共查询到20条相似文献，搜索用时 31 毫秒
1.
Steve Urbani Michael Robert Smith Cleborne D. Maddux Marlowe H. Smaby Edil Torres‐Rivera Judith Crews 《Counselor Education & Supervision》2002,42(2):92-106
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. 相似文献
2.
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
3.
In higher education, students are exposed to regular feedback about their performance, and a prominent aspect of students’ attention to feedback concerns the extent to which grades are consistent with what a student has expected to receive. Any discrepancies that arise can result in negative justice perceptions, which research has shown are associated with negative cognitive, emotional and behavioral consequences. However the extent of, and consequences of, these negative justice perceptions within the learning process have gone largely unexplored. This study investigates the relationship between expectation/performance discrepancies, justice perceptions, student satisfaction and self‐efficacy. In particular, we found an interaction between the grade received and negative justice perceptions; poor performers with negative justice perceptions were more likely to have lower subsequent self‐efficacy and satisfaction than those who did not have injustice perceptions. However, self‐efficacy rose for those who had negative justice perceptions if they also received moderate to high performance feedback. The results reflect the complexity of cognitive and behavioral responses to performance feedback. Implications for grading and recommendations for reducing injustice perceptions are discussed. 相似文献
4.
Kimberly S. Kelly Bert Hayslip Jr. Heather L. Servaty Michael P. Ennis 《Educational gerontology》2013,39(5):477-487
The purpose of this study was to gain a better understanding of the relationship between anxiety and cognitive performance in older adults. We asked 27 older adults, self‐selected on the basis of their concerns about decrements in intellectual functioning, to perform a series of cognitive tasks to assess crystallized (Gc) and fluid (Gf) intellectual abilities. Volunteers also completed questionnaires concerning their beliefs about their task performance specific to each ability, as well as measures of both generalized and intellectual self‐efficacy, everyday cognitive failures, and concerns about illness and aging. Cortisol was measured as an indicator of anxiety and Epstein‐Barr virus levels were assessed to determine nonspecific physiological changes. Results indicated that in the self‐selected “anxious” sample, there was a significant negative correlation between cortisol and self‐efficacy related to the most difficult measure of Gf. The only other significant (negative) correlation was between cortisol and generalized self‐efficacy. As expected, EBV levels were not correlated with any of the performance or self‐efficacy measures taken. Possible explanations of these findings are discussed as they relate to varying levels of performance and concerns about the loss of skills among older adults. 相似文献
5.
Mei Tang Kathleen D. Addison Danielle LaSure‐Bryant Rhonda Norman William O'Connell Joseph A. Stewart‐Sicking 《Counselor Education & Supervision》2004,44(1):70-80
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. 相似文献
6.
The patterns of brain activation during norm-referenced and criterion-referenced feedback were compared, using the functional magnetic resonance imaging (fMRI). Twenty-two healthy right-handed individuals performed a series of perceptual judgment tasks while their brain activity was recorded. The participants responded to a performance-approach goal survey and performed practice trials prior to scanning, during which their perceived competence toward the novel task was manipulated with bogus performance information. During scanning, the participants received either norm-referenced or criterion-referenced feedback after each performance. The brain regions associated with negative affect including the posterior cingulate cortex, the medial frontal gyrus, and the inferior parietal lobule were recruited during norm-referenced feedback only among the low-competence participants. In contrast, significant activation was observed in the identical cortical areas involved in negative affect during criterion-referenced feedback only among the high-competence participants. Regardless of the level of perceived competence, performance-approach goal scores correlated positively with activation in the brain areas implicated in the negative emotion during norm-referenced feedback. The present findings provide insight into the potential costs and benefits of normative assessment. 相似文献
7.
This study investigated the effectiveness of large group supervision, small group supervision, and combined group and individual supervision with counseling students. Sixty‐four participants in a master's‐level practicum were divided into 3 treatment groups that received supervision over 10 weeks. Using a pretest/posttest method, counselors were rated on growth in effectiveness and development according to self‐report, supervisor, client, and objective rater responses. Analyses of covariance revealed that all supervision formats resulted in similar progress in counselor effectiveness and counselor development. Large group supervision produced a significant result on the factor Autonomy/Dependency. However, participants showed a marked preference for individual feedback and supervision. 相似文献
8.
By considering the mediating roles of efficacy beliefs, this study examined whether pre-service teachers' ethical stances on student-related unethical teacher behaviors significantly differed according to the levels of their professional commitment when they received bogus negative feedback for their teaching competencies. Pre-service teachers (n = 128) were assigned to either experimental groups (i.e., high commitment-negative feedback/low commitment-negative feedback) or control groups (i.e., high commitment-no feedback/low commitment-no feedback). The results revealed that pre-service teachers' ethical stances on unethical teacher behaviors significantly differed according to their professional commitment. Notably, this result was significantly explained by the mediating roles of efficacy beliefs. 相似文献
9.
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. 相似文献
10.
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
11.
SHERRY B. BORGERS 《Counselor Education & Supervision》1975,15(2):114-118
This study investigated the effects of feedback on the discrepancy between real and ideal self-concepts of 28 beginning counseling students. Subjects in the experimental group had three sessions with a counselor and received feedback concerning their personal characteristics and how these might relate to a counseling career; the goal of this feedback was to increase counseling students' awareness of their feelings about themselves and to encourage them to look at themselves. An analysis of covariance indicated that the experimental group showed a significantly greater change toward more congruence in perception of self and ideal self than did the control group. Implications for counselor preparation programs are discussed. 相似文献
12.
The authors argue that students in counseling practicum courses experience many self‐defeating thoughts and anxieties. These worries can impede their performance as new counselors and can have a negative impact on the supervision process. The authors outline innovative methods used by cognitive therapists to address this anxiety. In addition, a model is presented for counselor educators to use cognitive restructuring techniques as a supervision tool. Summary Throughout their studies, counseling graduate students face many possible fears and anxieties that arise from their classroom experiences. The greatest fears and anxieties seem to be related to the counseling practicum experience. This experience is one in which students may feel incompetent, vulnerable, and unskilled as they begin to put their classroom knowledge and experiences into practice. If these fears and anxieties persist, students have a hard time making progress in the area of the counseling relationship and skill building. We have examined how practicum students' fears and anxieties might be addressed, using cognitive interventions. Such interventions allow students to take irrational thoughts and change them to rational thought patterns. This is accomplished by asking students to state their fears verbally, to think about the effects of the fears and the consequences, to think about intervening beliefs and thoughts, and to restate the fears in a rational manner. Our experience suggests that cognitive interventions are useful strategies to help practicum students combat fears and anxieties. Further research might examine the use of other behavioral interventions to address these fears. For example, does role‐playing a counseling technique in supervision make a student less anxious about applying it in a real counseling session? In summary, fear and anxiety can impede the preparation of counselors during their practicum experiences. Understanding the underlying thoughts that cause these fears can help students overcome self‐defeating thought patterns. Cognitive restructuring techniques have been shown to reduce tension and can be used with counseling practicum students to help relieve performance and supervision anxiety. 相似文献
13.
SHARON E. ROBINSON DeWAYNE J. KURPIUS THOMAS C. FROEHLE 《Counselor Education & Supervision》1976,19(2):91-100
The present study examined the effect of self-generated performance feedback, of expert performance feedback, and of no performance feedback on novice counselor trainee's production of counselor tacting response leads (CTRLs). Self-generated performance feedback consisted of the participants responding to a video-taped client and then orally evaluating their own response on the basis of a performance standard. Expert performance feedback consisted of verbal feedback from a designated expert given over a bug-in-the-ear apparatus. Analysis of four measures of CTRLs revealed no differences resulting from either source of feedback—self or expert—however, those who received feedback outperformed the controls. These differences were maintained over a short time span. 相似文献
14.
Christos N. Moridis Anastasios A. Economides 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(3):489-504
Affective feedback during a self‐assessment test could help induce the learner to an optimal emotional state regarding the learning material. However, there is a lack of experimental evidence concerning the influence of affective feedback during a self‐assessment test. This paper is a step towards this direction. The effect of achievement‐based reward feedback on students' state and trait anxiety was examined. Ninety‐two students participated in an experiment. Half of these students received an applause sound after a correct answer to a question. Results highlight gender differences concerning this emotional type of feedback. 相似文献
15.
Self‐worth protective students characteristically perform poorly when they anticipate that poor performance is likely to reveal low ability, yet perform well in situations that involve little threat to self‐worth. The present study sought a further understanding of this variable pattern of achievement, assessing two possibilities: (1) that the poor performance of students high in self‐worth protection in situations of high evaluative threat is appropriately viewed as self‐handicapping behaviour in the form of strategic withdrawal of effort, and (2) that the poor performance of students high in self‐worth protection is an outcome of anxiety or “choking under pressure”. Participants were 72 undergraduate students, either high or low in self‐worth protection, assigned to one of three performance feedback conditions: humiliating failure, failure allowing face‐saving, and success. They subsequently completed 20 anagrams and 12 remote associates tasks, assessing performance, followed by 16 unicursal tasks during what was believed to be a practice period, providing an assessment of behavioural self‐handicapping in the form of intentional low effort. Students high in self‐worth protection performed poorly on the anagrams and remote associates following humiliating failure. They also reported greater anxiety across experimental conditions and claimed greater anxiety impairment than students low in self‐worth protection. These outcomes provide little support for an interpretation of self‐worth protection as self‐handicapping behaviour, instead supporting an interpretation of self‐worth protection as an outcome of choking under pressure, fuelled by evaluative threat. 相似文献
16.
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. 相似文献
17.
The purpose of the present study was to test a model explaining self‐efficacy and anxiety by the interrelationships with task value, cognitive strategies (rehearsal, elaboration and organisation) and metacognitive self‐regulation in the domain of chemistry. Data were collected from 518 college students in Turkey. Findings of structural equation modelling indicated that chemistry self‐efficacy and anxiety were predicted as a function of task value, cognitive strategies and metacognitive self‐regulation, supporting the proposed model. That is, students with high levels of task value tended to use more learning strategies which promoted the use of regulatory strategies. In turn, these students may decrease their chemistry anxiety, leading to an increase in chemistry self‐efficacy indirectly. 相似文献
18.
William E. Martin Crystal Easton Sheilah Wilson Michelle Takemoto Shannon Sullivan 《Counselor Education & Supervision》2004,44(1):17-30
The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy. 相似文献
19.
Steven D. Stagg Elizabeth Eaton Amanda M. Sjoblom 《British Journal of Special Education》2018,45(1):26-42
It may be thought that gaining a place at university confers self‐belief on students with dyslexia; after all, they have succeeded in their academic studies. Our research explored self‐efficacy beliefs in university students with and without dyslexia. An Academic Self‐Efficacy Scale and a Sources of Academic Self‐Efficacy Scale were completed by 44 university students. These scores were compared between dyslexic and non‐dyslexic students. Interviews were conducted with eight participants to gain a fuller understanding of how their self‐efficacy beliefs develop. Undergraduate students with dyslexia scored lower than students without dyslexia on four out of the five measures of academic self‐efficacy. The dyslexic students reported role models, teachers and school performance as factors influencing their motivation toward academic work. The research suggests that university students with dyslexia still need interventions to help boost their self‐efficacy profiles, despite the level of success they have achieved in gaining a place at university. 相似文献
20.
This study evaluated the effect of using the mastery learning technique of self‐directed feedback, reinforcement, and remediation of knowledge on the performance of a work‐related task. The mastery learning intervention was conducted via a workbook which provided feedback to participants on their knowledge attainment after instruction, yet before the evaluation of the transfer task. The study utilized a randomized subjects, post‐test‐only control group design with 130 participants. The hypothesis that mastery learning would have a positive effect on transfer of knowledge from the classroom to a work‐related task was supported. Implications for instructional design and suggestions for future research are discussed. 相似文献