Abstract
Self-efficacy has been considered an essential mediator and predictor of individual counseling performance. As there is no existing scale to measure counseling self-efficacy in the counseling domain, the Sources of Middle School Mathematics Self-Efficacy Scale was modified in this study. The purpose of this study is to examine the psychometric properties of the Sources of Counseling Self-Efficacy Scale, Malaysia (SCSE-M) in a sample of 541 Malaysian secondary school counselors. In addition, it aims to also examine the invariance between registered and non-registered counselors. The results reveal that the SCSE-M four-factor model (social persuasion, mastery experience, vicarious learning, and physiological and affective state) has good fit and is appropriate in the domain-specific counseling profession. In terms of validity and reliability, SCSE-M reported good internal consistency and support for configural, metric, and scalar invariance among registered and non-registered counselors. The generalizability of the results should be considered as tentative and limited to public secondary schools’ counselors who were the sample in this study. More research is needed in the other private, international, primary, and tertiary counseling sectors to determine the appropriateness of the SCSE-M for use in the counseling domain in Malaysia.
Highlights
School counselors have been identified as the main stakeholders in the Malaysian school counseling ecosystem as they are the main sources of advice and guidance for students in need (Low et al, 2013)
This research study aims to meet the gap in this context by adapting an instrument (Sources of Counseling Self-Efficacy Scale—Malaysia; SCSE-M) that will measure the sources of self-efficacy among secondary school counselors in Malaysia
The purpose of this study is to examine the psychometric properties of the SCSE-M in a sample of Malaysian secondary school counselors
Summary
School counselors have been identified as the main stakeholders in the Malaysian school counseling ecosystem as they are the main sources of advice and guidance for students in need (Low et al, 2013). Past empirical research has found that self-efficacy is an essential mediator and predictor of individual task performance (Wilson & Narayan, 2016), leading to increased staff performance (Mittal & Dhar, 2015), higher achievement (Larson et al, 2013; Loo & Choy, 2013), greater motivation in learning process (Van Dinther et al, 2011), and more effective counseling and guidance services (Asarli, 2012). Mastery experience refers to the authentic experience an individual gain in learning and, this source has been reported as the strongest predictor of self-efficacy (Loo & Choy, 2013) and the most influential source of efficacy information (Bandura, 1986, 1997; Palmer, 2011, 2006). An individual’s successes are predicated from a higher sense of self-efficacy as compared to his failures, especially if the successes occurred during the early stage of his life (Aliyev & Tunc, 2015)
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