Abstract
A total of 180 subjects equally divided by grade (second, fifth, college freshmen) and sex participated in the study investigating the dimensions of outcome expectancy (i.e., school achievement, peer relations, teacher relations, personal satisfaction, negative side effects) that clients use in evaluating a potential school-based treatment intervention. Outcome expectancy emerged as a complex construct that was strongly affected by the intervention being evaluated and interindividual differences among the raters. In general, the subjects rated interventions associated with out-of-class placement most negatively, and older subjects, as well as males, tended to exhibit more pessimistic expectancies for the interventions. These findings, however, were dependent on the intervention and outcome expectancy dimension being evaluated. Given the linkages between outcome expectancies and treatment efficacy, it will be useful for school psychologists to consider the client's outcome expectancies along multiple dimensions when planning interventions.
Published Version
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