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dc.contributor.author Toda, Jessica Maria
dc.date.accessioned 2019-11-08T00:23:11Z
dc.date.available 2019-11-08T00:23:11Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10211.3/214130
dc.description.abstract In 2016, 2.9 percent of ASHA members identified as Asian or Pacific Islander (ASHA, 2017). In order to address the need for improved recruitment and retention rates of practicing Speech-Language Pathologists who self-identify as API, it is crucial to understand the insights of its members at their earliest stages of professionalism, graduate school. This secondary analysis study aimed to identify components of students’ educational experiences that contribute to feelings of academic self-efficacy as an avenue for recruitment and retention efforts of API individuals in the field of speech, language, and hearing sciences. When interpreted through the lens of Bandura’s four sources of selfefficacy (Bandura, 1997), the findings indicate that there isn’t one source of self-efficacy that outweighs the others. Instead, they suggest that, perhaps, all the sources of self-efficacy play an important role in developing self-efficacy beliefs. This stands in contrast to existing research that found that mastery experience is often the most influential source contributing to self-efficacy beliefs (Joet, Usher, and Bressoux, 2011). en_US
dc.format.extent x, 67 leaves en_US
dc.language.iso en_US en_US
dc.publisher San Francisco State University en_US
dc.rights Copyright by Jessica Maria Toda, 2019 en_US
dc.source AS36 2019 SPCH .T63
dc.title Self-efficacy in Asian-Pacific Islander students in speech therapy training programs en_US
dc.type Thesis en_US
dc.contributor.department Speech, Language and Hearing Sciences en_US
dc.description.degree Communicative Disorders

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