Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment
Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of...
| Main Authors: | , , |
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| Format: | Journal Article |
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Frontiers Research Foundation
2016
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| Online Access: | http://hdl.handle.net/20.500.11937/23755 |
| _version_ | 1848751238764560384 |
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| author | Heritage, B. Roberts, Lynne Gasson, Natalie |
| author_facet | Heritage, B. Roberts, Lynne Gasson, Natalie |
| author_sort | Heritage, B. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students’ course of enrolment and (b) students’ year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct’s utility. |
| first_indexed | 2025-11-14T07:49:33Z |
| format | Journal Article |
| id | curtin-20.500.11937-23755 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:49:33Z |
| publishDate | 2016 |
| publisher | Frontiers Research Foundation |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-237552020-07-22T06:31:05Z Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment Heritage, B. Roberts, Lynne Gasson, Natalie Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students’ course of enrolment and (b) students’ year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct’s utility. 2016 Journal Article http://hdl.handle.net/20.500.11937/23755 10.3389/fpsyg.2016.00162 Frontiers Research Foundation fulltext |
| spellingShingle | Heritage, B. Roberts, Lynne Gasson, Natalie Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment |
| title | Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment |
| title_full | Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment |
| title_fullStr | Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment |
| title_full_unstemmed | Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment |
| title_short | Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment |
| title_sort | psychological literacy weakly differentiates students by discipline and year of enrolment |
| url | http://hdl.handle.net/20.500.11937/23755 |