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ERIC Number: ED547090
Record Type: Non-Journal
Publication Date: 2012
Pages: 133
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2675-1908-5
ISSN: N/A
Student Socioeconomic Status and Gender: Impacts on School Counselors' Ratings of Student Personal Characteristics and School Counselors' Self-Efficacy
Glance, Dorea E.
ProQuest LLC, Ph.D. Dissertation, Ohio University
This research focused on how students' socioeconomic status and gender impact school counselors' ratings of student personal characteristics and school counselor self-efficacy. While previous literature focuses on how students' socioeconomic status and gender impact school counselors' ratings of academic characteristics such as ability and potential (Auwarter & Aruguete, 2008a), research into how these factors impact ratings of personal characteristics is limited. Also, although research on how students' socioeconomic status and gender impact teacher self-efficacy is available (Auwarter & Aruguete, 2008b; Childs & McKay, 2001), research into how these factors impact school counselor self-efficacy is not. Two 2 x 2 factorial ANOVAs were computed in order to determine if any significant differences exist between school counselors' ratings of student personal characteristics and school counselor self-efficacy based on student socioeconomic status and gender or the interaction of student socioeconomic status and gender. The findings of the research indicate there was a significant difference in school counselors' ratings of self-efficacy based on student socioeconomic status. There were no significant mean differences in school counselors' ratings of student personal characteristics based on student socioeconomic status or gender and there was no significant interaction for student socioeconomic status and gender. There were also no significant differences in school counselors' ratings of their own self-efficacy based on student gender or the interaction of student socioeconomic status and gender. Discussions of the research instrument, data collection procedures, recommendations, and directions for future research are presented. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A