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dc.contributor.advisorWatson, Joshua C.
dc.contributor.advisorOliver, Marvarene
dc.contributor.authorHaktanir, Adbulkadir
dc.date.accessioned2018-06-22T16:44:39Z
dc.date.available2018-06-22T16:44:39Z
dc.date.issued2018-05
dc.identifier.urihttp://hdl.handle.net/1969.6/31362
dc.description.abstractThe number of international students studying in counseling programs is on the rise. Studies focusing on international counseling students (ICSs) report that ICSs experience unique challenges during their studies. Researchers reported that ICSs experience academic, psychological, and cultural challenges. Little focus has been given to how these challenges may affect ICSs’ effectiveness as counselors. Counseling self-efficacy (CSE) refers to the degree to which counselors or counselors-in-training believe that they can effectively counsel potential clients in the near future. Although CSE pertains to perceived effectiveness and does not refer to competency, researchers have reported a correlation between CSE and higher quality of services to clients. Despite the significance of the topic, scant research related to international counseling students’ CSE is available. In the few studies of CSE among ICSs, researchers have reported inconsistent findings. Consequently, this study examined the academic, psychological, and cultural factors that may explain CSE among ICSs. The variables used to predict CSE were selected based on the extant literature and included counseling-related coursework, clinical experience, anxiety, social support, and acculturation. Eighty-nine participants representing five continents (e.g., Asia, Africa) and seven counseling specialty areas (e.g., counselor education, school counseling) completed the survey. A hierarchical multiple regression analysis (HMRA) revealed that counseling-related coursework and clinical experience were significant predicators of CSE. Additionally, acculturation was a significant predictor of CSE among ICSs after controlling for counseling-related coursework, clinical experience, and anxiety. Anxiety did not explain a significant percentage of the variance in ICSs’ CSE scores while social support was removed from the primary analysis due to violation of an HMRA assumption. Discussion of the findings along with implications, limitations, and recommendations for future research are provided.en_US
dc.format.extent100 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectAcculturationen_US
dc.subjectClinical Experienceen_US
dc.subjectCounseling Self-Efficacyen_US
dc.subjectCounseling Trainingen_US
dc.subjectInternational Counseling Studentsen_US
dc.subjectInternational Students in Counseling Programsen_US
dc.titleAn examination of the individual factors predictive of counseling self-efficacy among international counseling studentsen_US
dc.typeTexten_US
thesis.degree.disciplineCounselor Educationen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
dc.contributor.committeeMemberHollenbaugh, K. Michelle Hunnicutt
dc.contributor.committeeMemberMoore, Peter
dcterms.typeText
dc.description.departmentCounseling & Educational Psychologyen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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