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

2017 ◽  
Vol 56 (2) ◽  
pp. 130-144 ◽  
Author(s):  
Patty Beyrong Kuo ◽  
Hongryun Woo ◽  
Na Mi Bang
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Self Efficacy

scholarly journals Group Differences Between Counselor Education Doctoral Students’ Number of Fieldwork Experiences and Teaching Self-Efficacy

2021 ◽  
Vol 11 (3) ◽  
pp. 340-351
Author(s):  
Eric G. Suddeath ◽  
Eric R. Baltrinic ◽  
Heather J. Fye ◽  
Ksenia Zhbanova ◽  
Suzanne Dugger ◽  
...  
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Doctoral Programs ◽  
Group Differences ◽  
Future Research ◽  
Teaching Preparation

This study examined differences in 149 counselor education doctoral students’ self-efficacy toward teaching related to their number of experiences with fieldwork in teaching (FiT). Results showed counselor education doctoral students began FiT experiences with high levels of self-efficacy, which decreased after one to two FiT experiences, increased slightly after three to four FiT experiences, and increased significantly after five or more FiT experiences. We discuss implications for how counselor education doctoral programs can implement and supervise FiT experiences as part of their teaching preparation practices. Finally, we identify limitations of the study and offer future research suggestions for investigating FiT experiences in counselor education.

scholarly journals Pedagogical Perspectives on Counselor Education: An Autoethnographic Experience of Doctoral Student Development

2019 ◽  
Author(s):  
Anna Elliott ◽  
Beronica Salazar ◽  
Brittany Dennis ◽  
Lynn Bohecker ◽  
Tiffany Nielson ◽  
...  
Keyword(s):  
Experiential Learning ◽  
Counselor Education ◽  
Doctoral Students ◽  
Student Development ◽  
Self Efficacy ◽  
Doctoral Student ◽  
Counselor Educators ◽  
Instructional Theory ◽  
Self Reflection ◽  
Written Reflection

There is minimal literature related to understanding what training factors contribute to the development of qualified counselor educators. Specifically, we wondered if counselor education doctoral students are effectively prepared for their roles as instructors. We chose an autoethnographic phenomenology method as a means for exploring the experiences of doctoral students’ pedagogical development in a doctoral instructional theory course. We sought to understand the essence of our experience through written reflection, photography, and group reflective processes. Analysis revealed the value we all obtained through the instructional theory course, experiential learning, and self-reflection, which contributed to increased self-efficacy as emerging counselor educators. The essence of our experience is described through seven descriptive themes—delineated as methods of coping and reinforcing. The results demonstrate the benefit of including an explicit pedagogical course in counselor education curriculums.

scholarly journals Encouragement Is Not Enough: Perceptions and Attitudes towards Corrective Feedback and Their Relationship to Self-Efficacy

2021 ◽  
Author(s):  
Vasti Holstun ◽  
Neil Rigsbee ◽  
Lynn Bohecker
Keyword(s):  
Counselor Education ◽  
Self Efficacy ◽  
Significant Positive Correlation ◽  
Corrective Feedback ◽  
Educational Programs ◽  
Online Counseling ◽  
Perceptions And Attitudes ◽  
Two Factors ◽  
The Relationship ◽  
Online Counselor

This correlational study explored the relationship between feedback and counselor self-efficacy during online counselor education residency. Participants (N=145) were students from eight Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited online counseling programs who completed instruments on perceptions of positive and corrective feedback, attitudes towards corrective feedback, and counselor self-efficacy. Results showed a significant positive correlation between perceptions of corrective feedback and self-efficacy. Two factors related to perceptions of corrective feedback also showed significant correlations with self-efficacy. Implications concerning providing corrective feedback in supervision for counselor in training are discussed.

Advising Doctoral Students Seeking Counselor Education Faculty Positions

1999 ◽  
Vol 38 (3) ◽  
pp. 177-190 ◽  
Author(s):  
MELANIE A. WARNKE ◽  
RAMONA L. BETHANY ◽  
SUZANNE M. HEDSTROM
Keyword(s):  
Counselor Education ◽  
Doctoral Students ◽  
Education Faculty ◽  
Faculty Positions

Understanding Sources of Self-Efficacy of Chinese Students Learning English in an American Institution

2016 ◽  
Vol 11 (1) ◽  
pp. 83-112 ◽  
Author(s):  
Huifang Zuo ◽  
Chuang Wang
Keyword(s):  
Doctoral Students ◽  
Self Efficacy ◽  
Chinese Students ◽  
Efficacy Beliefs ◽  
The Self ◽  
Difficulty Level ◽  
Past Performance ◽  
American Institution ◽  
Efficacy Development ◽  
Learning English

AbstractThis qualitative study explores the sources of the self-efficacy development of five Chinese doctoral students’ use of English as a second language in a southeastern university in the United Sates. Although individual differences were reported, common themes were also recognized. Consistent with the self-efficacy theory and previous studies in this field, the major factors that influenced the participants’ self-efficacy beliefs to use English are (1) past performance, (2) peers’ and advisors’ influence, (3) social persuasions, (4) emotional and physiological states, (5) self-awareness of English proficiency, (6) familiarity with and the difficulty level of the tasks, and (7) interest. The uniqueness of this study is that western individualism and Chinese collectivism were considered in the discussion of self-efficacy development. In order to improve Chinese students’ self-efficacy beliefs in learning English as well as to enhance their academic attainments and professional performance, it is necessary to explicitly understand which factors and components play significant roles in the development of their self-efficacy beliefs.

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