Development and Validation of the Ethical Practice Self-Efficacy Scale for Counselors: Focusing on a Group of School Counselors

The development of Identity Behavior Theory (IBT) has been inspired by identity theory and the Theory of Planned Behavior (TPB), the latter of which has been used to assess the relationships between attitudes, self-efficacy, subjective norm, behavioral intention, and behavioral action. TPB has been used to predict many behaviors including, but not limited to, food choices, health behaviors, and, more recently, the behaviors of students and educators, including school counselors. TPB, however, lacks validity, and, despite a call to assess identity as part of the model, no changes have been made to TPB for over two decades. To fill this gap, IBT is proposed as a new model that is concerned with the role that identity plays in the prediction of behavioral enaction, the process whereby individuals shape their experiences through planning and successful actions. Behavioral enaction comprises behavioral intention and behavioral action, and, as part of IBT, is assessed along with identity, attitudes, self-efficacy, and assertiveness. In this paper, the TPB and IBT are reviewed, along with how to develop an identity scale. Recommendations for using IBT in research and applied practice are offered.

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Development and Validation of the Parenting Self-Efficacy Scale for the Parents of Adolescents

Jounral of Educational Therapist ◽

10.35185/kjet.12.2.1 ◽

2020 ◽

Vol 12 (2) ◽

pp. 121-144

Author(s):

Soon-Hwa Lee ◽

Seong-Moon Cheon

Keyword(s):

Self Efficacy ◽

Development And Validation

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School Belonging, Educational Aspirations, and Academic Self-Efficacy among African American Male High School Students: Implications for School Counselors

Professional School Counseling ◽

10.1177/2156759x0801100503 ◽

2008 ◽

Vol 11 (5) ◽

pp. 2156759X0801100

Author(s):

Chinwe J. Uwah ◽

H. George McMahon ◽

Carolyn F. Furlow

Keyword(s):

High School Students ◽

School Counselors ◽

Self Efficacy ◽

African American Male ◽

Educational Aspirations ◽

School Belonging ◽

School Students ◽

Male High School ◽

Academic Self Efficacy ◽

Perceptions Of School

While academic self-efficacy is widely considered an individual cognitive variable, it may be influenced by a sense of belonging and connection to others in the school community. Using a correlation and multiple regression design, the study in this article examined the relationship between perceptions of school belonging, educational aspirations, and academic self-efficacy among 40 African American male high school students. Results indicated that feeling encouraged to participate and educational aspirations were significant, positive predictors of academic self-efficacy. Other components of perceptions of school belonging were not significant in predicting academic self-efficacy. Recommendations for future research and practical suggestions for school counselors are discussed.

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