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ERIC Number: EJ1030144
Record Type: Journal
Publication Date: 2014
Pages: 27
Abstractor: As Provided
Reference Count: 43
ISBN: N/A
ISSN: ISSN-1047-4412
School Psychologists' Sense of Self-Efficacy for Consultation
Guiney, Meaghan C.; Harris, Abigail; Zusho, Akane; Cancelli, Anthony
Journal of Educational & Psychological Consultation, v24 n1 p28-54 2014
The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (a = 0.99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = 0.69, p < 0.01), and regression analysis found that years of experience and time spent consulting with teachers predicted psychologists' self-efficacy scores.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A