The working alliance, beliefs about the supervisor, and counseling self-efficacy: Applying the relational efficacy model to counselor supervision.

2018 ◽  
Vol 65 (4) ◽  
pp. 512-522 ◽  
Author(s):  
M. Ashley Morrison ◽  
Robert W. Lent
Keyword(s):  
Working Alliance ◽  
Self Efficacy ◽  
Counselor Supervision ◽  
Relational Efficacy

Associations among the advisory working alliance and research self-efficacy within a relational-efficacy framework.

2020 ◽  
Vol 67 (3) ◽  
pp. 361-370
Author(s):  
Cory L. Cobb ◽  
Byron L. Zamboanga ◽  
Dong Xie ◽  
Seth J. Schwartz ◽  
Charles R. Martinez ◽  
...  
Keyword(s):  
Working Alliance ◽  
Self Efficacy ◽  
Relational Efficacy ◽  
Advisory Working Alliance

scholarly journals Relational Efficacy Beliefs in Physical Activity Classes: A Test of the Tripartite Model

2012 ◽  
Vol 34 (3) ◽  
pp. 285-304 ◽  
Author(s):  
Ben Jackson ◽  
Nicholas D. Myers ◽  
Ian M. Taylor ◽  
Mark R. Beauchamp
Keyword(s):  
Physical Activity ◽  
Self Efficacy ◽  
Latent Variable ◽  
Full Range ◽  
Efficacy Beliefs ◽  
Independent Observer ◽  
Path Analyses ◽  
Relational Efficacy ◽  
Latent Variable Path ◽  
Physical Activity Classes

This study explored the predictive relationships between students’ (N = 516, Mage = 18.48, SD = 3.52) tripartite efficacy beliefs and key outcomes in undergraduate physical activity classes. Students reported their relational efficacy perceptions (i.e., other-efficacy and relation-inferred self-efficacy, or RISE) with respect to their instructor before a class, and instruments measuring self-efficacy, enjoyment, and effort were administered separately following the class. The following week, an independent observer assessed student achievement. Latent variable path analyses that accounted for nesting within classes revealed (a) that students were more confident in their own ability when they reported favorable other-efficacy and RISE appraisals, (b) a number of direct and indirect pathways through which other-efficacy and RISE predicted adaptive in-class outcomes, and (c) that self-efficacy directly predicted enjoyment and effort, and indirectly predicted achievement. Although previous studies have examined isolated aspects within the tripartite framework, this represents the first investigation to test the full range of direct and indirect pathways associated with the entire model.

scholarly journals The Impact of the School Counselor Supervision Model on the Self-Efficacy of School Counselor Site Supervisors

2017 ◽  
Vol 21 (1) ◽  
pp. 1096-2409-21.1. ◽  
Author(s):  
Carleton H. Brown ◽  
Arturo Olivárez ◽  
Lorraine DeKruyf
Keyword(s):  
Identity Development ◽  
School Counselors ◽  
Self Efficacy ◽  
School Counselor ◽  
Counselor Supervision ◽  
Critical Element ◽  
Supervision Training ◽  
Site Supervisors ◽  
Supervision Model ◽  
The Impact

Supervision is a critical element in the professional identity development of school counselors; however, available school counseling-specific supervision training is lacking. The authors describe a 4-hour supervision workshop based on the School Counselor Supervision Model (SCSM; Luke & Bernard, 2006) attended by 31 school counselors from three southern U.S. school districts. Employing a pre-experimental pretest-posttest research design using the Site Supervisor Self-Efficacy Survey-revised (DeKruyf, 2011), the authors found a significant positive relationship (t (30) = 9.31, p & .001; Cohen's d = 1.67) between supervision training and supervisor self-efficacy. These findings bolstered the efficacy of the SCSM. The authors discuss research and practical implications of this study.

The Supervisory Working Alliance, Trainee Self-Efficacy, and Satisfaction

1999 ◽  
Vol 77 (4) ◽  
pp. 447-455 ◽  
Author(s):  
Nicholas Ladany ◽  
Michael V. Ellis ◽  
Myrna L. Friedlander
Keyword(s):  
Working Alliance ◽  
Self Efficacy ◽  
Supervisory Working Alliance
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