The values and self-efficacy beliefs of postgraduate psychology students

ObjectivePostgraduate psychology students must develop three generic capabilities: theory, research, and communication. This is critical to strengthen the link between science and practice. The current study explored the impact of students' postgraduate program on task values and self-efficacy beliefs using an expectancy-value perspective. MethodTwo hundred and thirty-seven postgraduate psychology students (195 females, M-age=30.98, standard deviation=8.34) completed a survey investigating student values and expectations. Students were enrolled in a Master of Psychology (n=90), research-only PhD (n=72), or professional doctorate/Masters with PhD (n=75). ResultsA series of 3 (Domain)x3 (Program) mixed factorial analysis of variances were conducted to explore postgraduates' social influences, task values, and self-efficacy beliefs towards theory, research, and communication. Coursework students perceived peers to value communication skills significantly more than research, while research-only students perceived peers to value theory, research, and communication equally. Postgraduate students in all programs reported consistently lower task values and self-efficacy beliefs towards the research domain. ConclusionAustralian universities and professional organisations are encouraged to support the development of practice-research networks to facilitate greater collaboration and stronger links between future psychological scientists and practitioners.