Developing psychological literacy: Student perceptions of graduate attributes

Morris, Sue; Cranney, Jacquelyn; Jeong, Jun Mo; Mellish, Leigh

doi:10.1111/ajpy.12010

Cited by 33 publications

(40 citation statements)

References 20 publications

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“…Students also see the importance of psychological literacy and the associated graduate attributes (Morris, Cranney, Jeong and Mellish, 2013 It is important to note that such application of psychological knowledge is not restricted to work as a professional psychologist. Psychology students undertake a wide variety of graduate work and the whole concept of psychological literacy trades on the belief that the skills and attributes of psychology graduates are so wide-ranging that "just about every job suitable for a general graduate will be done better by a psychology graduate" (Florance, Miell and Van Laar, 2011, p. 699).…”

Section: Pedagogy/disciplinementioning

confidence: 99%

Charting the elements of pedagogic frailty

Kinchin

Alpay

Curtis

et al. 2016

Educational Research

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The concept of pedagogic frailty has been proposed as a unifying concept that may help to integrate institutional efforts to enhance teaching improvement within universities by helping to maintain a simultaneous focus on four key areas that are thought to impede development. The structure of these four dimensions and the links that have been proposed to connect them are explored here through the analysis of interviews with academics working in a variety of disciplinary areas. The application of concept mapping in this process allows us to view the variable connections within and between these dimensions and the personal ways they are conceptualised by academics working across the heterogeneous university context.

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Section: Pedagogy/disciplinementioning

confidence: 99%

Charting the elements of pedagogic frailty

Kinchin

Alpay

Curtis

et al. 2016

Educational Research

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“…There is a question then as to whether the students in the foundation year develop the attributes of either or both or neither institution. The foundation year is of particular importance again because the first year of HE is where many habits and values are established (Morris, Cranney, Jeong, & Mellish, 2013).…”

Section: Internationalisation In Kazakhstanmentioning

confidence: 99%

Do Students Develop the Way Universities Say They Do? Staff Perceptions of Student Development Of Graduate Attributes in the Context of a Transnational Partnership in Kazakhstan

Mahon

Murphy

2019

The European Educational Researcher

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There is a crisis in higher education internationally whereby the value of a degree is being called into question. One of the contributing factors to this problem is the growth of the sector internationally. Questions have arisen concerning the quality of provision, especially in the case of courses offered in different contexts as part of transnational partnerships. This research explores the perceptions of staff involved with the delivery of a unique transnational higher education partnership between a Russell Group university in the UK and a new university in Kazakhstan. The research sought to understand whether student development was perceived to be in line with the graduate attributes of the intuitions involved. The research was qualitative, using in depth semi structured interviews with members of faculty involved with the delivery of the foundation course, including administration staff, teachers and managers. Responses from participants indicated that the development of characteristics broadly aligned to those stated in graduate attributes did occur.

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“…Cranney et al () established a set of six graduate attributes (GAs) for undergraduate psychology, which were incorporated into the APAC () Standards. Psychological literacy is intended to align with the sixth GA, learning , and its application (Morris, Cranney, Jeong, & Mellish, ). However, as the ability to apply psychological knowledge to a range of problems stems from students’ ability to effectively integrate psychological knowledge, students must attain a high level of competence with each GA to develop psychological literacy (Cranney et al, ).…”

Section: Task Values and Self‐efficacy Beliefs Of Psychology Studentsmentioning

confidence: 99%

Task values and self‐efficacy beliefs of undergraduate psychology students

Green

Conlon

Morrissey

2017

Australian Journal of Psychology

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Objective: Psychological literacy has been proposed as an outcome for psychology graduates, which requires an understanding of and integration between theory, research, and practice. Using the expectancy-value theory, the current study aimed to examine psychology students' values and self-efficacy towards these domains. Method: Three hundred and nineteen psychology students (M age = 26.25, SD = 10.26) reported on their social influences, task values, and self-efficacy beliefs for theory, research, and practice. Results: Using 3 (Year) × 3 (Domain) mixed factorial analyses of variance (ANOVAs), it was shown that students have poorer task values and lower self-efficacy towards research than theory or practice. A consistent effect of year was not found for task values, but students' self-efficacy beliefs showed an effect of training, with first years reporting poorer self-efficacy than middle and fourth-year students. Results indicated that students hold contrasting views of what they perceive friends and family to value compared to their perception of what academic staff value. Conclusions: It was recommended that the undergraduate curriculum promote equal values across theory, research, and practice by integrating education in the three domains. Utility interventions are discussed as a cost-effective way to improve task values and performance in learning domains that are not well-valued by students.Note. GA3: critical thinking skills and GA4: values, research, and professional ethics are associated with all three domains and psychological literacy and so were not directly evaluated in the current study. a Graduate attributes adapted from APAC (2010, pp. 41-42).

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Developing psychological literacy: Student perceptions of graduate attributes

Cited by 33 publications

References 20 publications

Charting the elements of pedagogic frailty

Charting the elements of pedagogic frailty

Do Students Develop the Way Universities Say They Do? Staff Perceptions of Student Development Of Graduate Attributes in the Context of a Transnational Partnership in Kazakhstan

Task values and self‐efficacy beliefs of undergraduate psychology students

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