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PERSONALITY CHARACTERISTICS OF COUNSELING STUDENTS AT A - page 70 / 135

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to one another in a systemic way, it is possible to use one of the variables to make

accurate predictions about the other (Gravetter & Wallnau, 2004).

There were two measures of correlation that were performed in this study. Three

of the outcomes that were examined as markers of success in Master’s level counselor

education were final GPA, licensure acquisition, and ongoing participation in a

counseling related profession. Some of the data analyzed for these outcomes was

dichotomous in format and, therefore a point-biserial correlation was performed. This

correlation measure of relationship is commonly used when one continuous variable is

correlated with one dichotomous variable (Portney & Watkins, 2000).

The data analyzed for the other two outcomes that were examined as markers of

success in Master’s level counselor education were work satisfaction and perceived

effectiveness. None of the data analyzed for these outcomes was dichotomous in format,

but a portion of it was ordinal and therefore the Spearman correlation was performed.

The Spearman correlation is the appropriate measure of relationship also when the

relationship may not be linear (Gravetter & Wallnau, 2004).

Summary

Counseling programs are responsible for the selection of students that will be

admitted for training and service in the counseling profession. This study assists in

understanding how personality characteristics may predict success, satisfaction, and

perceived effectiveness in the counseling profession. Archival scores of the MMPI-2

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