Training Undergraduate Students to Use Interpretation
Bibliographic Data
| ID | 8915152 |
|---|---|
| Authors | J L Jackson (0000-0002-8064-6375, University of Maryland, College Park, corresponding author), Clara E Hill (0000-0003-4334-0825, University of Maryland, College Park, MD, USA), Patricia T Spangler (0000-0002-8154-8195, University of Maryland, College Park, MD, USA), Sara Ericson (University of Maryland, College Park), Sara K Ericson (University of Maryland, College Park, MD, USA), Erica S Merson (University of Maryland, College Park, MD, USA), Jingqing Liu (0000-0001-5596-0365, University of Maryland, College Park, MD, USA), Maria Wydra (University of Maryland, College Park, MD, USA), Gavin Reen (University of Maryland, College Park, MD, USA) |
| Year | 2014 |
| Volume | 42 |
| Issue | 6 |
| Pages | 778-799 |
| Publication date | 2014-07-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Counseling Psychologist (JOURNAL) |
| Journal identifiers | ISSN: 0011-0000 • E-ISSN: 1552-3861 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0011000014542600 |
| OpenAlex | W2099368131 |
| Language | EN |
| Citations received | 5 |
| References cited | 13 |
After they had learned exploration skills, 128 undergraduate helping skills students were taught to use the insight skill of interpretation. After training, students had higher self-efficacy for using interpretation and were rated by both themselves and volunteer clients as using interpretation more often. Students in a delay condition did not change over a comparable period of time in which they received no training in interpretation. Self-efficacy for interpretation increased after lecture/discussion, a fishbowl exercise in the lecture class, small group practice in the lab, and dyad practice in the lab. In post-training ratings, lab group practice was perceived as the most helpful, the fishbowl exercise the least helpful, and all other components moderately helpful. Students with the highest initial self-efficacy gained the least in self-efficacy but ended with the highest levels of self-efficacy. Students with more prior helping experience increased more in self-efficacy and had the highest final self-efficacy
Class (philosophy · Dyad · Interpretation (philosophy · Mathematics education · Medical education · Pedagogy · Self-efficacy · Training (meteorology · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Medicine · Online and Blended Learning · Psychology · Social Psychology
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,42 |
| Citation span | 2014 - 2023 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |