Evaluating Corrective Feedback Self‐Efficacy Changes Among Counselor Educators and Site Supervisors

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.     

Prepracticum Service‐Learning: Examining the Relationship With Counselor Self‐Efficacy and Anxiety

Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students.     

Skills‐Based Training and Counseling Self‐Efficacy

The authors studied the effectiveness of the skilled counselor training model (SCTM). Counseling students who completed the SCTM demonstrated greater gains in skills acquisition and counseling self‐efficacy than counseling students who did not receive the training. At pretest, the counseling students in both groups, doing self‐appraisals, rated their performance of counseling skills significantly higher than trained raters assessed the students' performance of counseling skills. At posttest, members of the control group continued to overestimate their skills levels when compared with the ratings given by the trained raters, whereas, in comparison, students who received SCTM training underestimated their performance.     

Mindfulness and Counseling Self‐Efficacy: The Mediating Role of Attention and Empathy

This study examined the predictive relationship between mindfulness and counseling self‐efficacy and the potential mediating effects of attention and empathy. Master's‐level counseling interns and doctoral counseling students (N = 179) were surveyed to determine levels of mindfulness, attention, empathy, and counseling self‐efficacy. Pearson product‐moment correlation coefficients revealed significant pairwise relationships between the 4 variables of interest. A multiple‐mediator path analysis supported the hypotheses that mindfulness is a significant predictor of counseling self‐efficacy and that attention is a mediator of that relationship. Results suggest that mindfulness may be an important variable in the development of key counselor preparation outcomes.     

Emotional Intelligence and Implications for Counseling Self‐Efficacy: Phase II

The authors present Phase II of a 9‐month study of the relationship between emotional intelligence and counseling self‐efficacy. One‐hundred eighteen counselors‐in‐training and professional counselors completed the Counseling Self‐Estimate Inventory (COSE) and Emotional Judgment Inventory (EJI). There was a significant correlation between 2 of the EJI scales (Identifying Own Emotions and Identifying Others' Emotions) and 4 of the 5 COSE scales. Students' perceived counseling self‐efficacy showed a significant gain when compared with that of professional counselors over the 9‐month period. Results support findings of Phase I (W. E. Martin, C. Easton, S. Wilson, M. Takemoto, & S. Sullivan, 2004), which indicated that emotional intelligence may be a unique construct inherent in persons who are preparing for careers as professional counselors.     

The Effect of Mobile Support Devices on the Anxiety and Self‐Efficacy of Hospital Float Staff

Floating is the act of staff moving from one unit to another based on the needs of the patients in a hospital. Many staff who float to different units express negative feelings, including anxiety and lack of self‐efficacy. However, floating is an economical and efficient method to use staff across the hospital, especially with current staffing shortages in the United States. This study investigated how the use of mobile performance support devices may help reduce anxiety and increase self‐efficacy for staff who float to different units. With access to multiple resources available on mobile devices, Bandura's social learning theory and self‐efficacy concept set the framework through modeling, observing, and imitating others in order to reproduce certain behaviors and tasks and believe in one's capability to perform. A quantitative study incorporating the retrospective pretest‐posttest design was conducted using the population of float staff, both nurses and respiratory therapists, from Children's Medical Center of Dallas. Both the State‐Trait Anxiety Inventory and General Self‐Efficacy Scale, along with a basic demographic tool, were used to explore anxiety and self‐efficacy in relation to the use of mobile performance support devices. Findings can be used to alleviate the negative feelings of staff toward the idea of floating.     

Factors That Influence Self‐Efficacy of Counseling Students: An Exploratory Study

The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates.     

Applying Self‐Efficacy Theory to Counselor Training and Supervision: A Comparison of Two Approaches

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.     

The Relationship of Supervisory Styles to Satisfaction With Supervision and the Perceived Self‐Efficacy of Master's‐Level Counseling Students

The purpose of this study was to determine whether supervisors' supervisory styles are related to master's‐level counseling students' satisfaction with supervision and their perceived self‐efficacy. Multiple regression analyses of data obtained for 82 participants indicated that particular supervisory styles were significant predictors of supervisees' satisfaction with supervision and perceived self‐efficacy. Findings can be used to enhance the training of supervisors.     

Exploring the Relationships Between Counseling Students’ Cultural Factors,Academic Aptitude,and Self‐Efficacy

The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented.     

An Examination of College Students' Problem‐Solving Self‐Efficacy,Academic Self‐Efficacy,Motivation, Test Performance,and Expected Grade in Introductory‐Level Economics Courses

This study investigated whether self‐efficacy influenced students’ educational outcomes in introductory‐level economics courses. First, this study investigated the correlations between problem‐solving self‐efficacy, academic self‐efficacy, and motivation. Second, this study investigated whether problem‐solving and academic self‐efficacy served as predictors of students’ motivation, test performance, and expected grade. Correlational analyses suggest that problem‐solving and academic self‐efficacy are correlated with student motivation. Results show that problem‐solving self‐efficacy was a predictor of student motivation and test performance. Academic self‐efficacy and problem‐solving self‐efficacy were also predictors of their expected grade. Implications and future directions for economics education are also discussed.     

Self‐Efficacy of First‐Generation and Non‐First‐Generation College Students: The Relationship With Academic Performance and College Adjustment

The authors examined whether self‐efficacy mediated the relationship between generational status and 2 academic outcome indicators of 192 college students. A mediation effect was not found with either academic performance or college adjustment. However, high self‐efficacy at the beginning of the year predicted better college adjustment at the end of the 1st year. For college students in general, high self‐efficacy was related to better college adjustment. Recommendations for counselors are discussed.     

Self‐Compassion: A Mentorship Framework for Counselor Educator Mothers

Counselor educators experience high levels of stress. Mothers in academia face an additional set of emotional stressors. The authors offer a self‐compassion framework for mentors to increase emotional resilience of mothers in counselor education.     

Relationship Between Self–Efficacy and Counseling Attitudes Among First–Year College Students

The purpose of this study was to assess the relationship between a set of self–efficacy variables and a set of variables assessing attitudes toward counseling. Results revealed a significant relationship between self–efficacy and attitudes toward counseling among a sample of 253 first–year college students. Low perceptions of self–efficacy were associated with a devaluation of career counseling and more negative attitudes toward seeking personal counseling. Implications for these findings are discussed.     

Measuring Students' Self‐Efficacy for Communication

Design students are asked to regularly communicate their ideas to a diverse audience. Students' abilities may be affected by their perceived self‐efficacy, the perception of abilities to perform a task. Because self‐efficacy is conceived of as context‐specific, it is vital to consider self‐efficacy as it specifically relates to design studios and the communication within that context, rather than to look at generalised self‐efficacy for communication. To that end, this article explains the development and validation of measures of students' perceived self‐efficacy for communicating in both formal (critique) and informal (studio working time) design circumstances. Using data from students at two institutions, the measures were found to be reliable; these results were further supported through their relationship to previously validated measures. The development of these measures and the results from pilot data provide insight into students' perceptions of their communication abilities that may be beneficial to educators seeking to help design students communicate competently.     

Mindfulness‐Based Awareness and Compassion: Predictors of Counselor Empathy and Anxiety

Mindfulness‐based awareness and compassion were examined as predictors of empathy and anxiety among 152 master's‐level counseling interns. Results of hierarchical multiple regression analysis supported that awareness and compassion differentially contributed to explaining the variance in counselor empathy and anxiety. Implications for counselor education are discussed.     

Advisory Relationship as a Moderator Between Research Self‐Efficacy,Motivation, and Productivity Among Counselor Education Doctoral Students

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.