School Counselors’ Self-Efficacy in Knowledge of the College Process

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097637
Author(s):  
Matthew L. Nice ◽  
Jered B. Kolbert ◽  
Matthew Joseph ◽  
Laura M. Crothers ◽  
Derron Hilts ◽  
...  
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
Ecological Factors ◽  
Individual Characteristics ◽  
School Level ◽  
Hierarchical Regression ◽  
College Knowledge ◽  
Application Process ◽  
College Application ◽  
College Going

This study examined the self-efficacy of school counselors’ college knowledge in the college process. Exploratory factor analysis revealed five characteristic factors: school counselors’ knowledge related to the college application process, systems advocacy, direct services with disadvantaged populations, direct service with special populations, and coordination of college access events. Hierarchical regression analyses revealed that both school counselors’ individual characteristics (e.g., years of experience, race/ethnicity, time engaged in advising, conducting lessons, and using technology and data) and ecological factors (e.g., school level, rate of college-going culture) were significant predictors of school counselors’ self-efficacy for promoting college knowledge. We discuss implications for equity and school counselors’ training.

College Transition Program for Student-Athletes (CTPSA): A Psychoeducational Group for Boys of Color

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Clewiston D. Challenger ◽  
Kevin Duquette
Keyword(s):  
School Counselors ◽  
College Transition ◽  
Group Intervention ◽  
Student Athletes ◽  
Transition Program ◽  
Application Process ◽  
Counseling Professionals ◽  
Psychoeducational Group ◽  
College Application ◽  
Boys Of Color

This article suggests a group intervention for student-athlete boys of color who intend to play sports in college. This group is a component of a larger proposed school-wide program, the College Transition Program for Student-Athletes (CTPSA). The CTPSA’s suggested group intervention offers school counselors a college readiness option to support the college application process, college adjustment, and transition for boys of color who are student-athletes. We discuss the group’s purpose, design, format, curriculum, and expected outcomes and present implications for school counselors and other counseling professionals.

Stop, Drop, or Enroll? How Ability Beliefs Are Associated With College-Going Among Black Males

2021 ◽  
Vol 25 (1_part_4) ◽  
pp. 2156759X2110400
Author(s):  
Kelly A. Minor ◽  
Charity Brown Griffin ◽  
Aprile D. Benner
Keyword(s):  
Youth Development ◽  
Black Males ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
School Level ◽  
Academic Press ◽  
Academic Preparedness ◽  
Black Male Students ◽  
College Going ◽  
Academic Self Efficacy

High educational attainment is associated with beneficial outcomes for both individuals and society; however, Black males are underrepresented among college students. This study drew on a positive youth development (PYD) perspective to investigate the role of academic self-efficacy beliefs (a malleable strength) in predicting academic preparedness (a measure of PYD) and how academic preparedness, in turn, was associated with immediate postsecondary enrollment. We also investigated a school-level measure of climate—academic press—as a moderator. Our study’s sample of Black male students was drawn from the Education Longitudinal Study (ELS) of 2002 and used three waves of ELS data. We found significant direct and indirect (through academic preparedness) effects of academic self-efficacy beliefs on college enrollment, and the findings indicated no differences in indirect relationships based on academic press. We discuss recommendations for future studies and the practice of school counseling.

Culturally-Responsive College Application Advising for Undocumented Immigrant Students

2021 ◽  
pp. 62-84
Author(s):  
Diana Camilo
Keyword(s):  
Literature Review ◽  
School Counselors ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Immigrant Students ◽  
Undocumented Students ◽  
Undocumented Immigrant ◽  
Application Process ◽  
Traditional Practice ◽  
College Application

This chapter examines the implication of implementing culturally responsive pathways to college for undocumented students. The chapter provides an overview of the barriers students face, unique needs to consider, and outcomes for school counselors, or those supporting students in the college application process to go beyond the traditional practice of application completion. This chapter also includes a brief literature review of culturally responsive pedagogy and its application within a culturally responsive advising framework. Additionally, best practices and challenges are discussed.

College for All and Community College for None: Stigma in High-Achieving High Schools

2015 ◽  
Vol 117 (5) ◽  
pp. 1-52
Author(s):  
Megan M. Holland
Keyword(s):  
Community College ◽  
High Schools ◽  
School Counselors ◽  
College Preparation ◽  
Management Strategies ◽  
College Attendance ◽  
Social Structures ◽  
College Level ◽  
Application Process ◽  
College Application

Background/Context In recent years, college attendance has become a universal aspiration. These rising ambitions have been attributed to the “college-for-all” norm, which encourages all students to aim for college attendance; however, not all students are prepared for the college application process or college-level work. Research Questions This research examines how students interpret the pressure to attend college, particularly four-year schools, when not all students have the same resources needed to negotiate the college process. The study focused on the following questions: What are students’ future educational and work aspirations? Is the college-for-all culture salient for them, and if so, how do they interpret it within the specific context of their high schools? How do they reconcile the pressure to attend college with a lack of economic resources, college knowledge, and college preparation? Research Design Qualitative methods were used to examine how students experienced the college-for-all norm and how this affected their college application behaviors and decisions. Semistructured interviews with 89 juniors and seniors were conducted across two racially and socioeconomically diverse high schools, and a subsample of students was followed over time to see how aspirations and plans changed and evolved. School counselors and other school faculty were also interviewed. Observations were conducted at the schools over two years, and a short survey was administered to students in the sample. Findings/Results The findings indicate that the “college-for-all” norm was interpreted as “four-year college-for-all” in the two high schools, contributing to the development of a stigma surrounding community college attendance. Less advantaged students displayed just as high aspirations as their more advantaged peers but were forced to deal with the community college stigma to a greater degree. Students developed a number of stigma management strategies that varied by race, gender, and class. Conclusion/Recommendations Social structures and inequalities can be reproduced by stigmatizing processes that tend to affect those who lack power and social resources the most. These social structures influence the ways in which people manage stigma, leading to multiple strategies that can both reify and question that stigma. The community college stigma can be problematic if students avoid such schools in favor of expensive four-year colleges that they may not be academically prepared for. Understanding the pressure students feel to attend four-year schools may help school counselors and teachers present alternatives to students in more positive ways and encourage schools to focus more on adequate college preparation, along with college encouragement.

Reducing Inequality in High School Students’ College Knowledge: The Role of School Counselors

2021 ◽  
Vol 24 (1_part_3) ◽  
pp. 2156759X2110118
Author(s):  
Timothy A. Poynton ◽  
Richard T. Lapan ◽  
Sophie W. Schuyler
Keyword(s):  
High School ◽  
High School Students ◽  
School Counselors ◽  
First Generation ◽  
College Knowledge ◽  
School Students ◽  
Twelfth Graders ◽  
College Going ◽  
K 12

This study examined inequalities in college knowledge across the high school years. Twelfth graders had significantly more college knowledge than ninth and 10th graders. Although college knowledge increased during high school among both first- and continuing-generation college-going students, we found significant between-group differences. Continuing-generation students had significantly more college knowledge than first-generation students, and the gap between groups widened across the high school years. School counselors are uniquely positioned within the K–12 education system to address inequalities such as the college knowledge gap through their roles as educators and leaders.

Using workplace changes as learning opportunities

2015 ◽  
Vol 27 (1) ◽  
pp. 34-50 ◽  
Author(s):  
Stefanie Hetzner ◽  
Helmut Heid ◽  
Hans Gruber
Keyword(s):  
Self Efficacy ◽  
Work Group ◽  
Psychological Safety ◽  
Retail Banking ◽  
Individual Characteristics ◽  
Hierarchical Regression ◽  
Professional Work ◽  
Content Type ◽  
Work Relations ◽  
Personal Initiative

Purpose – This paper aims to contribute to an understanding of how individual characteristics and perceived contextual conditions shape reflection in professional work, particularly in workplaces that provide a variety of work experiences related to changes. The authors examine the effects of personal initiative, self-efficacy and perceived psychological safety in work relations with colleagues and supervisors on individuals’ reflection at work. Design/methodology/approach – A sample of 84 client advisors who had recently been affected by major changes in retail banking workplaces participated in the study. The participants completed a questionnaire consisting of instruments to map their self-rated personal initiative, self-efficacy beliefs, reflection at work and perception of psychological safety in work relations with colleagues and supervisors. The data were analysed by performing correlation analyses and hierarchical regression analyses. Findings – The results revealed that both individuals’ personal initiative and self-efficacy significantly positively affect reflection at work. An individual’s perception of psychological safety – particularly among peers – positively predicts reflection. Originality/value – This paper enriches the research on reflection in professional work, particularly against the backdrop of workplace changes. This is done by emphasising the power of individuals’ proactive role and initiative-taking work behaviour; positive beliefs in their own capabilities, e.g. managing the various opportunities involved in workplace changes; and their perception of a psychologically safe environment within a work group that is characterised by interpersonal trust, mutual respect and supportive cooperation.

scholarly journals A Measure of College-Going Self-Efficacy for Middle School Students

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
Melinda M. Gibbons ◽  
L. DiAnne Borders
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
High School Graduation ◽  
Validity And Reliability ◽  
School Students ◽  
College Going ◽  
School Graduation

Many career and educational plans are made well before high school graduation. School counselors’ efforts to support these plans are limited by the lack of assessments of middle school students’ college-going beliefs. Development of the College-Going Self-Efficacy Scale for middle school students is described in this article. Initial evidence of validity and reliability from three separate studies is reported, and suggestions for using this scale with students are provided.

Institutional Environment, Entrepreneurial Self-Efficacy and Entrepreneurial Intention of Company Employees

1970 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Devi Angrahini Anni Lembana ◽  
Yu Yu Chang ◽  
Wen Ke Liang
Keyword(s):  
Self Efficacy ◽  
Institutional Environment ◽  
Practical Experience ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Intentions ◽  
New Venture ◽  
Hierarchical Regression ◽  
Market Demand ◽  
Extrinsic Factors ◽  
Intrinsic Factors

From the intentionality-based view, individuals' actual behaviors to initiate a new venture is driven by their entrepreneurial intentions. Company employees have accumulated professionalism and practical experience, which both enable them to discover some unmet market demand and industrial gaps. However, in establishing a new business, not everyone with certain knowledge or expertise has the desire to become an entrepreneur. Prior research has shown that entrepreneurial intentions are under the profound influences of intrinsic factors and extrinsic factors. On the one hand, entrepreneurial self-efficacy is one of the key psychological states that makes someone dare to initiate entrepreneurial activities. Institutional environment, on the other hand, can either enhance and hinder an individuals' entrepreneurial motivation by offering incentives or causing barriers. Little work has been done to understand how the institutional environment and entrepreneurial self-efficacy jointly affect company employees' intention to quit their job and start an enterprising career. By using hierarchical regression on a sample of 325 Indonesian company employees, this paper shows that the entrepreneurial cognition and entrepreneurial self-efficacy are positively related to employees' entrepreneurial intentions. Also, entrepreneurial self-efficacy strengthens the effect of normative Approval on entrepreneurial intention, whereas the regulatory Support from Government is detrimental to company employees' intention to start a new venture regardless the entrepreneurial self-efficacy is high or low.

From Identity to Enaction: Identity Behavior Theory

2020 ◽  
Author(s):  
Jack Simons
Keyword(s):  
Health Behaviors ◽  
School Counselors ◽  
Behavioral Intention ◽  
Self Efficacy ◽  
Food Choices ◽  
Subjective Norm ◽  
Behavior Theory ◽  
Identity Attitudes ◽  
Behavioral Action ◽  
Development Of Identity

The development of Identity Behavior Theory (IBT) has been inspired by identity theory and the Theory of Planned Behavior (TPB), the latter of which has been used to assess the relationships between attitudes, self-efficacy, subjective norm, behavioral intention, and behavioral action. TPB has been used to predict many behaviors including, but not limited to, food choices, health behaviors, and, more recently, the behaviors of students and educators, including school counselors. TPB, however, lacks validity, and, despite a call to assess identity as part of the model, no changes have been made to TPB for over two decades. To fill this gap, IBT is proposed as a new model that is concerned with the role that identity plays in the prediction of behavioral enaction, the process whereby individuals shape their experiences through planning and successful actions. Behavioral enaction comprises behavioral intention and behavioral action, and, as part of IBT, is assessed along with identity, attitudes, self-efficacy, and assertiveness. In this paper, the TPB and IBT are reviewed, along with how to develop an identity scale. Recommendations for using IBT in research and applied practice are offered.

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