The Impact of Video Exposure on Students Entering School Psychology

Autor/inn/en	Bocanegra, Joel O.; Gubi, Aaron A.; Callan, Gregory L.; Clayson, Emery
Titel	The Impact of Video Exposure on Students Entering School Psychology
Quelle	In: Psychology in the Schools, 56 (2019) 8, S.1287-1300 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bocanegra, Joel O.) ORCID (Callan, Gregory L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22275
Schlagwörter	Video Technology; School Psychology; Intervention; Career Choice; Intention; Labor Needs; Longitudinal Studies; Program Attitudes; College Applicants + Suchen Sie Ihr Suchwort? Schulpsychologie; Labour needs; Arbeitskräftebedarf; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; College applications; Studienbewerber
Abstract	School psychology is experiencing a shortages crisis. Within this two-part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub-sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01