Self-Efficacy Regarding Social Work Competencies

Holden, Gary; Barker, Kathleen; Kuppens, Sofie; Rosenberg, Gary

doi:10.1177/1049731515586466

Cited by 20 publications

(13 citation statements)

References 79 publications

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“…The use of self-efficacy in social work educational outcomes studies has been questioned on occasion (e.g., Drisko, 2014). As no one has challenged our earlier responses to these criticisms (Holden et al, 2017;Holden et al, 2007), we can only reiterate two key points. First, it appears some of those concerns flow from a basic misunderstanding of the construct.…”

Section: Discussionmentioning

confidence: 93%

A Social Work Education Outcome Measure: The Evaluation Self-Efficacy Scale–II

et al. 2017

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Calls for greater use of evidence across many aspects of institutional practice increase by the day. To respond to these calls, education in the health related professions should develop a range of psychometrically sound outcome measures. Optimally these measures will be derived from empirically supported theories. There is substantial evidence supporting Albert Bandura's Social Cognitive Theory and its component construct self-efficacy (e.g.

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Section: Discussionmentioning

confidence: 93%

A Social Work Education Outcome Measure: The Evaluation Self-Efficacy Scale–II

et al. 2017

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“…Parker 2006 Rishel and Majewski (2009), Baartman andRuijs, 2011, Rawlings (2012), and Holden et al, (2015) tested their inventories for content validity and internal consistency, but only three (Holden et al, 2002;Baartman and Ruijs, 2011;Holden et al, 2015) considered convergent validity. Holden et al (2002) researched the change in students' self-efficacy between the beginning and end of a postgraduate course, using two consecutive cohorts.…”

Section: Self-efficacymentioning

confidence: 99%

“…Prior relevant experience was related to practice skill but did not affect self-efficacy. Holden et al's (2015) self-efficacy study with self-selecting Masters students on three parallel courses of differing length, used a pre-test/post-test design with 550 students completing both questionnaires (n1 = 108, n2 = 238, n3 = 204). The inventory included 41 items matched to 10 competences defined by the professional accreditor (CSWE, 2008).…”

Section: Self-efficacymentioning

confidence: 99%

“…The challenge is how to assess component skills (microskills), as well as the integration of these (Bogo et al, 2006), and how to research educational outcomes at the thresholds between education and professional practice (Carpenter, 2005;Moriarty et al, 2011). Self-efficacy research provides an approach to investigating the relationship between student/practitioner selfassessed confidence and assessed competence/capability (e.g., Holden et al, 2002;Parker, 2006;Carpenter, 2015;Holden et al, 2015); whether self-efficacy can be predictive of results and developing and validating suitable measures or scales for such research are additional challenges.…”

Section: Introductionmentioning

confidence: 99%

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Self-Efficacy and Outcomes: Validating a Measure Comparing Social Work Students’ Perceived and Assessed Ability in Core Pre-Placement Skills

Tompsett

Henderson

Byrne

et al. 2017

The British Journal of Social Work

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Assessing and researching social work students' skills prior to first placement presents challenges, but also the opportunity for comparison with students' perceptions of their abilities/skills at an important professional development stage. This paper reports on initial quantitative results from a three-year study of students' self-confidence in core skills/microskills at the profession's 'readiness for direct practice' threshold in England. A combined cohort of postgraduate and undergraduate social work students (n = 95) at one university completed a three-stage integrated self/module evaluation questionnaire during a common module. Using a Self-Assessed Skills Inventory, (SASI), a self-efficacy scale based on Likert-scale responses to 28 statements was developed and validated for internal consistency. Linear analysis of self-efficacy values, assessment outcome, programme level and prior work experience for a non-biased sample (n = 66) at the final stage shows results are independent of both programme level and prior experience. However, a correlation established between self-efficacy and marks for an assessed interview is shown to be strongly positive and significantly predictive for undergraduates, but weaker and negative for postgraduates. Considering relevant literature, the study's limitations and implications for other social work programmes, this study establishes direct criterion-related validity between a self-efficacy scale and formal assessment.

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“…Self-efficacy has emerged as a versatile construct in numerous social work education and practice settings (Holden, Barker, Kuppens, & Rosenberg, 2015). Although research on the application of the self-efficacy theory in school social work is limited, Holden and colleagues noted that self-efficacy has appealed to researchers studying various social work topics for over 20 years.…”

Section: Empowering Students Through Application Of Self-efficacy Thementioning

confidence: 99%

Empowering Students Through the Application of Self-Efficacy Theory in School Social Work: An Intervention Model

Delich¹,

Roberts²

2017

International Journal of School Social Work

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Self-efficacy is a construct well suited for social workers in the educational setting. Among the various job functions that school social workers assume, a large portion of their time is directed toward providing counseling and clinical services. Perceptions of self-efficacy are based upon the extent students expect to successfully attain their goals. Self-efficacious students with strong beliefs in their abilities will choose activities and social situations where they believe that they will be successful. Thus, they will be motivated to devote more time and effort toward accomplishing related goals. Conversely, inefficacious students of similar intelligence and capabilities may choose to abandon a challenging activity or social situation when they believe they will not be successful. The purpose of this paper is to describe a psychoeducational intervention model that school social workers can use to increase students' self-efficacy. This article will first provide an overview of the theoretical foundations of Bandura's self-efficacy theory. Included will be the four sources of influences used in formulating a person's self-efficacy beliefs. Second, a self-efficacy intervention model will be introduced in which school social workers can counsel students to increase their self-efficacy. This intervention plan incorporates the four sources of Bandura's selfefficacy training-enactive mastery experience, vicarious experience, verbal persuasion and physiologic and affective states. Third, a case example will be presented that illustrates the application of this intervention model with 12 deaf and hard of hearing high school students who experienced bullying in one California school district.

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Self-Efficacy Regarding Social Work Competencies

Cited by 20 publications

References 79 publications

A Social Work Education Outcome Measure: The Evaluation Self-Efficacy Scale–II

A Social Work Education Outcome Measure: The Evaluation Self-Efficacy Scale–II

Self-Efficacy and Outcomes: Validating a Measure Comparing Social Work Students’ Perceived and Assessed Ability in Core Pre-Placement Skills

Empowering Students Through the Application of Self-Efficacy Theory in School Social Work: An Intervention Model

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