Perceptions of the Instructional Research Training Environment and Research Self-Efficacy

Abstract

We examined counselor education and supervision (CES) doctoral students’ (n = 117) perceptions of their instructional RTE and research self-efficacy. Students had more positive perceptions of their instructional RTE and higher research self-efficacy when research courses were taught by counseling faculty. Additionally, the instructional RTE was predictive of research self-efficacy above and beyond intrapersonal, interpersonal, and experiential variables. Implications for counselor education programs are provided.

Keywords

• research training environment
• research self-efficacy
• research pedagogy