TPC Journal V7, Issue 2 - FULL ISSUE

136 The Professional Counselor | Volume 7, Issue 2 Similar hierarchical multiple regression analyses were conducted using school counselor self- efficacy as the predictor variable and “other” school counseling activities as the criterion variable, after controlling for demographic variables (see Table 2). The models for preferred and actual “other” activities were both significant; F (1, 506) = 20.89, p < .05; and F (1, 506) = 13.60, p < .05, respectively. The standardized beta for actual “other” activities was .21 and for preferred “other” activities was .17. Self- efficacy accounted for ( R 2 =) 43% of the variance in actual “other” activities performed and ( R 2 =) 33% of preferred “other” activities, indicating large effect sizes. Table 2. Results from hierarchical multiple regression using self-efficacy to predict SCARS actual and preferred “other” non-counseling activities Block 1 Block 2 Predictor Variable B SE B β B SE B β Actual Experience (Years) 0.00 0.00 0.02 -0.00 0.00 -0.03 A.N.M. Training 0.04 0.04 0.05 0.04 0.04 -0.05 A.N.M. Use -0.04 0.03 -0.06 -0.07 0.03 -0.11 Self-Efficacy 0.29 0.06 0.21* R 2 0.00 0.43 F for change in R 2 0.63 20.89* Preferred Experience (Years) 0.01 0.00 0.07 0.00 0.00 0.03 A.N.M. Training -0.02 0.04 -0.03 -0.02 0.04 -0.03 A.N.M. Use -0.00 0.03 -0.0 -0.00 0.03 -0.00 Self-Efficacy 0.22 0.06 0.17* R 2 0.02 0.33 F for change in R 2 1.13 13.60** Note: Analysis N = 511 (actual & preferred); * p < .05. A.N.M. denotes ASCA National Model. Attachment Predicting Actual and Preferred Intervention and “Other” Activities Hierarchical multiple regressions were used to assess the ability of attachment style to predict school counselor interventions and “other” non-counseling activities, after controlling for demographic variables. In our study, attachment style was measured by the ECR-Short Form (Wei et al., 2007) on two dimensions—attachment anxiety and avoidance. As in the regression analyses for counselor self- efficacy, years of experience, ASCA National Model training and ASCA National Model use were entered as a block prior to entering attachment anxiety and avoidance. Attachment anxiety, but not attachment avoidance, revealed predictive utility for the SCARS preferred intervention subscale scores, showing a negative relationship: F (1, 505) = 2.60, p < .05. The standardized beta for preferred intervention activities was -.11 and attachment anxiety accounted for only 2% of the variance for preferred intervention activities, a small effect size. To test whether attachment anxiety was associated with discrepancies between a range of actual and preferred school counseling activities, separate regression analyses were performed. We used