Abstract
This manuscript presents results from a quantitative exploratory study of how a faculty-led hybrid orientation impacted the self-efficacy and readiness to engage in hybrid learning of incoming master’s students in a nationally-accredited counseling program in the U.S. Median difference analyses did not indicate that participants’ post-orientation scores differed significantly on the measures used to assess self-efficacy (i.e., CSES, PEU, LMSE). While participants’ self-efficacy ratings did not change significantly as a result of orientation activities, scores for 89% of participants increased or stayed the same. Implications for future research and for the preparation of graduate students in pre-professional programs with a hybrid format are offered.
Recommended Citation
Clark, Candice R.; Muzacz, Arien K.; and LaGue, April
(2024)
"Assessing Impacts of a Hybrid Orientation on Counseling Students’ Self-Efficacy,"
Journal of Technology in Counselor Education and Supervision: Vol. 5:
Iss.
2, Article 3.
DOI: https://doi.org/10.61888/2692-4129.1057
Available at:
https://digital.sandiego.edu/tces/vol5/iss2/3
