The use of Porter's Test of Counselor Attitudes to discriminate between Adlerian- and phenomenologically-oriented students.

Rochester, Dean E.

doi:10.1037/h0026231

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…The TCA seems to offer considerable promise as a test to evaluate counselor attitudes. For example, the author (Rochester, 1968) found that the test did an excellent job of distinguishing among student counselors of differing theoretical backgrounds. Comparisons were made between as well as within the sex groupings to determine if significant differences existed.…”

Section: Methodsmentioning

confidence: 99%

Sex and Age as Factors Relating to Counselor Attitude Change

Rochester

1972

Couns Edu & Supervision

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This study investigated attitude changes of 229 counselor students. The constant variables were sex and age. The Test of Counselor Attitudes was administered in pre‐ and post‐Institute sessions to year‐long NDEA Institute counseling students. At the start of the Institutes, students' attitudes differed based on sex and age variables, but at the conclusion neither variable appeared to play a part.

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Section: Methodsmentioning

confidence: 99%

Sex and Age as Factors Relating to Counselor Attitude Change

Rochester

1972

Couns Edu & Supervision

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“…The literature contains several techniques of attitude-scale construction (Edwards, 1957;Fishbein, 1967;Shaw and Wright, 1967) and several applications of attitude-scales to research (Culbert, et aZ., 1968;Rochester, 1968;Menne, 1967;White, 1969;York, 1969;Wilkinson, 1966;Frederickson and Magnus, 1968). While the literature contains little evidence of the availability of valid and reliable scales appropriate €or the measurement of attitudes toward water resources and related areas, there is ample evidence indicating that researchers and planners in the realm of water resources are attempting to quantify this human variable.…”

Section: Introductionmentioning

confidence: 99%

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS¹

Sawyer

Harbaugh

1970

J American Water Resour Assoc

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To the average layman, the distinction between opinion and attitude is artificial at best, and is neither consistent nor logically defensible. For many purposes one need not distinguish between the two. However, when assessing opinion and attitude the disparity becomes quite evident. Opinion surveys are characteristically concerned with replies to specific questions which need not be related. The responses are kept separately as opposed to being combined into a total score. Attitude scales, on the other hand, typically yield a total score indicating both a direction and intensity of an individual's feelings, thoughts, and predispositions to act toward a given concept. Further, in the construction of an attitude scale, the different statements are designed to measure a single attitude or unidimensional variable. The Likert method of constructing attitude measuring instruments requires a large number of judges to indicate their own attitudes by responding to statements thought to pertain to an attitude in question. Five possible responses are provided for each item. The procedure for construction of a Thurstone type scale utilizes the Law of Categorical Judgment as a basis. Statements are obtained and analyzed for the various categories and in final form, the attitude scale is presented to the respondent who indicates statements with which he agrees or disagrees.

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Comparisons Between Short‐ and Long‐Term NDEA Guidance Institute Students

Rochester¹,

Hopke

1969

Couns Edu & Supervision

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The continued support of the federal government for education, particularly the introduction of the NDEA Guidance and Counseling Institutes, has offered and presented to counselor educators an opportunity to work with fairly large groups of student counselors and permit observation of these students and their performance in a rather controlled counselor education program. One of the assumptions behind the year-long institutes is the concept that longer exposure to variables within the preparation program might result in more changes in attitudes and values. In addition, it might be assumed that this lengthy exposure might cause the changes to have a larger magnitude than those changes which might occur in students who have undergone short-term (summer only) institutes. Munger et al. (1964) did find that attitudes changed in his student counselors after exposure to an eightweek summer institute, and Rochester (1965) found that student attitudes changed Significantly after a year-long program (eight months). But a search of the literature has not revealed a comparative study between these two groups based on common variables they might bring into the program.The question that was posed for this investigation concerns a comparison of initial pre-training and post-training attitudes and values of the students from an NDEA Summer Institute and a group of students from eight year-long NDEA Institutes. MethodologySince one of the authors (Rochester, 1965) had previously collected significant data from eight randomly-selected year-long NDEA Guidance and Counseling Institutes, it seemed only appropriate to make further use of these data. The short-term, summer, NDEA

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The use of Porter's Test of Counselor Attitudes to discriminate between Adlerian- and phenomenologically-oriented students.

Cited by 3 publications

References 6 publications

Sex and Age as Factors Relating to Counselor Attitude Change

Sex and Age as Factors Relating to Counselor Attitude Change

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS¹

Comparisons Between Short‐ and Long‐Term NDEA Guidance Institute Students

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The use of Porter's Test of Counselor Attitudes to discriminate between Adlerian- and phenomenologically-oriented students.

Cited by 3 publications

References 6 publications

Sex and Age as Factors Relating to Counselor Attitude Change

Sex and Age as Factors Relating to Counselor Attitude Change

A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS1

Comparisons Between Short‐ and Long‐Term NDEA Guidance Institute Students

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A METHODOLOGY FOR THE CONSTRUCTION OF ATTITUDE MEASURING INSTRUMENTS¹