› › Research Self Efficacy And Research Mentoring Experiences As Predictors Of Occupational Commitment In Counselor Education Doctoral Students

Research Self-efficacy and Research Mentoring Experiences as Predictors of Occupational Commitment in Counselor Education Doctoral Students

Author : Glinda Jeanette Rawls

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Page : 416 pages

File Size : 12,38 MB

Release : 2008

Category : Counseling

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The demands of research and pressure to publish have been identified as reasons doctoral graduates in counselor education infrequently choose faculty careers (Maples, Altekruse, & Testa, 1993; Swickert, 1997). Despite this finding, the counselor education literature provides very little information on doctoral students' research self-efficacy or perceived ability to complete research-related tasks (Bieschke, Bishop, & Herbert, 1995). In addition, research mentoring can enhance research self-efficacy (Hollingsworth & Fassinger, 2002), yet it too remains understudied. Research mentoring involves someone more experienced promoting research skill, awareness, and productivity to someone less experienced (Dohm & Cummings, 2002). Few studies have explored research self-efficacy, research mentoring, and occupational commitment (motivation to work as a counselor educator) in counselor education doctoral students. This study investigated the relationship between research self-efficacy and research mentoring experiences and the degree to which these two variables predict occupational commitment. Doctoral students (n[equals]525) who were members of the Association for Counselor Education and Supervision (ACES) were surveyed using questions from the Self-Efficacy in Research Measure (Kahn & Scott 1997), Research Mentoring Experiences Scale (Hollingsworth & Fassinger, 2002) and Occupational Commitment Scale (Blau, 2003). Nearly half of the students (47%) completed the online survey. Counselor education doctoral students reported high levels of research self-efficacy and occupational commitment, but low satisfaction with their research mentoring experiences. Male doctoral students, in particular, reported significantly lower satisfaction with their research mentoring experiences than females. Results from Pearson correlation showed an inverse relationship between research self-efficacy and research mentoring experiences, as well as occupational commitment and research mentoring experiences. This finding suggests that students with high perceived research self-efficacy and low satisfaction with their research mentoring experiences had high occupational commitment towards faculty careers. Conversely, students with low perceived research self-efficacy and high satisfaction with their research mentoring experiences had low occupational commitment. Additionally, linear regression analysis established research mentoring experiences as the stronger predictor of occupational commitment. Implications for doctoral training in counselor education are discussed.



Counselor Education Doctoral Students' Levels of Research Self-efficacy, Interest in Research, and Research Mentoring

Author : John T. Petko

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Page : 232 pages

File Size : 40,11 MB

Release : 2012

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Doctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop & Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth & Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.





Examining the Role of Research Mentoring in Predicting Research Self-efficacy Among Minority Professional Psychology Doctoral Students

Author : Donald Edward Knight

Publisher :

Page : 141 pages

File Size : 18,5 MB

Release : 2012

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The involvement of racial ethnic minority doctoral students in the conduct of psychological research is of significance in meeting the mental health challenges of an increasingly diverse US population. However, scant empirical evidence exists regarding the mentored research experiences and resulting increases or decreases in confidence these students encounter in conducting research. The purpose of this study is to examine predictors of research self efficacy among a sample of racial ethnic minority PhD students in APA accredited clinical and counseling psychology programs. The study is guided by a social cognitive conceptual framework. Moreover, this study extends prior research, exploring the role of research mentoring experiences in affecting the research self efficacies and behaviors of professional psychology doctoral students. The researcher utilizes a cross-sectional, correlation design in examining the research mentoring experiences and research self efficacies of racial ethnic minority doctoral students. Online survey methodology serves as the process by which data is collected, managed, and initially stored. Participants include 106 individuals, who self-identify as Black or African American, Asian American, Hispanic Latino, Biracial, or Multiracial. Findings reveal endorsement of a range of research mentoring experiences by racial and ethnic minority doctoral students. The research mentoring experiences of minority doctoral students are also shown to account for a significant and unique proportion of variance in research self efficacy above and beyond that explained by RTE and IRQ. Data also suggest the mediating effects of research mentoring experiences on the relationship between students perceptions of their research training environments and their research self efficacies. Further, data indicate the primacy of interest in research over research mentoring experiences as a predictor within the linear model predicting research self efficacy. Finally, results reflect the moderating effect of mentor mentee minority status congruence on the relationship between research mentoring experiences and research self efficacy. Implications for the research mentoring of racial ethnic minority doctoral students are discussed.





Beginning Counselor Educators' Experiences of Doctoral Teaching Preparation and Teaching Mentoring

Author : Phillip L. Waalkes

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Page : 242 pages

File Size : 38,39 MB

Release : 2016

Category : College teachers

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"Teaching is often an area of great challenge for counselor educators in their first two years of full-time employment, as many report feeling overwhelmed in adapting to the myriad of responsibilities of a counselor educator (Buller, 2013; Carter et al., 1994; Magnuson, 2002; Magnuson et al., 2004). Beginning counselor educators often struggle through an often frustrating, trial and error process of developing their teaching during the first few years of full-time employment (Buller, 2013; Castellano, 2002; Magnuson, 2002). They also find teaching to be a time and energy consuming process (Magnuson, 2002; Magnuson et al., 2004; Magnuson et al., 2009). Yet, beginning counselor educators report that they did not feel adequately trained in teaching by their counselor education programs (Buller, 2013; Hall & Hulse, 2009; Protivnak & Foss, 2009). Counselor educators also report wishing they had more mentoring in the development of their teaching, both in their doctoral programs and as a new faculty member (Hall & Hulse, 2009; Magnuson, 2002; Magnuson et al., 2004; Protivnak & Foss, 2009). Numerous researchers have argued for more extensive doctoral teaching preparation (Buller, 2013; Carter et al., 1994; Hall & Hulse, 2009; Heppner, 1994; Hunt & Gilmore, 2011; Lanning, 1990; Tollerud, 1990). Doctoral teaching preparation can help future counselor educators feel better prepared to teach (Hall & Hulse, 2009), increase their self-efficacy in teaching (Baltrinic, et al., 2016; Heppner, 1994; Tollerud, 1990), and increase their autonomy in teaching (Baltrinic, et al., 2016). However, few studies have examined teaching preparation practices of doctoral counselor education programs and the experiences of their students. Therefore, investigating beginning counselor educators' experiences of their doctoral teaching preparation and teaching mentorship in this study using Consensual Qualitative Research (CQR) methodology could be an important first step towards improving methods of training and mentoring for the development of teaching. Nine individual interviews were conducted with beginning counselor educators to better understand their experiences of doctoral teaching preparation and teaching mentorship. The CQR data analysis procedure helped the researchers identify eleven domains relating to participants' experiences: (a) pre-doctoral experiences, (b) doctoral experiences, (c) shortcomings in training, (d) components of teaching, (e) feedback, (f) support, (g) emotions, (h) professional identity, (i) systemic factors, (j) reactions to the research, and (k) other. Research findings and implications of these findings for doctoral counselor education programs and teaching mentors are discussed."--Abstract from author supplied metadata.



The Research Self-efficacy of Counselor Education and Supervision Doctoral Students

Author : Amy L. Jones

Publisher :

Page : 121 pages

File Size : 12,24 MB

Release : 2012

Category : Counseling

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Research self-efficacy refers to a person's confidence in their ability to perform research activities (Bailey, 1999; Bard et al., 2000; Deemer, 2010; Holden et al., 1999; Kahn, 2001; Mulliken et al., 2007; Phillips et al., 2004; Unrau & Beck, 2004, Unrau & Grinnel, 2005). Little has been written on this topic in relation to Counselor Education and Supervision (CES) doctoral students. The purpose of this small scale exploratory study was to gather data on variables that may be related to doctoral CES students' perceived research self-efficacy and learn about the factors predictive of the students' research self-efficacy. A cross-sectional survey research design was used to investigate this construct among Counselor Education and Supervision doctoral students in programs approved by the Council for Accreditation of Counseling and Related Programs (CACREP). A non-probability, non-randomized, convenience sample (n=60) was obtained from the North Central, Southern, and Northwestern regions of the Association for Counselor Education and Supervision (ACES). The Clinical Research Appraisal Inventory was used to measure research self-efficacy and a demographic questionnaire was used to gather demographic information about the participants. The findings from this study indicate the majority of CES doctoral students do not feel confident in their research skills. The results also indicate that as the number of research training credit hours completed increases so does the research self-efficacy of CES doctoral students. The age, gender, career aspirations, and enrollment status of the participants did not predict their research self-efficacy.



Personal Experiences of Mentoring Among Doctoral Students in Counselor Education

Author : Rebecca L. Farrell

Publisher :

Page : 243 pages

File Size : 33,31 MB

Release : 2007

Category : Doctoral students

ISBN : 9781109966312

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It is important to note that these results, which provide a small glimpse to mentoring, cannot be generalized. Implications, however, can be drawn. Mentorship could potentially impact retention and graduation rates and promote professional continuity and identity. Obtaining a richer comprehension of mentorship is required and will most likely enable the profession to maximize practices in an effective and ethical manner, address acclimation, and ensure its longevity.



Predictors of Counselor Self-efficacy Among Master's Level Counselor Trainees

Author : Regina Lynn Meyer

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Page : 167 pages

File Size : 23,13 MB

Release : 2012

Category : Counseling

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Self-efficacy, a central component of Bandura's social cognitive theory (SCT), is an important construct in the realm of therapist development and has been associated with client outcome. Researchers have found that some of the strongest predictors of counselor self-efficacy are level of experience, level of training, state anxiety, and trait anxiety. Missing from this body of literature, however, is an understanding of how the educational format of training (i.e., cohort versus non-cohort) impacts counselor self-efficacy. Because cohort membership has been associated with professional confidence and self-esteem, it was hypothesized that educational format would contribute significant variance to counselor self-efficacy scores. Furthermore, it was hypothesized that those enrolled in cohort programs would demonstrate significantly more counselor self-efficacy and significantly less state anxiety as compared to students enrolled in non-cohort programs. Finally, it was hypothesized there would be a significant relationship between practicum or "internship" status and counselor self-efficacy given that self-efficacy tends to increase with performance accomplishments. One hundred and sixty master's level CACREP-approved counseling programs were randomly selected for inclusion in this study in addition to two programs at Western Michigan University. Participants completed the Counselor Self-Estimate Inventory (COSE), the Counselor Activity Self-Efficacy Scales (CASES), the State-Trait Anxiety Inventory (STAI), and a background questionnaire. Of the 150 electronic surveys initiated, 104 met the inclusionary criteria. Hierarchical multiple regression analyses revealed that educational format did not contribute significant variance to counselor trainees' self-efficacy scores above and beyond the variance explained by level of experience, level of training, state anxiety, and trait anxiety. ANOVA analyses revealed no difference in self-efficacy or state anxiety between students enrolled in cohort versus non-cohort educational formats. However, there was a significant relationship between practicum or "internship" status and self-efficacy as predicted. Level of experience, level of training, state anxiety, and trait anxiety accounted for 44.3% of the variance in COSE scores and 36.7% of the variance in CASES scores. The findings further support that counselor educators and supervisors must work to ensure students are able to reduce and/or control their anxiety, receive proper training, and acquire sufficient practicum experiences.



Preferred Mentoring Characteristics and Doctoral Students' Research Self-efficacy

Author : Ashley Elizabeth Johnston

Publisher :

Page : 113 pages

File Size : 25,84 MB

Release : 2015

Category : Dissertations, Academic

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Mentoring relationships, even though essential to all aspects of one's life, are an important part of the educational experience. Levinson (1978) found that it was the most important relationship one could have and vital to those in the early adulthood stage of development. Furthermore, graduate students seek to become better researchers; therefore, research skill development is essential to the graduate school experience. The ability to develop these skills can aid in the ability to identify oneself as a researcher. Using Levinson's adult development theory and Markus and Nurius' possible selves theory as the theoretical framework, the goal of this study was to explore the relationship between mentoring preferences and student skill development, as measured by research self-efficacy. Specifically, the study sought to understand how mentoring characteristics, both preferred and actual, impact influence research self-efficacy of doctoral students. Doctoral students (N= 125) participated in a study where two instruments, the Ideal Mentor Scale (Rose, 2003) and the Self-Efficacy in Research Measure (Phillips & Russel, 1994), were used to examine mentoring characteristics and research self-efficacy. Statistical analyses included a confirmatory factor analysis of the IMS, multivariate analysis of variance, and independent t-tests to test for statistical differences. Findings of this study showed that preferred mentoring characteristics do in fact make a difference in research self-efficacy. Those that prefer a mentoring style centered on Rose's concept of Integrity were slightly more confident in being able to carry out research-oriented tasks than those that preferred a mentoring style centered on Rose's concept of Guidance. No doctoral student in this study preferred a mentoring style centered on Rose's concept of Relationship. Furthermore, having prior mentoring experiences makes a difference in how much students value the mentoring tasks associated with Rose's concept of Guidance. --Page ii.