Licensure as a psychologist in the United States and Canada depends in part on passing the Examination for Professional Practice in Psychology (EPPP). The current study examines the quantitative relationship between demographic and training characteristics on EPPP first-time pass rate and provides qualitative data that speaks to viable approaches to better prepare future test-takers. A survey was administered in 2018 to a sample of 1,691 early career members (i.e., earned their doctorate in the last 10 years) of the American Psychological Association assessing EPPP examination attempts, licensure, program characteristics, postdoctoral training, and demographic variables. First-time EPPP pass rate was significantly associated with race (higher for Whites than psychologists of color); degree type (higher for PhD graduates than PsyD graduates); and accreditation status (higher for individuals attending accredited doctoral and/or internship programs). Researchers also thematically analyzed responses from 194 individuals who did not pass the EPPP initially, about what they believed might have helped them do so. Participants wrote about tools and methods used to learn material and practice for the exam; structural factors related to test accessibility and perceived validity; and individual and situational factors that impacted their ability to focus or study. Future directions for the preservation of diversity in the psychology workforce implicate numerous stakeholders. Public Significance StatementA mixed-methods approach was used to replicate previous research identifying differential first-time EPPP pass rates based on demographics and program characteristics and introduced new qualitative data. Findings suggest that structural steps be taken to increase preparation for the examination, offer remediation for those who did not pass, and renew evaluation of the test to reduce any chance of it reducing diversity of psychology as a field.

The expectancy-value (EV) framework is among the most prominent psychological approaches to predicting behavioral intentions. However, how expectancies and values are cognitively integrated (e.g., multiplicatively, additively or averaging) to produce intentions has yet to be tested. This research combined EV and Information Integration Theory methodologies to identify how EV integration determined dietary intentions among 80 participants (Mean age = 19.4 years, 61 females). Participants were presented with scenarios depicting three potential outcomes of junk-food consumption (weight gain, increased disease risk, and time savings). Expectancies (no information/low/medium/high) were varied within-subjects, and between-subject values were trichotomized for each outcome. Participants indicated their dietary intentions in this 3Â4 mixed design for all three outcomes. Expectancies and values were integrated additively to produce dietary intentions in the context of weight gain and disease-risk, but the integration rule for time savings could not be determined.Theoretical implications and practical applications of these results are also discussed.