Graduate Student Self-Efficacy during the Psychology Practicum Experience

Graduate Student Self-Efficacy during the Psychology Practicum Experience by Janice Baylor MA, Walden University 2010 BS, Ashford University, 2008 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University September 2019 Abstract There has been limited attention as to whether effective clinical supervisors help to build self-efficacy in clinical trainees by focusing on positive instances of their behavior during practicum. Trainees’ may enter practicum with lower self-efficacy regarding their skills and having a supervisor that provides an experience that was positive would be expected to lead to higher self-efficacy. The purpose of this study was to quantitatively examine whether a relationship existed between self-efficacy and graduate students’ experience in practicum training as measured by the role conflict subscale of the role conflict and role ambiguity inventory); working alliance inventory-supervisee; supervision evaluation questionnaire; and self-efficacy inventory. The study drew on Bandura’s social cognitive theory to understand self-efficacy and make predictions about it based the working alliance, role conflict, and role ambiguity from the perspective of the trainee. It was hypothesized that there would be a relationship between graduate students’ self-efficacy and supervision during practicum. Data collection included survey responses from 64 doctoral-level trainee in clinical psychology programs recruited through Facebook and Survey Monkey. Results from the quantitative, correlation study revealed a significant positive correlation between role ambiguity and self-efficacy. The remaining research questions did not yield significant results. Future recommendations include larger sample sizes and perhaps mixed methods approach to the research. The positive social change implications of this research indicated that when building positive relationships with trainees the more likely they would experience higher self-efficacy.There has been limited attention as to whether effective clinical supervisors help to build self-efficacy in clinical trainees by focusing on positive instances of their behavior during practicum. Trainees’ may enter practicum with lower self-efficacy regarding their skills and having a supervisor that provides an experience that was positive would be expected to lead to higher self-efficacy. The purpose of this study was to quantitatively examine whether a relationship existed between self-efficacy and graduate students’ experience in practicum training as measured by the role conflict subscale of the role conflict and role ambiguity inventory); working alliance inventory-supervisee; supervision evaluation questionnaire; and self-efficacy inventory. The study drew on Bandura’s social cognitive theory to understand self-efficacy and make predictions about it based the working alliance, role conflict, and role ambiguity from the perspective of the trainee. It was hypothesized that there would be a relationship between graduate students’ self-efficacy and supervision during practicum. Data collection included survey responses from 64 doctoral-level trainee in clinical psychology programs recruited through Facebook and Survey Monkey. Results from the quantitative, correlation study revealed a significant positive correlation between role ambiguity and self-efficacy. The remaining research questions did not yield significant results. Future recommendations include larger sample sizes and perhaps mixed methods approach to the research. The positive social change implications of this research indicated that when building positive relationships with trainees the more likely they would experience higher self-efficacy. Graduate Student Self-Efficacy during the Psychology Practicum Experience by Janice Baylor MA, Walden University, 2010 BS, Ashford University, 2008 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Psychology Walden University September 2019 Dedication I dedicate this dissertation to my family. With their continued support, encouragement and love I have been able to fulfill my dream of becoming a psychologist. I am forever grateful to my husband Jason and his determination and hard work to support me and our family during this long journey. Acknowledgments I would like to thank Dr. Leslie Barnes-Young and Dr. Galaif for the support and guidance through this extraordinarily long journey. It has been a life changing experience. I would also like to thank the colleagues along the way that have taught me so much about this field that I enjoy. A huge thank you to Dr. Paul Povinelli and Dr. Judy Isaac for taking a chance on me and allowing me to discover what I am really passionate about.