For a sample of 270 students who sought on their own initiative counseling on academic, career, vocational, and personal matters at a university counseling and testing center, intercorrelations of their responses to 20 statements on the Evaluation of Counselors (EOC) scale were factor-analyzed. The following five factor dimensions were identified: (a) Counselee Satisfaction with the Counseling and Testing Center, (b) Counselor's Facilitation of Counselee's Self-Understanding and Personal Growth, (c) Lack (or Presence) of Confidence in or Rapport with the Counselor, (d) Counselor as a Concerned and Effective Individual in His Relationship with the Counselee, and (e) Counselor Effectiveness in Communication and Interpretation of Information to the Counselee. Thus the EOC scale does not reflect a unitary evaluative dimension, but rather several dimensions of counseling effectiveness. Although the EOC scale was heterogeneous in its factorial content, two internal-consistency estimates of .867 and .921 were obtained for the reliability of the total scale
For a sample of 146 student clients who judged the effectiveness of their counselors in a university counseling and testing center on a modified form of the Evaluation of Counselors Scale (EOC), a factor analysis of the intercorrelations of student responses to 19 items provided four orthogonal dimensions portraying perceptions of satisfaction (or dissatisfaction) with the counseling experience: (a) Personal Growth, (b) Atmosphere or Environment of the Counseling Center, (c) Trust or Confidence in the Counselor, and (d) Competence in Test Interpretation and Academic-Career Counseling Skills. A formerly identified factor of Counselor Effectiveness appeared to merge with Personal Growth—a circumstance that might have been associated with the rewording of one item and omission of another that had been considered somewhat ambiguous. It would appear that in general the modified form of the EOC reflects essentially the same constructs as those found in earlier versions.
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