Self-efficacy as a predictor of clinical skills among speech pathology students

Lee, Christina and Schmaman, Felicia (1987) Self-efficacy as a predictor of clinical skills among speech pathology students. Higher Education, 16 4: 407-416. doi:10.1007/BF00129113

Author Lee, Christina
Schmaman, Felicia
Title Self-efficacy as a predictor of clinical skills among speech pathology students
Journal name Higher Education   Check publisher's open access policy
ISSN 0018-1560
Publication date 1987
Sub-type Article (original research)
DOI 10.1007/BF00129113
Volume 16
Issue 4
Start page 407
End page 416
Total pages 10
Place of publication Dordrecht, Netherlands
Publisher Springer Netherlands
Language eng
Abstract Bandura's self-efficacy theory was used a model for examining levels of confidence and clinical skills among undergraduate speech pathology students. Forty-four second-year students rated their confidence in their ability to perform a number of clinical tasks at the beginning and at the end of the academic year, which was their first clinic experience. These efficacy expectations were compared with clinical supervisors' assessments of the students' performance on the same tasks. An attempt was also made to assign students to pairs and small groups for training on the basis of their initial efficacy expectations Efficacy strength (but not level) increased significantly over the year, and efficacy level (but not strength) was moderately and significantly related to clinical supervisors' ratings of clinic performance. Practical problems arose with the grouping, but the results suggested that there may be some possible benefits from assigning students to pairs on the basis of their self-efficacy. These results show self-efficacy to be only moderately well related to clinic performance, but it is suggested that relatively high baselines may have attenuated the strength of the obtained relationship. The role of self-efficacy in clinical skills training warrants further investigation.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Unknown

Document type: Journal Article
Sub-type: Article (original research)
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Created: Fri, 25 Mar 2011, 17:41:37 EST by Christina Lee on behalf of School of Psychology