International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | International Journal of Progressive Education 2020, Vol. 16(3) 223-239

Investigation of the Relationships among Psychological Counselor Candidates’ Counseling Self-Efficacy, Multicultural Competence, Gender Roles, and Mindfulness

Fuad Bakioğlu & Ayşe Sibel Türküm

pp. 223 - 239   |  DOI:   |  Manu. Number: MANU-1911-21-0003

Published online: June 05, 2020  |   Number of Views: 331  |  Number of Download: 678


The purpose of this study was to investigate the relationships between counseling self-efficacy, multicultural competence, gender roles and mindfulness of counselor candidates. Participants of this study were 431 senior students studying in the Guidance and Psychological Counseling Undergraduate Programs of 14 different Turkish universities. According to the results, psychological counselor candidates’ gender roles and mindfulness significantly predicted their counseling self-efficacy through the mediation of multicultural competence. The authors discuss implications of these findings.

Keywords: Counseling Self-Efficacy, Multicultural Counseling Competency, Gender Roles, Mindfulness

How to Cite this Article?

APA 6th edition
Bakioglu, F. & Turkum, A.S. (2020). Investigation of the Relationships among Psychological Counselor Candidates’ Counseling Self-Efficacy, Multicultural Competence, Gender Roles, and Mindfulness . International Journal of Progressive Education, 16(3), 223-239. doi: 10.29329/ijpe.2020.248.17

Bakioglu, F. and Turkum, A. (2020). Investigation of the Relationships among Psychological Counselor Candidates’ Counseling Self-Efficacy, Multicultural Competence, Gender Roles, and Mindfulness . International Journal of Progressive Education, 16(3), pp. 223-239.

Chicago 16th edition
Bakioglu, Fuad and Ayse Sibel Turkum (2020). "Investigation of the Relationships among Psychological Counselor Candidates’ Counseling Self-Efficacy, Multicultural Competence, Gender Roles, and Mindfulness ". International Journal of Progressive Education 16 (3):223-239. doi:10.29329/ijpe.2020.248.17.

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