This paper investigates differences in self-efficacy perceptions among counseling graduate students enrolled in online versus traditional land-based degree programs. Drawing on Lane and Lane's (2009) definition of self-efficacy as individual confidence in executing behaviors to achieve performance outcomes, the paper proposes a custom 10-item Likert-scale survey designed to measure counseling self-efficacy across key professional competencies. The paper details the survey's rationale, data collection procedures using tools such as SurveyMonkey, and SPSS-based analysis methods. It also addresses challenges inherent in constructing reliable and valid custom survey instruments, including avoiding ambiguous or leading questions.
Today, increasing numbers of college students are enrolled in online courses that either supplement or entirely replace traditional land-based counseling graduate degree programs (Smith, McAuliffe & Rippard, 2014). These trends may affect the respective levels of self-efficacy that counseling students develop as a result of their online or land-based coursework. To help determine the extent of these differences, if they exist, this paper was guided by the following research question: "What are the differences in perceptions of self-efficacy among counseling students in online and land-based counseling graduate degree programs?"
In order to develop a timely and informed answer to this research question, a definition of self-efficacy is followed by a proposed 10-item survey that measures the respective self-efficacy levels of online and land-based counseling students. A listing of the 10 survey items is followed by supporting rationale for their inclusion and a description of the data collection and analysis procedures that would be used with this instrument. Finally, an explanation of the challenges associated with constructing a survey of this nature is followed by a summary of the research and important findings in the conclusion.
Self-efficacy is generally defined by Lane and Lane as "the levels of confidence individuals have in their ability to execute courses of action or attain specific performance outcomes" (2009, p. 687). Individual expectations concerning personal efficacy can affect initiating behaviors, the amount of effort applied to achieve a given objective, and the degree of perseverance maintained in response to challenges and obstacles (Lane & Lane, 2009). The research to date indicates that successful performance is highly correlated with high levels of self-efficacy (Lane & Lane, 2009).
A self-administered custom questionnaire (Sheperis, Young & Daniels, 2017) can be used to measure the self-efficacy of online and land-based counseling students. This survey can be administered to a population sample of online and land-based counseling students using either an online platform or a paper-and-pencil version. It contains the following Likert-scaled questions with a five-level response scale ranging from strongly disagree to strongly agree, with a no opinion / not applicable option.
1. I am confident that I can provide all clients with the counseling services they need to address the problems in their lives.
2. My education and background have provided me with the tools and knowledge I need to be an effective counselor.
3. I am absolutely certain that counseling is the right career choice for me.
4. I am proficient at helping clients set realistic goals.
5. I feel I am proficient at creating and sustaining a therapeutic rapport with my clients.
6. I am comfortable using different counseling strategies depending on the circumstances.
7. I routinely use active listening skills and restatements of client concerns as part of my counseling approach.
8. I am comfortable using self-disclosure to help clients gain fresh insights into their problems.
9. I keep an open mind when confronted with unexpected or offensive feedback.
10. I am thoroughly aware of relevant professional codes of conduct as they apply to the counseling profession.
These survey questions were regarded as appropriate for measuring self-efficacy levels because they are directly linked to the factors considered important for the attainment of counseling goals (Lane & Lane, 2009).
"SurveyMonkey administration and SPSS frequency analysis"
"Validity, reliability, and question-wording pitfalls"
The day may come when all counseling students receive their education from online educational institutions, but until that day arrives, it is important to identify any salient differences that result from completing counseling coursework online or through conventional land-based institutions. Because self-efficacy levels provide a useful indicator of potential performance levels, surveys such as the one described herein can help practitioners gain a better understanding of their strengths and weaknesses and identify opportunities for improvement.
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