearly how each individual's research motivation and self‐efficacy is constructed and to determine the best method of increasing motivation and self‐efficacy for teaching and research. 相似文献
4.
This study explored the supervision training needs of site supervisors of master's program school counseling interns via the construct of self‐efficacy. Using the Site Supervisor Self‐Efficacy Survey developed for this study, the authors surveyed school counseling site supervisors in the states of Oregon and Washington (N = 147) regarding their hours of supervision training and their supervisor self‐efficacy. Results indicated that 54% of school counseling site supervisors had little or no counseling supervision training. Supervisor self‐efficacy appeared to be relatively strong, consistently so for school counseling site supervisors with over 40 hours of supervision training. A partial correlation indicated a slightly positive relationship between the hours of supervision training received and perceived self‐efficacy regarding supervision. Implications regarding school counseling site supervisor training and future research are offered. 相似文献
5.
Evaluating Corrective Feedback Self‐Efficacy Changes Among Counselor Educators and Site Supervisors 下载免费PDF全文
下载免费PDF全文 Analysis of pretest–posttest scores on the Corrective Feedback Self‐Efficacy Instrument (Page & Hulse‐Killacky, 1999 ) following a supervision workshop indicated a significant positive relationship between workshop training and supervisors' feedback self‐efficacy in giving corrective feedback. Furthermore, the association between prior supervision training, supervision experience, and feedback self‐efficacy was measured. Practical and research implications are discussed. 相似文献
6.
Corrine C. Rutt Trevor J. Buser Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):123-136
The authors evaluated the effectiveness of a brief training intervention with graduate counseling students who used the HIRE (history, interest in change, reasons for engaging in the behavior, and exposure to risk; Buser & Buser, 2013b ) model for the informal assessment of nonsuicidal self‐injury. The intervention group demonstrated improvements in nonsuicidal assessment self‐efficacy and assessment skill. Findings suggest that HIRE is an evidence‐informed model for teaching nonsuicidal self‐injury assessment. 相似文献
7.
Jerry Chih‐Yuan Sun Robert Rueda 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):191-204
This study investigates possible relationships among motivational and learning variables (interest, self‐efficacy and self‐regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall semester of 2008 in the Schools of Gerontology and Engineering at a large research university in the south‐western USA, who completed an online survey assessing their levels of situational interest, computer self‐efficacy, self‐regulation and engagement in distance education. Situational interest and self‐regulation were found to be significantly correlated with three types of engagement (behavioural, emotional and cognitive), while computer self‐efficacy did not appear to be associated with any of those engagement variables. Results suggested that online activities and tools such as multimedia and discussion boards may increase emotional engagement in online learning, although they do not necessarily increase behavioural or cognitive engagement, that educators should identify students who are taking online courses for the first time and provide necessary technical help to increase their emotional engagement, and that it is important for educators to offer students strategies for increasing their self‐regulation in distance education environments. 相似文献
8.
Kristin L. Barnes 《Counselor Education & Supervision》2004,44(1):56-69
Counseling self‐efficacy, an individual's perception of his or her competence to conduct counseling, is an important component of understanding how counselor trainees subjectively construct their counseling and training experiences and subsequently develop into competent counseling professionals. The author describes 2 approaches to using self‐efficacy theory to develop and implement counselor training and supervision interventions: the self‐efficacy enhancement approach and the self‐efficacy in context approach. Suggestions for tailoring counseling self‐efficacy assessment to the accompanying approach are included. 相似文献
9.
Understanding the Researcher Identity Development of Counselor Education and Supervision Doctoral Students 下载免费PDF全文
下载免费PDF全文 Counselor education and supervision (CES) doctoral students play an important role in contributing to knowledge in the counseling profession. CES doctoral students were interviewed to explore their researcher identity, a unique self‐concept that possibly includes research self‐efficacy and interest. Issues critical to facilitating researcher identity development included confidence, the researcher voice, faculty support, and opportunities for research. 相似文献
10.
John A. Ross Michelle Starling 《Assessment in Education: Principles, Policy & Practice》2008,15(2):183-199
We investigated the impact of self‐assessment training on student achievement and on computer self‐efficacy in a technology‐supported learning environment (grade 9 students using Global Information Systems software). We found that self‐assessment had a positive effect on student achievement, accounting for 25% of the variance across three measures. The treatment effect was as large for females as for males and for those with low initial self‐efficacy as it was for those with higher scores. In addition, self‐efficacy increased more in the control than in the treatment group. We interpreted the self‐efficacy results to be a positive outcome of the treatment: teachers may have used self‐assessment training to depress the inflated self‐perceptions of some teenagers. 相似文献
11.
Adam B. Lockwood John Mcclure Karen Sealander Courtney N. Baker 《Psychology in the schools》2017,54(6):655-670
There is an ever‐increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self‐efficacy. However, little research on self‐efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of this construct. To address this gap, we examined the construct validity of the Huber Inventory of Self‐Efficacy for School Psychologists Research Version (HIS‐SP‐RV), a preexisting measure of self‐efficacy, with a sample of 520 school psychology graduate students. Results suggest that the HIS‐SP‐RV is not a valid measure of trainee self‐efficacy. We then created and conducted a psychometric evaluation of a shortened measure, the Huber Inventory of Trainee Self‐Efficacy (HITS). Results supported the validity of a five‐factor model. Implications for the use of the HITS for program evaluation, to improve trainee competence, and for future research are discussed. 相似文献
12.
The objectives of this study were twofold: to show the efficacy of a cognitive‐behavioral self‐control therapy on children with ADHD and to determine whether the combination of training in self‐control with training in anger management has better outcomes on two subgroups of hyperactive children, aggressive and nonaggressive. Thirty‐two children with ADHD, 16 aggressive and 16 nonaggressive, participated in the research. We applied a cognitive‐behavioral self‐control training, which included self‐instructional training via modeling and behavioral contingencies, to 16 of the 32 hyperactive children. The other 16 hyperactive children were taught the same program, but combined with anger management training. The interventions were carried out by two therapists each taking care of four groups, one of each in the following conditions: hyperactive with the cognitive‐behavioral self‐control therapy, hyperactive with the combined treatment, hyperactive‐aggressive with the cognitive‐behavioral self‐control therapy, and hyperactive‐aggressive with the combined treatment. The results indicated important improvements on several measures in all treated groups. Furthermore the improvements of children with aggressiveness were slightly better, according to the parents, with the combined treatment than without it. The data provide support for including anger management training in the cognitive‐behavioral interventions for hyperactive‐aggressive students. © 2000 John Wiley & Sons, Inc. 相似文献
13.
Gender,Children and Research Productivity 总被引：3，自引：0，他引：3
Steven Stack 《Research in higher education》2004,45(8):891-920
The productivity puzzle, or gender gap in research productivity, is often thought to be due, in part, to gendered child care responsibilities. The time, energy, and money devoted to child-rearing can reduce the research productivity of scholars, especially women. However, there is little systematic research on this issue. The present study contributes to the literature by exploring the productivity puzzle in light of the influence of eight age sets of children. Data are from the National Research Council's 1995 Survey of Doctoral Recipients. They refer to 11,231 PhDs, in the sciences and engineering, who are employed in academia. Controlling for children, structural factors and personal characteristics of the PhDs, the present study finds that women still publish significantly less than men. Second, productivity is higher for PhDs with children less than 11. Third, productivity is relatively low for women with young children. Fourth, for the social sciences, the area with the highest proportion of women PhDs, gender is unrelated to productivity, but women in the social sciences who have young children have relatively low productivity. The leading predictors of productivity included location in a research university and effort (hours worked). The full model explains 39% of the variance in productivity. Children are not a strong predictor of productivity, but the influence that they do have followed a gendered pattern. 相似文献
14.
Formal pre‐service training has been shown to be effective in building teacher self‐efficacy beliefs. However, the impact of other, less formal, ‘teacher‐like’ pre‐service experiences on the formation of efficacy beliefs has not previously been investigated. This study examines the associations between both formal and informal formative pre‐service experiences and teacher self‐efficacy. In addition, the effect of years of teaching experience on these associations was investigated. Three hundred fifteen teachers of general and Judaic studies in Jewish day schools in the USA responded to a survey about their formal pre‐service experiences; informal experiences as youth advisors, camp counsellors and childcare supervisors; and two measures of teacher self‐efficacy. Formal pre‐service training and positive student‐teaching experiences, as well as each of the three informal experiences, were found to be associated with positive teacher self‐efficacy. Interestingly, formal and informal pre‐service experiences appear to be associated with different aspects of teacher self‐efficacy. Formal teacher training was most strongly associated with efficacy for instructional practices, while the positive informal experiences were most strongly associated with efficacy for student engagement. The potential impact of both formal and informal experiences did not appear to fade over time. On the contrary, for those variables where an interaction with years of teaching was detected, it was the efficacy beliefs of the most senior teachers that were most related to their pre‐service experiences. These findings have important implications for the practice of both teacher trainers and those charged with recruiting and supporting teachers. 相似文献
15.
Internalizing and externalizing in adolescence: the roles of academic self‐efficacy and gender 下载免费PDF全文
下载免费PDF全文 Gabrielle H. Rocchino Bridget V. Dever Alana Telesford Kristen Fletcher 《Psychology in the schools》2017,54(9):905-917
This study examines academic self‐efficacy and gender as predictors of internalizing and externalizing behaviors in adolescence. In addition, the role of gender was considered as a moderator in the relationship between academic self‐efficacy and internalizing/externalizing difficulties. Participants were 4,318 predominantly African American, low‐income high school students who completed self‐report measures on the constructs of interest. Academic self‐efficacy and gender were both significant predictors of risk for internalizing problems, whereas only academic self‐efficacy predicted risk for externalizing (hyperactivity/distractibility) problems. Gender did not predict externalizing difficulties, nor did gender serve as a moderator in any analysis. Implications include focusing on academic self‐efficacy in the development of strategies for prevention and intervention of internalizing and externalizing problems. 相似文献
16.
This study addresses the issue of including crisis intervention training as a component of teacher preparation programs. Results demonstrated that (a) few teachers receive training as a component of formal coursework, but the substantive majority are expected to perform crisis intervention at varying levels of involvement; (b) measurable improvements in self‐efficacy to perform interventions were achieved with short‐term training; (c) recognition and delivery training produced higher self‐efficacy than recognition training alone; and (d) recognition training using behavioral cues, rather than life events, was the preferred approach. Noting the important need for training of this type in teacher preparation programs, it was concluded that, if mental health instruction cannot be expanded generally, crisis intervention training should be provided specifically. 相似文献
17.
Howard Margolis 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):221-238
Self‐efficacy is essential to motivation and learning. Compared to students with weak self‐efficacy for academics, students with strong self‐efficacy have higher motivation, make greater effort, persist longer, and achieve more. Unfortunately, struggling learners with weak self‐efficacy often avoid academic tasks or give up prematurely, reducing the likelihood of academic success. Because tutoring usually occurs in one‐to‐one or small group situations, adult tutors are in an excellent position to enhance struggling learners’ self‐efficacy which, in turn, can improve academic outcomes. To achieve this, tutors need to understand the importance of self‐efficacy, its sources, and how to strengthen weak or flagging self‐efficacy. To assist tutors in strengthening learners’ self‐efficacy, this article discusses (a) the importance and sources of self‐efficacy, (b) instructional principles derived from these sources, and (c) topics for future research. 相似文献
18.
Graham D. Hendry Paul Heinrich Patricia M. Lyon Alexandra L. Barratt Judy M. Simpson Sarah J. Hyde 《教育心理学》2005,25(4):395-407
Small tutorial groups in higher education are often composed without regard to students’ gender or broad knowledge background, for example, yet research indicates that composing groups on the basis of gender and prior qualifications may have significant effects on assessment outcomes. Previous studies have also investigated the effects of composing groups on the basis of learning style preference and found no effects. The effect of combining group composition with training in learning styles is unclear, however. In this study we report on the effects of workshop training in learning styles on balanced group members’ study self‐efficacy, preference for group work, group climate, and assessment performance. Although we found no effects, students reported greater self‐awareness of their own learning and acceptance of others’ styles. We conclude that in collaborative learning environments, training may need to go beyond facilitating growth in students’ self‐awareness to include a focus on how to apply this understanding to improving group function and helping others to learn. 相似文献
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This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession. 相似文献