Abstract This study examines how perceived self efficacy is affected by structural support after an introduction course in Motivational Interviewing. The effects the support may have on perceived self efficacy in executing Motivational Interviewing is analyzed by comparing means between experimental group and control group. In implementation studies structural support is shown to be of great value for further use of the actual method in an organization. Structural support involving evaluation and feedback increases the learning of Motivational Interviewing. The result in this study shows that the group receiving structural support, has a higher mean at a second measuring of the perceived self efficacy compared to the group with no support. The comparison of means has been tested for statistical significance using t-test. The result shows that the increased mean in the group receiving support is statistically significant in two out of four variables. The validity of the conclusions is discussed. Factors, including feedback and role-play, that convey the increased in perceived self efficacy are suggested. It is argued that understandings of perceived self efficacy may help in implementing new methods. Structural support involving feedback knowledge on perceived self efficacy may help both teachers and professionals.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:su-150844 |
| Date | January 2017 |
| Creators | Börjesson Toth, Kerstin |
| Publisher | Stockholms universitet, Institutionen för socialt arbete - Socialhögskolan |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0024 seconds