Examining the Advisory Working Alliance within a Relational Efficacy Framework

Autor/in	Cobb, Cory L.
Titel	Examining the Advisory Working Alliance within a Relational Efficacy Framework
Quelle	(2019), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Central Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4383-2291-2
Schlagwörter	Hochschulschrift; Dissertation; Self Efficacy; Clinical Psychology; Counseling Psychology; Graduate Students; Doctoral Programs; Predictor Variables; Path Analysis; Correlation; Student Attitudes; Academic Advising; Models; Counselor Training + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Self-efficacy; Selbstwirksamkeit; Klinische Psychologie; Counselling psychology; Beratungspsychologie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Prädiktor; Pfadanalyse; Korrelation; Schülerverhalten; Akademischer Rat; Analogiemodell
Abstract	In the present study, using a relational efficacy framework, I examined the advisory working alliance and its associations with research self-efficacy among clinical and counseling psychology PhD students. Moreover, I examined whether the research training environment (RTE) and relation-inferred self-efficacy (RISE) mediated the relationship between the advisory working alliance and research self-efficacy. Finally, I examined whether other-efficacy moderated the relationship between RISE and research self-efficacy. Utilizing Qualtrics software, 144 PhD students from American Psychological Association-accredited clinical and counseling psychology programs completed questionnaires measuring the advisory working alliance, RTE, RISE, other efficacy, and research self-efficacy. Results from path analysis found that RISE mediated the relationship between the advisory working alliance and research self-efficacy. Although RTE did not mediate this relationship, the advisory alliance significantly and positively predicted student perceptions of the larger RTE. Moreover, other-efficacy moderated the relationship between RISE and research self-efficacy. It appears that the advisory working alliance transmits relationship-specific information to students that in turn fosters students' perceived research self-efficacy. However, the extent to which this relationship-specific information fosters research self-efficacy may depend in part on the extent to which students view their advisors as adept and competent researchers. Lastly, positive advisory alliances may play a key role in shaping students' perceptions of the larger RTE. Theoretical and training implications are discussed accordingly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2020/1/01