Predictors of Performance in a Field-Based Counselor Education Program

Abstract

The study investigated variables predicting graduate counselor-trainee academic achievement and professional competence attained in a field-based counselor education program. The variables were the 15 needs from the Edwards Personal Preference Schedule, dogmatism as measured by the Rokeach Dogmatism Scale, and analytic thinking measured by the Miller Analogies Test, all three instruments administered at time of program entrance, as well as level of counselor preparation selected by trainees at entrance and sex. Performance of 81 trainees, 41 women and 40 men, was analyzed. Four predictors—sex, preparation level selected, analytic thinking ability, and need for affiliation—made significant, unique contributions to the explanation of 28% of the variance in academic achievement. Preparation level selected made a significant, unique contribution to the explanation of 11% of the variance in professional competence attained. 57.5% of the men compared to 41.5% of the women selected the basic plus advanced preparation level rather than the basic preparation level only. Trainees selecting the basic level had significantly higher analytic thinking ability and were significantly higher in needs for Achievement and Heterosexuality. Trainees selecting the basic plus advanced level were significantly higher in needs for Deference and Order. Men were significantly higher in need for Achievement and in Dogmatism. Women were significantly higher in academic achievement in the counselor-education program. Complexities in the relationships among characteristics of counselor trainees and of counselor training were discussed. Research on the prediction of performance of counselor-trainees is needed in which the focus of study is on the interactions between trainees' ability and personality characteristics and the curriculum and environmental variables in counselor education programs.