Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 12, Number 3 Ashraf Elsafty, Eslsca University, EgyptChris Mutseekwa, Bindura University of Science Education, ZimbabweEhab Gouda Tolba, Mansoura University, EgyptFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyJacinthe Rihan, Ain Shams University, EgyptJoel Maligaya Cuadra, NU Laguna, PhilippinesJohn Mark Asio, Gordon College, PhilippinesJonathan Chitiyo, University of Pittsburgh Bradford, USAJuan Marcelo Gomez, Seneca Polytechnic, CanadaJulio Cesar André, Center for Studies and Development of Health Education-CEDES, BrazilLinda J. Rappel, Yorkville University/University of Calgary, CanadaMaria Pavlis Korres, Hellenic Open University, GreeceNiveen M. Zayed, MENA College of Management, JordanRichard H. Martin, Mercer University, USARichard Penny, University of Washington Bothell, USASabrine Chbichib, The Higher Institute of Computing and Multimedia Gabes Tunisia, TunisiaSenem Seda Şahenk Erkan, Marmara University, TurkeyStamatis Papadakis, University of Crete, Greece Robert SmithEditorial AssistantOn behalf of, The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail: jets@redfame.comURL: http://jets.redfame.com

The present study describes the development and initial validation of the Multidimensional Sense of Emptiness Scale, a measure based on a theoretically and empirically grounded conceptualization of emptiness. In the first sample ( n = 541), an exploratory factor analysis yielded three factors, Sense of Inner Emptiness, Sense of Absence of Relatedness, and Sense of Meaninglessness, explaining 82.8% of the variance with 13 items. In an additional sample ( n = 212), a confirmatory factor analysis supported this three-factorial solution's stability. Furthermore, all subscales were significantly related to a single, second-order factor. In the total sample ( N = 753), subscale and full-scale items offered evidence of satisfactory internal consistency and convergent validity. We discuss study limitations and implications for counseling practice, advocacy, education, training, and research.

Predictors of first-year undergraduate and graduate international students’ adjustment to college were examined using an online survey in 2019. The research sample consisted of 95 international students attending two universities in the United States. Findings showed a statistically significant difference between first-year graduate and undergraduate international students, as related to college adjustment. Further analysis discovered significant relationships among the predictor variables - resilience, relational skills, acculturative stress - and the criterion variable, which is adjustment to college, explaining 55% of the variance. Implications of findings for educators, college counselors, and college administrators, are provided, as well as directions for future research.

The purpose of this study was to develop a theoretically driven instrument of achievement motivation and determine its validation. The Achievement Motivation Measure (AMM) is closely aligned with Atkinson and McClelland's (1948, 1953, 1961) theoretical constructs of achievement thoughts and behaviours. Confirmatory and exploratory factor analysis (CFA and EFA) methods evaluated the structural validity of a newly developed instrument, the AMM, by assessing achievement thoughts and behaviours. Participants included 632 graduate and undergraduate university students. EFA supported two factors (Achievement Thoughts and Achievement Behaviours) with 13 items. Findings of a CFA supported the modified two-factor model as fitting the data. The theoretically supported AMM effectively measured achievement motivation by assessing achievement thoughts and behaviours.

For decades, researchers have attempted to define and measure what motivates individuals to achieve. Numerous attempts have sought to measure achievement motivation by using self-report tests. The concepts of motivation and achievement motivation have a rich history of being discussed among different cultures. The purpose of this study was to adapt and report psychometric properties of Turkish-language version of the Achievement Motivation Measure. We conducted confirmatory factor analyses and correlational analysis for factor structure and measurement invariance of Achievement Motivation Measure. Participants were 336 undergraduate students and CFA findings were acceptable for the sample, x2(62) = 155.94, p< .001, χ2/df= 2.51; GFI= .93, CFI= .91, SRMR= .056, and RMSEA= .067 (90% CI= .054- .081), supporting the 13-item two factors model. Moreover, the Achievement Motivation Measure had partial measurement invariance across gender. Results were consistent with the original Achievement Motivation Measure.

This study investigated the factorial validity of the Contextual Achievement Motivation Measure, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, χ2(182)= 348.10, p< .001; χ2/df = 1.91, Tucker-Lewis index (TLI)= .92, comparison fit index (CFI)= .93, root mean square error of approximation (RMSEA) [.058, .080]= .069, and standardized root-mean square residual (SRMR)= .063. In addition, the scale showed partial scalar invariance between genders. Implications, limitations, and suggestions for future research are provided.

In this chapter, we identify some key points in writing your final chapters. There is a set way to present your findings, and perhaps the best way to master this formula is to read peer-reviewed articles using methods and topics similar to yours. Similar to presenting findings, the outline for discussing results is also formulaic. However, you will need to consider the issues related to the meaningfulness and ramifications of your results that are unique to your study. An essential goal of a dissertation is to inform the field through research. You will need to identify the extent to which your study contributes to the counseling profession, the limitations to the contribution, and the direction future researchers should consider.

Chapter six includes a discussion of problem and purpose statements with examples of each. Research questions and hypotheses are included with examples from qualitative, quantitative, and mixed-methods research designs.

This chapter will provide a comprehensive series of considerations for developing the literature review for your dissertation. We provide answers to common questions posed to us by graduate students and provide some perspectives that we have found helpful. We provide a 5-step process for completing literature review activities and describe the core components of a literature review. Special emphasis is placed on using technology and collaborating with your advisor along the way.

Chapter 39 Counseling in Ecuador Robert L. Smith, Robert L. SmithSearch for more papers by this authorMaria Alexandra Valarezo, Maria Alexandra ValarezoSearch for more papers by this author Robert L. Smith, Robert L. SmithSearch for more papers by this authorMaria Alexandra Valarezo, Maria Alexandra ValarezoSearch for more papers by this author Book Editor(s):Thomas H. Hohenshil, Thomas H. HohenshilSearch for more papers by this authorNorman E. Amundson, Norman E. AmundsonSearch for more papers by this authorSpencer G. Niles, Spencer G. NilesSearch for more papers by this author First published: 13 August 2015 https://doi.org/10.1002/9781119222736.ch39 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary This chapter emphasizes the history that has shaped Ecuador's current educational system, the current status of counseling, and the future of counseling and counselor training. The current educational policy in Ecuador allows for the placement of students in one of three educational areas: the medical science field, in which students enroll in courses such as biology and chemistry; an engineering track, in which students enroll in a sequence of math courses; or a teaching track, in which students enroll in social sciences course work. Guidance counselors in Ecuador's public schools who work with academic and career planning issues are faced with addressing many of the same problems faced by children and adolescents from other Latin American countries. Counseling and mental health volunteer nonprofit agencies provide most of the counseling services for working children. Counseling Around the World: An International Handbook RelatedInformation

The authors implemented a small‐series (N = 8), single‐case research design to assess the effectiveness of a 10‐session narrative therapy intervention with adolescents enrolled in a juvenile boot camp facility. Analysis of participants’ scores on the Brief Symptom Inventory using the percentage of data points exceeding the median procedure (Ma, ) yielded treatment effects indicating that a narrative therapy intervention may be effective for reducing mental health symptoms. It is recommended that this body of research continue for other educational, work, and health settings.

This study examined differences in levels of learning and perceived efficiency between online (n = 22) and face-to-face (n = 32) graduate level subjects. Participants were master's students enrolled in an accredited counselor preparation program. Findings indicated that students in both groups equally exhibited gains in levels of learning; however, there was a significant difference between groups in perceived learning efficiency, favoring the online instructional modality. Limitations regarding this study are noted, particularly related to the research design. Additional studies examining levels of learning and perceived efficiency of students enrolled in online courses are recommended.

In this qualitative study, we conducted in-depth interviews with secondary school counselors to understand differences between successful and less successful Latina/o students. Using an ecological framework as a theoretical lens, we highlighted differences between successful and less successful Latina/o high school students consistent with individual, interpersonal, and institutional categories. The following themes emerged: determination and commitment, motivation, goal setting, positive behavior and attitudes, family support, role models, school and teacher support, socioeconomic status, and environment. Following a discussion regarding differences between successful and less successful Latina/o students, we provide recommendations for researchers and school counselors to identify studies and interventions to help Latina/o students become academically successful.

Counseling is at an early stage of development in the Republic of Ecuador. A turbulent history, poverty, and unemployment have affected the growth of mental health services and counselor preparation programs. Yet, this country experiences problems of addictions, domestic violence, depression, suicide, gender inequity, and drug trafficking. The future of counseling will be influenced by economic conditions and leadership provided from within and outside the Republic of Ecuador.

In this study, 184 Latina/o students provided their perceptions of support from high school counselors and their levels of acculturation, Mexican orientation, and Anglo orientation. Perceptions of expectations, perceptions of appraisal, and Mexican orientation were significant predictors of enrollment in Advanced Placement (AP) courses. The authors did not find gender differences between males and females across perceptions of support and acculturation. This article discusses the importance of these findings and offers implications for school counselors.

This quasi-experimental study compared the effectiveness of the Wellness Model of Supervision (WELMS; Lenz & Smith, 2010) with alternative supervision models for developing wellness constructs, total personal wellness, and helping skills among counselors-in-training. Participants were 32 master's-level counseling students completing their internship requirements in a counseling program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a split plot analysis of variance indicated that participants in the WELMS condition increased their personal definitions of wellness and total wellness while developing their counseling skills at a similar level when compared with participants receiving other models of supervision.

The effects of a stress management course on the stress knowledge and coping techniques of 101 graduate students in counseling were examined. Participants, drawn from various racial groups, were typically female (79%) and 21 to 55 years of age. Seven of the 8 null hypotheses were rejected. There were significant differences on 6 of the 7 dependent variables (overall knowledge of stress, perceived state and trait anxiety, stress response to positive and negative self-statements, and general and current stress level). The treatment group learned and implemented stress management strategies to better cope with stress. Recommendations and further directions for research are offered.