Logo for CIT 2020 Conference - Transforming Interpreter Education

Increasing Self-Efficacy in Interpretation Students

by Laura Maddux & Kim Bates

Interactive Workshop

Date | Time | Room

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Research has suggested that high self-efficacy is an important characteristic in interpreting students for reducing anxiety and increasing a locus of control (Atkinson & Crezee, 2012; Bates, 2018). According to Bandura (1988), interpreting students who possess self-efficacy perform at the level needed with their current skills, which results in a sense of self-control and anxiety reduction. Bates (2018) conducted an exploratory study examining the impact of SMART Goals and Mastery Rehearsal Scriptwriting on interpreter self-efficacy. The results indicated that novice interpreters who utilized the SMART approach demonstrated an increase in self-efficacy in the same manner as a control participant who did not use the SMART approach but was engaged in mentorship.

In this interactive workshop, we will describe the implementation of SMART Goals and Mastery Rehearsal Scriptwriting into interpreting courses. We will then present results from a study in which a control group of students was compared to an experimental group of students who were taught to use SMART goals and Mastery Rehearsal Scriptwriting as part of their assignments. Both groups completed the Interpreting Classroom Anxiety Scale as modified by Bates (2016) as a pre-test, a mid-semester test, and a post-test to examine their sense of self-efficacy during interpreting throughout the semester. Additionally, one student from both the control group and the experimental group were interviewed for their perspectives on the process. Preliminary data from students indicate they feel less anxiety and increased self-efficacy when using this method in addition to their coursework. Data analysis is currently underway and more complete results on the impact of the intervention will be provided during this presentation.

Participants will be able to:

  • develop a deeper understanding of how self-efficacy impacts interpreters and interpreting students.
  • create their own SMART Goals and Mastery Rehearsal Scripts.
  • incorporate SMART Goals and Mastery Rehearsal Scripts into the courses they teach or their mentoring relationships.

A white woman with black hair pulled back wearing a black shirt and a silver necklace smiles at camera in front of dark grey backdropLaura Maddux, PhD, has been involved with the Deaf community for more than 23 years as an ASL student, interpreter, interpreter educator, and friend. Laura received her PhD in interpretation from Gallaudet University. Her dissertation, focused on testing interpreter education methods, resulted in a publication with the International Journal of Interpreter Education. She has also investigated self-talk in interpreters, with a publication in Translation and Interpretation Studies. She is currently taking her self-talk research further with studies into both novice and experts in self-talk and self-efficacy. Laura taught English in Istanbul, Turkey, and she has been heavily involved in planning and running the last two World Association of Sign Language Interpreters Conferences in Istanbul, Turkey and Paris, France. She is currently a professor at Bethel University in Mishawaka, IN and focuses on both educating interpreters and researching how to teach them more effectively.

Close-up of white woman with brown hair and glasses with blue shirt in front of red, white, and blue backgroundKim Bates, an adjunct Instructor in Bloomsburg University’s ASL-English Interpreting Program, received her Associates of Applied Science degree in Sign Language Interpreting from Johnson County Community College in 1997. While at The University of Kansas, she obtained a B.A. in Speech-Language-Hearing Sciences (2003), as well as a M.S.Ed in Educational Psychology, Development & Learning (2016), and is presently a doctoral student in Curriculum and Instruction. Kim is a nationally certified member of RID (NIC-Advanced), and served 18 years as the Interpreter Coordinator at The University of Kansas. Her research focus stems from and feeds her work in helping student and novice interpreters develop increased self-efficacy in their interpreting process, and assisting them in gaining overall interpreting competency.