Showing papers in "Journal of Counseling Psychology in 1984"

Academic Procrastination: Frequency and Cognitive-Behavioral Correlates

Abstract: Analyse factorielle des raisons invoquees par 342 etudiants pour rendre compte de leur temporisation dans certaines tâches universitaires, apres un examen de la frequence d'un tel comportement

Relation of self-efficacy expectations to academic achievement and persistence.

Abstract: This study examined the relation of self-efficacy beliefs to subjects' persistence and success in pursuing science and engineering college majors. Subjects were 42 students who participated in a 10-week career-planning course on science and engineering fields. They completed several measures of self-efficacy , involving their perceived ability to fulfill the educational requirements and job duties of a variety of technical/sci entific occupations. Findings indicated that subjects reporting high self-efficacy for educational requirements generally achieved higher grades and persisted longer in technical/scientific majors over the following year than those with low self-efficacy. Self-efficacy was also moderately correlated with objective predictors of academic aptitude and achievement. Implications for the further extension of self-efficacy theory to educational and vocational behavior are discussed. Bandura (1977, 1982) has recently proposed a theoretical framework to explain and predict behavior change. Essentially, he has suggested that behavior changes achieved by diverse methods are mediated by a common cognitive mechanism. Self-efficacy expectations, meaning beliefs about one's ability to successfully perform a given task or behavior, are hypothesized to determine whether coping behavior will be initiated, how much effort will be expended, and how long effort will be sustained in the face of obstacles and aversive experiences. Thus far, perceived self-efficacy has been studied in relation to a variety of clinical problems such as snake phobias (Bandura & Adams, 1977), social skills (Moe & Zeiss, 1982), and smoking cessation maintenance (DiClemente, 1981). Results have generally suggested that persons' efficacy expectations are useful in predicting behavior change independently of the different treatment approaches used. Recently, Hackett and Betz (1981) have extended self-efficacy theory to vocational behavior, hypothesizing that ex

Counseling Session Impact as Viewed by Novice Counselors and Their Clients

Abstract: The Session Evaluation Questionnaire (SEQ) was used to measure the perspectives of 17 novice counselors and their 72 clients on 942 individual counseling sessions along two evaluative dimensions—depth and smoothness— and two dimensions of postsession mood—positivity and arousal. A components-of-variance analysis showed that, from both perspectives, SEQ ratings varied greatly from session to session; ratings were only modestly predictable from differences among counselors or among counselor-client dyads. However, averages across 6-10 sessions would permit adequately reliable differentiation among dyads—for example, for comparisons with outcome measures. -Correlations Between corresponding counselor and client dimensions ranged from moderate to negligible, whether calculated across sessions, across clients, or across counselors. Novice counselors' judgments of session depth and value may bear little relation to their clients' evaluations. On the other hand, counselors' comfort in sessions and postsession positive mood were moderately predictive of client reactions. Session impact refers to a counseling session's immediate effects, including the participants' evaluations of the session and their postsession affective states. Session impact research is in the tradition of research on the "good hour" (Auerbach & Lubors,ky, 1968; Hoyt, 1980; Orlinsky & Howard, 1967) and on counselors' and clients' postsession perceptions of each other and of the session process (Barak & LaCrosse, 1975; Bernard, Schwartz, Oclatis, & Stiner, 1980; LaCrosse, 1977; LaCrosse & Barak, 1976; Mintz,

Differences among Supervisees at Different Levels of Training: Implications for a Developmental Model of Supervision.

Abstract: University of Missouri—Columbia Although a developmental model of supervision for counseling trainees holds considerable intuitive appeal, there is little empirical evidence to support such a construct. The purpose of the present research was to examine differences in supervision across levels of counselors-in-training that might have implications for a developmental model of supervision. To this end, three separate studies were conducted over a 2-year period that empirically examined various aspects of supervision. Specifically, the investigations examined differences across three counselor trainee levels (beginning practicum, advanced practicum, and doctoral interns) with regard to (a) the interpersonal influence process between the supervisor and supervisee (Study 1), (b) trainees' perceptions of specific supervisor behaviors contributing to supervisory effectiveness (Study 2), and (c) trainees' perceptions of the most important or critical incidents that occur within supervision during a semester (Study 3). The combined results were congruent with a developmental model of supervision. Specifically, the results suggest that across trainee levels (a) variables related to the interpersonal influence process differ, (b) different types of supervisor behaviors appear to be effective at different levels of supervision, and (c) different types of critical incidents are reported within the supervision process. The implications of these results which support a developmental model of supervision are discussed as well as suggestions for future research.

Race of Counselor, Client Sex, Cultural Mistrust Level, and Premature Termination from Counseling among Black Clients.

Abstract: Black clients, visiting a community mental health center for the first time were identified and administered an inventory designed to assess the extent to which they trust whites. Equal numbers of clients were then assigned to a black and to a white counselor for an intake interview. Hierarchical regression analyses were then used to examine the relation between the predictor variables of counselor's race, mistrust level, and clients' sex on the criterion variable of premature termination from counseling. Significant percentages of shared variance were found between termination rates and the predictor * variables of counselors' race and trust level as well as the interaction of counselor's race and trust level. No significant amount of shared variance was found between sex of clients and termination rates. Some implications for counseling are discussed.

Math anxiety: relation with situational test anxiety, performance, physiological arousal, and math avoidance behavior

Abstract: Chez 40 etudiants et 23 etudiants sont examinees a l'aide de questionnaires appropries, les relations entre l'anxiete vis-a-vis des mathematiques et l'anxiete relative a la situation de test, les performances en mathematiques, l'activation physiologique et le comportement d'evitement des mathematiques

Effects of Ethnic, Sex, and Attitude Similarity on Counselor Credibility.

Abstract: Chez 64 etudiants et 63 etudiants mexicains des Etats-Unis sont examines les effets de l'ethnie, du sexe et de la similarite d'attitudes envers l'acculturation d'un conseiller sur les jugements relatifs a sa credibilite et a son pouvoir attractif