Show simple item record

dc.contributor.authorHeritage, B.
dc.contributor.authorRoberts, Lynne
dc.contributor.authorGasson, Natalie
dc.date.accessioned2017-01-30T12:39:03Z
dc.date.available2017-01-30T12:39:03Z
dc.date.created2016-03-16T19:30:17Z
dc.date.issued2016
dc.identifier.citationHeritage, B. and Roberts, L. and Gasson, N. 2016. Psychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment. Frontiers in Psychology. 7: 162.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/23755
dc.identifier.doi10.3389/fpsyg.2016.00162
dc.description.abstract

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.

dc.publisherFrontiers Research Foundation
dc.titlePsychological Literacy Weakly Differentiates Students by Discipline and Year of Enrolment
dc.typeJournal Article
dcterms.source.volume7
dcterms.source.startPage1
dcterms.source.endPage9
dcterms.source.issn1664-1078
dcterms.source.titleFrontiers in Psychology
curtin.note

This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

curtin.departmentSchool of Psychology and Speech Pathology
curtin.accessStatusOpen access
curtin.contributor.orcidRoberts, Lynne [0000-0003-0085-9213]


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record