Dissertation/Thesis Abstract

Social cognitive influences on student clinicians' attitudes toward evidence-based practices
by Daramus, Aimee N., Psy.D., Adler School of Professional Psychology, 2016, 128; 10168840
Abstract (Summary)

While there is a rich body of literature about the advantages and disadvantages of viewing psychology as a science and of the wide spectrum of opinions about evidence-based clinical practice, there is no known research into what influences a clinician's attitudes toward evidence-based practices. There is a strong literature to suggest the idea that motivation to pursue a scientific career is strongly influenced by social cognitive learning (as originally proposed by Albert Bandura). The present study applies the existing literature on science motivation to the question of whether or not social cognitive learning in early life influences the attitudes of graduate student clinicians toward evidence-based practices. Forty-eight graduate students from 19 APA or CACREP-accredited programs completed a measure of science motivation and a measure of attitudes toward evidence-based practices in psychology, both of which are grounded in social cognitive theory. If science motivation, and therefore social cognitive theory, affect an adult clinician's attitudes toward evidence-based practices, then scores on the Science Motivation Questionnaire – II (SMQ-II) should correlate with scores on the Exploration of Attitudes Toward Evidence-Based Practices scale (EATEBP). The intrinsic motivation scales of each measure should correlate with each other. As expected, the results showed a wide range of views on evidence-based practice, and in general, showed that social cognitive theory is likely to be a factor in a clinician's attitudes toward evidence-based practice. Science Motivation had a significant relationship with attitudes and intentions that favored evidence-based practice. Intrinsic motivation to study science had a significant relationship with intrinsic to use evidence-based practices. Extrinsic motivators such as grades and career motivation did not have significant relationships to a subject's attitudes toward evidence-based practice. Contrary to expectation, however, there were no significant differences between students from different concentrations or theoretical orientations. Demographic data confirmed previous research that age and gender had no significant effect on attitudes toward evidence-based practice in psychology. Social cognitive influences in the form of science motivation appear to be a statistically significant influence on the attitudes and intentions of a clinician regarding evidence-based practice.

Indexing (document details)
Advisor: Westermeyer, Jerry
School: Adler School of Professional Psychology
School Location: United States -- Illinois
Source: DAI-B 78/02(E), Dissertation Abstracts International
Subjects: Social psychology, Behavioral Sciences, Clinical psychology
Keywords: Evidence-Based Practices, Evidence-Supported Treatment, Practioner-Scholar Model, Science Motivation, Social Cognition, Social Learning
Publication Number: 10168840
ISBN: 978-1-369-23064-2
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