University Climate and Counseling Students’ Self-Efficacy

Abstract

Self-efficacy has been one of the main focuses of both counseling research and practice due to the influential impacts of
counselors’ perceptions towards their counseling abilities on their performance and success. One of the primary missions of counseling
education programs is to shape and develop students' counseling self-efficacy so that they can successfully perform their future tasks
and effectively solve clients' problems. However, there is not enough information on the factors that influence counseling students’ selfefficacy
formation and development specifically university climate. This research attempted to narrow the gap through employing a
quantitative research method. The sample consisted of 109 undergraduate counseling students who were in the final year of their
counseling education program and in practicum. These students were selected from three Malaysian universities. To measure the
relationship between university climate and its components and the students' counseling self-efficacy, a questionnaire was developed in
two main sections. First, Counselor Activity Self-Efficacy Scales assessed the students' counseling self-efficacy. Second, university
climate section which contained four scales including University Environment, University Facilities and Social Support and Mentoring
Scale. Analysis of the data indicated high and direct correlations between university climate and its components with students'
counseling self-efficacy. More specifically, a high and significant correlation was found between university environment, social support
(friends), supervision and university facilities and students' counseling self-efficacy. Therefore, a combination of factors in university
climate develops counseling self-efficacy among students. Implication of the findings and agendas for future research are discussed in
conclusion.