Employable skills self-efficacy survey: A validation study.

Dumoulin, Amanda Rose; Rusticus, Shayna A.

doi:10.1037/stl0000298

Cited by 1 publication

(2 citation statements)

References 29 publications

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“…The response scale was a 6-point Likert-type scale. Dumoulin and Rusticus (2021) were unable to replicate the 11-factor structure proposed by Ciarocco and Strohmetz (2018) and so we chose to focus on the four broader domain groupings. Ciarocco and Strohmetz reported that these were correlated moderately strongly with each other ( r ’s from .38 to .69) and were able to add significant variance to the prediction of relational integration and proactive career planning, two subscales of the Search for Work Self-Efficacy Scale (SWSES; Pepe et al, 2010).…”

Section: Methodsmentioning

confidence: 99%

“…Each of these domains has between two and four subdomains with a total of 11 subscales. Further validation was undertaken by Dumoulin and Rusticus (2021), initially via confirmatory factor analysis and then via correlating the ESSES scales with several theoretically relevant scales. With respect to the latter, all subscales were moderately, positively correlated with a measure of general self-efficacy ( r ’s ranged from .33 to .57).…”

Section: Development Of the Test Of Psychological Literacymentioning

confidence: 99%

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The measurement of psychological literacy and employable skills self-efficacy in undergraduate psychology students.

Machin¹,

Gasson²

2022

Scholarship of Teaching and Learning in Psychology

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There is considerable interest in how work-ready a psychology graduate is after a 3-(or 4-) year course of study. This research combined the assessment of students' psychological literacy (specifically in the area of research methods), with their self-reported employable skills self-efficacy across four areas (communication skills, analytical inquiry skills, collaboration skills, and professional development skills). The measurement of psychological literacy has remained a major challenge to researchers and educators, and we developed the revised Test of Psychological Literacy (TOPL) as a multidomain assessment of psychological literacy that also included the situational judgment test methodology. The 13 research methods and statistics items from the revised TOPL were analyzed along with the students' employable skills self-efficacy (across four dimensions), their research methods domain knowledge, age, year of study, and usual grade in two undergraduate psychology samples from Australian universities. The unique predictors of the revised TOPL research methods scores were age and their research methods domain knowledge, while the students' usual grade was the only consistent predictor of their employable skills self-efficacy. Employable skills self-efficacy is positively related to psychological literacy for three of the four dimensions affirming that they are both important outcomes of psychology education. We conclude that these are complementary aspects of work readiness that, along with academic grades and possibly age, will inform the career exploration and decision-making of psychology graduates.

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Section: Methodsmentioning

confidence: 99%

Section: Development Of the Test Of Psychological Literacymentioning

confidence: 99%