Dissertation/Thesis Abstract

Counselor Education Learning Modalities: Do They Predict Counseling Self-efficacy in Students?
by Pechek, Ashley Ascherl, Ph.D., Adams State University, 2018, 148; 10785997
Abstract (Summary)

The study examines students’ counseling self-efficacy as measured by the Counseling Self-Estimate Inventory (COSE). A non-experimental design was implemented with 136 participants from 11 CACREP-accredited counselor education programs across the United States. Participants were enrolled in one of two learning modalities (e.g., face-to-face or online) and were asked to complete the COSE. Participants’ COSE Total scores were analyzed with a standard multiple regression. The results of the statistical analysis assisted in determining if learning modality (e.g., face-to-face or online), student age, and experience in a counseling program (e.g., number of credit hours completed) predict counseling self-efficacy of students. Results of the study reveal that counseling students’ learning modality and age do not predict counseling self-efficacy, but that the amount of experience (completed credit hours) is a significant predictor of counseling self-efficacy. Additionally, an exploratory analysis showed that counseling self-efficacy increases as students complete more credit hours and that the most significant increase in self-efficacy occurs between 25-36 credit hours.

Indexing (document details)
Advisor: Thiemann, Jared
Commitee: Basse, Don, Manzanares, Mark
School: Adams State University
Department: Counselor Education
School Location: United States -- Colorado
Source: DAI-B 79/10(E), Dissertation Abstracts International
Subjects: Educational psychology, Counseling Psychology, Higher education
Keywords: Age, Counseling self-efficacy, Experience, Learning modality
Publication Number: 10785997
ISBN: 9780438017474
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