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1.
DANIEL LEE RANDOLPH 《Counselor Education & Supervision》1973,12(4):300-307
The objective of this study was to determine whether personality needs discriminate between counselor trainees who prefer the administrator specialty and those who prefer the practitioner functional specialty. Doctoral students in counselor education at 20 southern universities were asked to complete a three-item questionnaire designed to determine functional specialty preference. Sixty-two subjects who indicated a preference for the administrator functional specialty and 63 subjects who chose the practitioner functional specialty completed the Personality Research Form (PRF). Stepwise discriminant analysis was used to determine the efficacy of PRF variables in discriminating between the administrator and practitioner groups. The results suggest that the PRF may have value as a tool in the selection of counselors. 相似文献
2.
DANIEL LEE RANDOLPH 《Counselor Education & Supervision》1973,12(3):221-224
This study examined the personality needs of doctoral students in counselor education who preferred functional specialties as administrators or practitioners. The sample consisted of doctoral students in counselor education at 20 southern universities. Achievement, dominance, order, and social recognition needs, as measured by the Personality Research Form (PRF), were found to differentiate between the groups. 相似文献
3.
Male and female graduate students majoring in counseling and guidance were compared with their peers specializing in supervision or a teaching field. Significant differences among subgroups of both sexes were observed on both intellective and nonintellective variables. Male counselor candidates were more clearly differentiated from noncounseling majors than female counselor candidates. However, the similarities among categories of graduate students in education were more striking than the differences. It appeared that groups of education students differed more markedly from men and women in general than from each other. It was suggested that groups of individuals who have completed a bachelor's degree in education are significantly better adjusted than men and women in general and that differences among large subgroups of graduate students in education tend to be small because teachers are not a normal sample. 相似文献
4.
Robert A. Horn Corinna A. Ethington 《Community College Journal of Research & Practice》2013,37(5):401-413
This study examined whether community college students of differing ethnic backgrounds and enrollment status differed in their perceptions of their growth and development gains as a function of their college experience. The sample consisted of four ethnic groups intending to transfer to four-year institutions. Four gain scales were created to operationalize the student's perceptions of gains. The multivariate test for the interaction of ethnic group and enrollment status was nonsignificant; differences in perceived growth among ethnic groups did not depend on their enrollment status. Significant main effects were found in differences among ethnic groups and between full-time and part-time students. 相似文献
5.
《Early education and development》2013,24(3):226-235
This study compared perceived stress and social support in fathers and mothers of children with and without disabilities. The sample consisted of 15 families with special needs children and 15 with children with no known handicapping conditions. The Parent Stress Index and a parental questionnaire were used. Findings indicated higher perceived stress in families with special needs children. Within these families no significant differences were found between fathers' and mothers' perceived stress. Significant negative correlations were found between families' stress and support received from fiends and relatives. Negative correlations were found for mothers' stress in Child Domain and support from the community. Implications include planning for active engagement of fathers in all areas of service delivery in early intervention programs, including encouragement for more participation in programming; opening a direct line of communication through designing tailored workshops, support groups and counseling; recognizing fathers' strengths beyond their traditional roles; and viewing them as an additional emotional source of support for mothers. 相似文献
6.
Behavioral ratings on four subscales of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) were completed on groups of Anglo-(N=491) and Mexican-American gifted students (N=34). Significant ethnicity differences were found on the Learning and Motivation scales, with Anglos being rated higher. There were no significant differences between groups on the Creativity and Leadership scales. Results are discussed in terms of implications for use of SRBCSS as an identification instrument and as a measure for future research. 相似文献
7.
This study examined the efficacy of an infrequently used statistical analysis in counselor education research. A Markov chain analysis was used to examine hypothesized differences between students' use of counseling skills in an introductory course. Thirty graduate students participated in the study. Independent raters identified the microskills students used and the effectiveness of participants' counseling sessions. Significant differences were found in the counseling processes of students who were rated as effective and ineffective using a Markov chain analysis. Implications for future research using Markovian analyses in counselor education research are explored. 相似文献
8.
The authors present the findings of a survey completed by 280 families of children identified as gifted by two Midwestern school districts with distinctly different gifted and talented programs. The authors examined: (a) How parents perceive the learning needs of their children who are identified as gifted; (b) How families address their children's perceived needs; and (c) How children's needs were perceived in school districts with different service delivery models. Parents perceived their children's learning needs similarly across districts. Noted differences were the need for higher level content and time to verbalize ideas. Low on the list of needs was to have a special environment, the need to work with adults, and the need to have role models. Based on the results of this study, the authors address issues associated with developing programs to meet the learning needs of gifted students. 相似文献
9.
DAVID L. REDFERING 《Counselor Education & Supervision》1973,12(4):289-293
Thirty counseling practicum students' perceptions of self as counselor, ideal counselor, and self as counselor as perceived by other practicum students were measured by the semantic differential technique before and after the supervised practicum experience. Posttest perceptions of self as counselor, ideal counselor, and ratings by other practicum group members were significantly closer to the hypothetical model counselor than were the pretest ratings. 相似文献
10.
The present study examined the relationshipbetween college classroom environment, academiccheating, and the neutralization (justification) ofacademic cheating. Two-hundred eighty undergraduatestudents from two liberal arts colleges in the Midwestparticipated in the study. Participants completed theCollege and University Classroom Environment Instrument(CUCEI) and the Survey on Academic Dishonesty (SAD), with instructions to complete thesequestionnaires (anonymously) in a manner that woulddescribe their perceptions, behavior, and attitudes inthe class in which the survey was completed. Three CUCEI scales were identified that discriminatedsignificantly between admitted cheaters and noncheaters.Cheaters described their classes as significantly lesspersonalized, satisfying, and task oriented than did noncheaters. Together, the seven scales ofthe CUCEI explained 4% of the variance in cheatingbehavior. Six CUCEI scales were found to be correlatedsignificantly with a measure of cheating neutralization. Specifically, neutralization increased withdecreases in perceived classroom personalization,involvement, student cohesiveness, satisfaction, taskorientation, and individualization. Together, the seven scales of the CUCEI explained 14% of thevariance in neutralization. It is concluded thatclassroom environment is a significant situationalvariable in academic dishonesty, as both cheatingbehavior and attitudes toward cheating are related toperceptions of classroom environment. 相似文献
11.
LARNEY RAY GUMP 《Counselor Education & Supervision》1974,13(4):263-266
It has been assumed that counselor self-awareness is important to counseling effectiveness. The purpose of the present study was to determine if there were differences in perceived effectiveness between counselors who said they related self-awareness to their counseling role and counselors who believed self-awareness was unrelated to their role. Those counselors who did not relate self-awareness to counseling received higher client ratings of effectiveness than did counselors who related self-awareness. 相似文献
12.
13.
Herbert C. Covey 《Educational gerontology》2013,39(5-6):463-469
A group of senior auditors was compared with a sample of older people to determine if there was an association between perceived levels of activity and participation in higher education. Significant relationships were observed for perceived levels of physical and mental activity but not social activity. Senior auditors thought their levels of mental and physical activity were higher than their nonstudent counterparts. 相似文献
14.
Sharon L. Mitchell Andrea K. Greenwood Maggie C. Guglielmi 《Journal of College Counseling》2007,10(2):117-129
Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed. 相似文献
15.
《Journal of Further & Higher Education》2012,36(1):25-38
This article extends the field of learning environment research by reporting the validation and use of the University-Level Environment Questionnaire (ULEQ) which assesses institutional-level psychosocial environment in universities. The ULEQ has seven scales: Academic Freedom, Concern for Undergraduate Learning, Concern for Research and Scholarship, Empowerment, Affiliation, Mission Consensus and Work Pressure. The sample consisted of 489 academics from 52 departments in 28 Australian public universities. Validation data showed that scales of the ULEQ have satisfactory internal consistency, sensitivity to different department environments and minimal overlap. Results of three analyses conducted in this study illustrated the usefulness of the ULEQ. Significant differences between three types of universities were revealed for four scales: Academic Freedom, Concern for Research and Scholarship, Empowerment and Mission Consensus. No significant differences were found for comparisons of Education, Biology and English departments. A comparison of male and female academics' perceptions of the university-level environment found that females perceived their environment more positively than males. This study demonstrated the utility of the ULEQ in learning environment research in college and university settings. 相似文献
16.
Karin Smit Cornelis J. de Brabander Rob L. Martens 《Scandinavian Journal of Educational Research》2014,58(6):695-712
In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was completed by 230 students (mean age 16.1 years) in pre-vocational secondary education. School records on absenteeism and achievement were also analysed. As predicted, multi-level analyses showed that students in the student-centred learning environment reported higher levels of perceived autonomy, competence, relatedness and motivation, measured by pleasure and effort. Furthermore, boys were less absent. Achievement shows no differences. These results suggest that a student-centred form of learning can be more beneficial for students' motivation if granted autonomy is embedded in a supportive environment. 相似文献
17.
Relationships between perceived levels of classroom individualization and science-related attitudes were explored for a sample of 712 junior high school science students. Five dimensions of perceived individualization (personalization, participation, independence, investigation, and differentiation) were measured with the Individualized Classroom Environment Questionnaire (ICEQ), while seven distinct attitudes were measured with the Test of Science-Related Attitudes (TOSRA). Hierarchical regression analyses revealed that the set of individualization variables accounted for a significant increment in end-of-year attitude scores, beyond that attributable to corresponding beginning-of-year attitude scores, for four of the seven attitudes considered. Significant associations between an individual individualization variable and an attitudinal dimension were positive in all cases. The study also provided support for the reliability and validity of the ICEQ and TOSRA and for their general usefulness in science education research. 相似文献
18.
Robert D. Strom Tsai-Ju Lee Paris S. Strom Kathryn Nakagawa Troy E. Beckert 《Educational gerontology》2013,39(9):812-830
The purposes of this study were to (a) determine how three generations of females from the same families perceived the grandmothers, (b) identify strengths and learning needs of the grandmothers, and (c) recommend guidelines and curriculum themes to assist the grandmothers in adjusting to change. The 348 Taiwanese subjects included grandmothers (n = 116), mothers (n = 116), and teenage granddaughters (n = 116). Subjects completed a Mandarin version of the Grandparent Strengths and Needs Inventory. Each generation reported favorable ratings for grandmothers on the frustration, difficulty, information needs, and satisfaction scales. Unfavorable ratings were given for the teaching and success scales. 相似文献
19.
LAWRENCE K. JONES 《Counselor Education & Supervision》1974,14(2):112-116
Should the Counselor Evaluation Rating Scale (CERS) be used as a criterion measure of counselor effectiveness in studies attempting to identify correlates of counselor effectiveness? The validity of recent recommendations regarding the use of certain factors of the 16 Personality Factor Questionnaire (16PF) to select persons for counselor training programs, where the CERS was the criterion measure, is challenged. Relationships between the three scales of the CERS and levels of empathy, respect, and empathy offered in a counseling relationship were investigated; only one of the hypothesized relationships was found (p < .05). 相似文献
20.
In this study, 74 master’s-level counseling students from various programs completed a questionnaire inquiring about their perceived program environment in relation to the topics of spirituality and religion (S/R), program emphasis on nine specific S/R competencies, as well as their outcome expectations toward being S/R competent through training. The results of hierarchical regression analysis supported the impact of both learning environment and specific S/R competencies on student outcome expectations. Implications for counselor educators are considered. 相似文献