An Analysis of the Relationship Between the Scholarly Activity of Counselor Education Doctoral Students and Intrinsic Versus Extrinsic Goal Aspirations PDF Download

Author: Holly Harper Miller
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages :

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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 652

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Author: Amy L. Jones
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 121

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Research self-efficacy refers to a person's confidence in their ability to perform research activities (Bailey, 1999; Bard et al., 2000; Deemer, 2010; Holden et al., 1999; Kahn, 2001; Mulliken et al., 2007; Phillips et al., 2004; Unrau & Beck, 2004, Unrau & Grinnel, 2005). Little has been written on this topic in relation to Counselor Education and Supervision (CES) doctoral students. The purpose of this small scale exploratory study was to gather data on variables that may be related to doctoral CES students' perceived research self-efficacy and learn about the factors predictive of the students' research self-efficacy. A cross-sectional survey research design was used to investigate this construct among Counselor Education and Supervision doctoral students in programs approved by the Council for Accreditation of Counseling and Related Programs (CACREP). A non-probability, non-randomized, convenience sample (n=60) was obtained from the North Central, Southern, and Northwestern regions of the Association for Counselor Education and Supervision (ACES). The Clinical Research Appraisal Inventory was used to measure research self-efficacy and a demographic questionnaire was used to gather demographic information about the participants. The findings from this study indicate the majority of CES doctoral students do not feel confident in their research skills. The results also indicate that as the number of research training credit hours completed increases so does the research self-efficacy of CES doctoral students. The age, gender, career aspirations, and enrollment status of the participants did not predict their research self-efficacy.

Author: Rita Schellenberg
Publisher: Rowman & Littlefield
ISBN: 1475851359
Category : Education
Languages : en
Pages : 137

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This follow-up to A New Era in School Counseling, 2nd edition offers in-depth knowledge of how the school counselor, who is deeply embedded in all aspects of the educational system, can work most efficiently and effectively in the schools. This new edition underscores the heightened focus on leadership and collaboration, as well as the increased attention to meeting the mental health needs of school-age students, particularly meeting the spiritual and religious development of students by way of the school counseling program. Growing technology brings about increased responsibility for the school counselor. This text takes a more comprehensive look at school counselors’ roles in meeting the need of K-12 students in this digital age. Previous edition CD materials have been moved to a web page where they are available for download: http://textbooks2.rowman.com/schellenberg. The significant changes in the school counseling profession that are reflected in this text include: The change from the three developmental domains adopted by the American School Counselor Association in 1997 (Cambell & Dahir, 1997) to the American School Counseling Association Mindsets and Behaviors for Student Success (ASCA, 2014) have impacted both the structure and content of student competencies. This significant foundational change to the ASCA National Model impacts a variety of professional practice areas addressed by this new text edition, including action plan and results report templates, and multiple other forms provided by way of this edition change. This text reflects on the recently revised Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) Standards, particularly noting the significant reduction in the number of preparation standards from 2009 to 2016 for the specialty of School Counseling. This text redefines the invisible student, broadening the concept of universal academic achievement. Characteristics that better clarify students who may not be reaching their full potential as another subpopulation of student at risk are addressed. The creation of ASCA University, or ASCA U, specialist training is highlighted to aid in meeting the growing emphasis on leadership and heightened competence. Specific training topics are highlighted to meet growing demands for competence in these areas.

Author: John T. Petko
Publisher:
ISBN:
Category :
Languages : en
Pages : 232

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Doctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop & Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth & Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.

Author: LaSonda Wells
Publisher:
ISBN:
Category : Counseling
Languages : en
Pages : 144

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High attrition rates among doctoral students are of great concern. Based on national statistics in the United States, at least 50% of students who start a doctoral program do not complete their degree (Council of Graduate Schools, 2008; Lovitts, 2000). Although factors leading to attrition can vary given the individual student and the discipline, the faculty-student relationship is the most commonly noted problematic factor across disciplines (Fedynich & Bain, 2011; Lovitts, 2001). However, the research on doctoral advisor-advisee relationships remains sparse, particularly in counselor education (Protivnak & Foss, 2009). The purpose of this study was to explore the demographic profile of counselor educators during the dissertation phase of their doctoral programs by examining counselor educators' expectations of an ideal mentor, perceptions of their advisory working alliance and perceptions of their advisors' willingness to mentor, as experienced during the dissertation phase of their doctoral programs. Additionally, this study explored the relationship of these perceptions and cross-cultural advising based on differing gender, race, or both with time-to-degree. This study was motivated by five research questions: (1) What were the ideal mentor expectations of counselor educators during the dissertation phase of their doctoral programs? (2) What were the perceived advisory working alliance experiences of counselor educators during the dissertation phase of their doctoral programs? (3) What is the relationship between perceived advisory working alliance as measured by the AWAI-S and time-to-degree? (4) What is the relationship between perceived willingness to mentor and time-to-degree? (5) What is the relationship between cross-cultural advising based on differing gender, race, or both and time-to-degree? The research design chosen for this study was retrospective cross-sectional survey design. The data were collected through three online self-administered instruments (a) the Ideal Mentor Scale (IMS; Rose 2003, 2005); (b) the Advisory Working Alliance Inventory-Student Version (AWAI-S; Schlosser & Gelso, 2001); and (c) a demographic questionnaire. The researcher utilized a purposive sampling method to solicit full-time and adjunct counselor educators working in CACREP-accredited master's and doctoral counseling programs across the United States. Participants were encouraged to reflect on their experience during the dissertation phase of their doctoral program. The findings support that the phenomenon of mentoring in doctoral education is as valued and expected in Counselor Education as it is in other disciplines. However, there was neither a statistically significant relationship between time-to-degree and perception of dissertation advisory working alliance, nor did advisory working alliance, perception of advisor's willingness to mentor, or cross-cultural advising relationships predict time-to-degree. However, expectations of an ideal mentor and the perceptions of the advisory working alliance provided insight into the dissertation advising experiences of counselor educators. Limitations of this study, implications for Counselor Education and doctoral training and recommendations for future research are identified.

Author: Daniel M. Huber
Publisher:
ISBN:
Category : Counseling psychologists
Languages : en
Pages : 240

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The purpose of the current study was to help understand scholarly activity better among counseling psychology doctoral students. Two new variables were added to the previously created pedictor model of scholarly activity: advisory working alliance and research competence. Three path analytic models were designed in the current study: (1) a primary hypothesized model, (2) and alternative model, and (3) a trimmed model. In the first model, grounded in social-cognitive career theory (SCCT) and research training environment (RTE) theory, scholarly activity was hypothesized to be explained directly by research interests, research outcome expectations, research self-efficacy, research competence, and year in program. Through these mediator variables, it was expected that investigative interests, research training environment, and advisory working alliance would all indirectly explain scholarly activity. Data from 459 counseling psychology doctoral students were used to test the three path models. Model 1 was shown to be a "good fit" to the data and explained 17% of the variance in scholarly activity. Model 2 was designed to provide a better understanding of where research competence belongs in the model. In Model 2, research competence was transitioned from an exogenous variable, as it was in Model 1, to an endogenous variable. Path analysis results revealed that Model 2 was a "poor fit" to the data. Because Model 1 was a better fit than Model 2, findings from Model 1 were used to create a trimmed model. The trimmed model was shown to be a better fit to the data than Model 1. Overall, the model explained 55% of the variance in research self-efficacy, 16% in research outcome expectations, 62% in research interests, and 18% in scholarly activity. Results provided strong support for SCCT and mixed support for RTE theory. Implications are discussed within the context of research training, and future research is suggested.

Author: Arizona State University. Bureau of Educational Research and Services
Publisher:
ISBN:
Category :
Languages : en
Pages : 72

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Author: Judith D. Richards
Publisher:
ISBN:
Category : College students' writings, American
Languages : en
Pages : 87

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Doctoral training programs in counselor education require a dissertation, a capstone project in the academic training and development of graduate students seeking a PhD or an EdD. The dissertation is expected to contribute new knowledge to the profession through the researcher reporting the results of research. The counselor education literature has an absence of analysis or examination of dissertations produced in the field. Content and design analysis studies conducted in allied fields documented multiple benefits to such research. These benefits to doctoral research included: (1) identifying research gaps, (2) showcasing the mentoring process within the profession, (3) illuminating the characteristics of, and trends in, research (4) guiding revisions in research training, (5) guiding revisions in research techniques, and (6) aligning research practices to needs of the profession. The first study in this thesis used content analysis and analyzed the content, research methods, and research designs of dissertations produced in Oregon State University's Counseling Academic Unit over a 65-year period (1949-2014). Inferential statistics determined if there were any decadal differences in content, research methodology, or design. No decadal differences were discovered. Having a historical perspective assists current researchers in knowing their history, which can inform both present and future research efforts. The second study used content analysis and analyzed a cross section of counselor education dissertations produced in a random selection of Council for Accreditation of Counseling and Related Educational Programs institutions located in Carnegie-designated research universities in the year 2013 by examining the dissertations' content, research methods, and designs. Inferential statistics determined if selection of a research method differs based on type of degree. Results indicate no relationship between type of degree and selected research method. A total 88.7% of the dissertations employed an observational design. Benefits, trends and implications are summarized, described, and discussed so that counselor educator professionals and their students will have a baseline from which they can reflect on, plan, and carry out research to best meet gaps in scholarship literature.

Author: Fred W. Lockard (III.)
Publisher:
ISBN:
Category : Counselor educators
Languages : en
Pages : 534

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The purpose of this investigation was to examine the perceived leadership development, training, and education of counselor education doctoral students enrolled in CACREP-accredited universities and colleges. Participants of this study were 228 members of the American Counseling Association (ACA) who were doctoral students enrolled in CACREP-accredited counselor education programs in the United States. The participants were chosen using a database of names obtained from the ACA. The general research questions investigated were: To what degree do counselor education doctoral students believe they are being prepared in the domains of leadership? Is there a relationship between the number of courses completed and the perceived leadership ability of counselor education doctoral students in the domains of leadership as listed? To what degree do counselor education doctoral students believe they are receiving the prescribed CACREP leadership training and education as listed? Is there a relationship between the number of courses completed and the degree to which counselor education doctoral students believe they are receiving the prescribed CACREP leadership training and education as listed? What do counselor education doctoral students think are important influences in their leadership development? What do counselor education doctoral students think are the most important influences in their leadership development? What do counselor education doctoral students think can be done to better prepare them for the roles of leadership? Do the sexes differ on what they think they need in terms of formal leadership training? Are there differences between doctoral students who have a master's degree in school counseling, community counseling, psychology, or other, and what they think they need in terms of formal leadership training and education? Do years of clinical experience predict the student's response to survey items 10-14? The respondents indicated they were confident in their ability to provide leadership in the six commonly cited domains of leadership in counselor education. They were less confident in their knowledge and ability to provide leadership in the three domains of leadership proposed by the investigator. A majority of respondents acknowledged they were being taught leadership according to the CACREP standards. The study demonstrated current doctoral students' perceived leadership ability was attributed in large measure to leadership experience and education received prior to their admittance into a doctoral program. Respondents also reported a strong desire to have more leadership training and education afforded them during their doctoral studies. Students believed their career goals and the advancement of the counseling profession could be positively impacted by the addition of leadership training and opportunities.