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Training Undergraduate Students to Use Insight Skills: Integrating the Results of Three Studies

机译：训练本科生使用洞察力技能：整合三项研究的结果

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摘要

We compare the results of a series of studies (Chui et al., Jackson et al., and Spangler et al.) investigating the effects of training undergraduate students in helping skills courses to use insight skills (immediacy, challenges, interpretation) after they had learned exploration skills. A comparison of students and instructors indicated similarity across the samples. Increases in self-efficacy for the target skill were found across all studies. In addition, all components (reading, lecture, video modeling, practice, and feedback) were found to be effective, but students found practice and lecture to be particularly effective in all three studies. Higher initial self-efficacy for the target skill and higher prior helping experiences were associated with higher final levels of self-efficacy; lower self-efficacy for the target skill and higher prior helping experiences were associated with greater gains in self-efficacy over the course of training in two studies. Limitations and implications across all three studies are discussed.
机译：我们比较了一系列研究的结果（Chui等人，Jackson等人和Spangler等人），研究了培训本科生在帮助技能课程中使用洞察力技能（即席，挑战，解释）后的效果。学会了探索技能。通过对学生和教师的比较，发现样本之间具有相似性。在所有研究中均发现目标技能的自我效能得到提高。此外，所有组成部分（阅读，演讲，视频建模，练习和反馈）均被认为是有效的，但学生发现练习和演讲在所有三个研究中均特别有效。目标技能的较高初始自我效能感和较高的事先帮助经验与较高的最终自我效能感相关;在两项研究中，在训练过程中，目标技能的较低自我效能感和较高的先前帮助经验与自我效能感的较大提升相关。讨论了所有三项研究的局限性和含义。

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