THE CONTRIBUTION OF SCHOOL COUNSELORS' SELF-EFFICACY TO THEIR PROGRAMMATIC SERVICE DELIVERY

被引：19

作者：

Mullen, Patrick R. ^{[1
,2
]}

Lambie, Glenn W. ^{[1
]}

机构：

[1] Univ Cent Florida, Orlando, FL 32816 USA

[2] E Carolina Univ, Dept Interdisciplinary Profess, Greenville, NC 27858 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2016年 / 53卷 / 03期

关键词：

COVARIANCE STRUCTURE-ANALYSIS; TEST STATISTICS; NONNORMALITY; PERFORMANCE; ROBUSTNESS; VALIDATION;

D O I：

10.1002/pits.21899

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Self-efficacy pertains to individuals' belief about their capability to accomplish a task; consequently, school counselors' positive self-efficacy is a theoretically based prerequisite for their facilitation of school-based interventions. In addition, school counselor-led interventions and comprehensive, developmental guidance programs benefit students' personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors' (N=693) self-efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants' self-efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed.

引用

页码：306 / 320

页数：15

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