Preparing School Counselors to Support LGBT Youth: The Roles of Graduate Education and Professional Development

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Ryan M. Kull ◽  
Joseph G. Kosciw ◽  
Emily A. Greytak
Keyword(s):  
Professional Development ◽  
Graduate Education ◽  
School Counselors ◽  
Self Efficacy ◽  
Ordinary Least Squares ◽  
Regression Analyses ◽  
Ols Regression ◽  
Lgbt Students ◽  
Positive Effects ◽  
The Relationship

This study examined whether school counselors’ LGBT-related graduate education and professional development predicted more frequent efforts to support LGBT students, and whether their LGBT-related self-efficacy mediated the relationship between their training experiences and supportive efforts. Results from ordinary least squares (OLS) regression analyses indicated that more exposure to LGBT-related graduate education and professional development predicted more frequent engagement in LGBT-related practices among school counselors. Results from OLS regression-based path analysis further indicated that the direct effect of training on school counselors’ practices was partly explained by the positive effects of training on counselors’ LGBT-related self-efficacy. The article also discusses the study's implications and limitations.

Therapeutic role of player self-efficacy in online gaming

2017 ◽  
Vol 45 (9) ◽  
pp. 1475-1484
Author(s):  
Hye Rim Lee ◽  
Eui Jun Jeong
Keyword(s):  
Psychosocial Factors ◽  
Self Efficacy ◽  
Online Games ◽  
Path Model ◽  
Social Aspects ◽  
Game Playing ◽  
Online Game ◽  
Positive Effects ◽  
The Relationship

We investigated the effects of life and game self-efficacy of players of online games on the psychosocial factors of depression, loneliness, and aggression, exploring these relationships via an integrated path model using multidimensional factors of each construct. With survey data from 1,227 Korean online gamers, we examined how coping and social aspects of life and game self-efficacy affect these psychosocial factors. The results highlighted the important role of life self-efficacy, which significantly and negatively affected loneliness and depression; however, the results showed positive associations of game self-efficacy with these factors. Life self-efficacy had greater positive effects on depression and loneliness when mediated by preferred game playing. These findings provide novel contributions to research on the relationship between life and game self-efficacy, as therapeutic prerequisite factors in online game playing, and players' psychosocial factors.

scholarly journals The Relationship Between U.S. High School Science Teacher’s Self-Efficacy, Professional Development, and Use of Technology in Classrooms

2021 ◽  
Vol 4 (1) ◽  
pp. 45-62
Author(s):  
Zahrah Hussain Aljuzayri ◽  
Keyword(s):  
Professional Development ◽  
High School ◽  
Science Teachers ◽  
Self Efficacy ◽  
Online Survey ◽  
School Science ◽  
High School Science ◽  
Use Of Technology ◽  
High School Science Teachers ◽  
The Relationship

There have been a limited number studies that examined the relationship between professional development (PD) and self-efficacy with technology tool use, specifically concerning high school science teachers. The main goal of this quantitative study was to identify any specific correlations between science teacher self-efficacy and the professional development science teachers received for those specific classroom technologies. Participants were comprised of a randomized sample set of high school science teachers throughout 46 different US States.The data was collected by using an online survey via the Qualtrics survey platform. The survey was sent to 3000 science instructors and 104 in total completed it. The results suggest that science teachers’ efficacy was high with course management systems and student wireless or digital devices, but not for social networking/media. There was no significant connection between technological self-efficacy and PD for related technology tools. However, it is possible that science teachers are already highly efficacious in terms of technology, and observational studies are recommended to see when and how teachers actually use technology in their classrooms.

School Counselors’ Career Satisfaction and Commitment: Correlates and Predictors

2006 ◽  
Vol 9 (3) ◽  
pp. 2156759X0500900 ◽  
Author(s):  
Jennifer Baggerly ◽  
Debra Osborn
Keyword(s):  
School Counselors ◽  
Self Efficacy ◽  
Career Satisfaction ◽  
Career Commitment ◽  
Regression Analyses ◽  
Future Directions ◽  
Peer Supervision ◽  
Survey Responses ◽  
Negative Predictor

The purpose of this article is to investigate correlates and predictors of school counselors’ career satisfaction and commitment. Regression analyses of 1, 280 Florida counselors’ survey responses indicated that positive predictors of career satisfaction included appropriate duties, high self-efficacy, and district and peer supervision, while negative predictors were inappropriate duties and stress. The only positive predictor of career commitment was appropriate counseling duties while the only negative predictor was stress. Results and future directions are discussed.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

2017 ◽  
Vol 21 (1b) ◽  
pp. 2156759X1877298 ◽  
Author(s):  
Patrick R. Mullen ◽  
Daniel Gutierrez ◽  
Sean Newhart
Keyword(s):  
Emotional Intelligence ◽  
School Counseling ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Future Research ◽  
Leadership Experiences ◽  
School Counselor Leadership ◽  
The Relationship

In this investigation, we examined the relationship between emotional intelligence, leadership self-efficacy (LSE), self-leadership, and leadership experiences among a sample of practicing school counselors. School counselors who reported higher levels of emotional intelligence also reported greater LSE, self-leadership, and leadership experiences. We discuss the implications of these findings for the practice of school counseling and potential future research on school counselor leadership.

scholarly journals The Relationship Between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers

2017 ◽  
Vol 57 (1) ◽  
pp. 239-251 ◽  
Author(s):  
İhsan Sarı ◽  
Betül Bayazıt
Keyword(s):  
Social Support ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Positive Relationship ◽  
Perceived Social Support ◽  
Regression Analyses ◽  
Perceived Leadership ◽  
Motivation Scale ◽  
The Relationship ◽  
General Self Efficacy

AbstractThe current study aimed to determine the relationship between perceived coaching behaviours, motivation, self-efficacy and general self-efficacy of wrestlers who competed in the Super National Wrestling League. The sample consisted of 289 wrestlers. The Self-Efficacy Scale was used to measure self-efficacy perception, the Sports Motivation Scale to measure the motivation of the athletes, the Leadership Scale for Sport to determine perceived leadership behaviours, and the General Self-Efficacy Scale to determine the general self-efficacy perceptions of the athletes. For data analyses, SPSS 17.0 software was used. According to the results of the regression analyses performed with the enter method, it was found that perceived training and instruction behaviour along with perceived social support behaviour significantly explained self-efficacy (adjusted R2_ = .03), intrinsic motivation (adjusted R2 = .04) and amotivation (adjusted R2 = .05). Also, perceived training and instruction behaviour (β = .51), autocratic behaviour (β = -.17) and social support behaviour (β = -.27) significantly contributed to athletes’ general self-efficacy (adjusted R2 = .10). In light of these findings, it may be argued that perceived training and instruction behaviour may be beneficial for self-efficacy, general self-efficacy, intrinsic motivation, and amotivation. On the other hand, it could be stated that perceived autocratic behaviour may be detrimental for general self-efficacy of the athletes. As for social support behaviour, it may be suggested that it is negatively related to self-efficacy, general self-efficacy and intrinsic motivation. Lastly, a positive relationship was observed between perceived social support behaviour and amotivation in wrestlers. The results reveal the specific characteristics of wrestlers and suggest some implications for wrestling coaches.

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