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Based on Stoltenberg's developmental theory and the literature on supervision as a social influence process, a prediction model of trainees' general expectations for the supervisory process was tested. Beginning and advanced practicum students and interns completed a self‐efficacy inventory and indicated their outcome expectancies for supervision with respect to their own and their clients' development. Dependent variables were expectations for supervisors' attributes (expertness, attractiveness, trustworthiness) and role (evaluation, support). All of these process dimensions were significantly predicted from trainees' self‐efficacy and outcome expectancies, while level of training was of minimal predictive value. In general, trainees expected supervisors to be significantly more trustworthy than expert, more expert than attractive, and more evaluative than supportive.
Friedlander et al. (Wed,) studied this question.
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