TPC Journal V8, Issue 2 - FULL ISSUE

The Professional Counselor | Volume 8, Issue 2 185 This study introduced a new theoretical dimension, perceived competence for promoting college student mental health, to the growing body of literature on the utility of SDT for supporting college student mental health. The emergent factor structure of the CMHPCS was largely consistent with key elements of SDT (Adams et al., 2017). According to the theory, individuals’ motivation for engaging in an action or behavior will be enhanced when they feel a sense of competence or self-efficacy for the activity (Adams et al., 2017; Ryan & Deci, 2000). Similarly, the emergent factor of knowledge on the CMHPCS (i.e., the extent to which one is familiar or knowledgeable with mental health issues on campus) is consistent with research on the personal competency component of SDT. Weber and Koehler (2017), for example, found a moderate, positive association between respondents’ knowledge and perceived competence. Similarly, in the present study, knowledge emerged as a factor of perceived competence (i.e., one who is more knowledgeable about college student mental health has a higher level of perceived competence for supporting college student mental health). Autonomy and relatedness also are central components of SDT, as individuals’ intrinsic motivation is enhanced when their behaviors are active and self-determined (Adams et al., 2017; Jeno & Diseth, 2014). Finally, the engagement scale on the CMHPCS reflects the extent to which one is actively involved with supporting college student mental health. One who is more engaged with supporting college student mental health has a higher level of perceived competence for supporting college student mental health. The relationship between the path coefficients (see Figure 1) provided further support that the CMHPCS is largely consistent with SDT. The path coefficients were stronger between the engagement and knowledge scales (0.48) than they were with the fear scale—0.05 and 0.07, respectively. According to the theory, intrinsic motivation toward wellness generally increases when individuals are competent (knowledgeable) and related (engaged) to a person or activity (Patrick &Williams, 2012). Thus, it was not surprising that the strongest association between the three factors (knowledge, fear, and engagement) emerged between the knowledge and engagement subscales. There are complex associations between fear and one’s level of motivation (Halkjelsvik & Rise, 2015). Some researchers demonstrated that higher levels of respondent fear were associated with higher levels of motivation (e.g., motivation for smoking cessation; Farrelly et al., 2012). However, in other investigations, anxiety elicited the opposite response in participants, substantially decreasing their motivation (Halkjelsvik & Rise, 2015). Considering the complex connection between motivation and fear, it is possible in the present study that participants’ fear of mental health issues on college campuses was associated with ambivalence in their engagement. Fear may motivate students to support a peer experiencing mental distress. In other situations, fear might lead to students avoiding a peer in mental distress. While future research is needed to investigate these issues, there is sufficient statistical (EFA and CFA) and conceptual evidence to retain the fear scale. To summarize, the theoretical construct underlying CMHPCS, which was designed to measure perceived competence toward promoting college student mental health, reflects aspects of SDT. Individuals with high levels of perceived competence for promoting college student mental health appear to be knowledgeable about, unfearful of, and engaged with supporting students who are living with mental health issues. At this stage of development, the CMHPCS has potential to enhance the practice of college counseling. Implications for the Profession Considering the rise in college counselors’ roles and responsibilities with outreach and consultation (Brunner et al., 2014; Sharkin, 2012), the CMHPCS can assist college counselors with these activities. Specifically, the CMHPCS can be used by college counselors to provide a baseline measure of perceived competence for promoting mental health on campus among students and