A construct validity analysis of the concept of psychological literacy

Figures & data

Table 1. Qualitative content analysis frequencies

Category	Search Term(s)	Papers (n)
Knowledge	Knowledge/principle/underst/content/subject	26^a,c,d,e,f,g,i,j,k,l,p,q,s,t,u,v,w,x,y,aa,ac,ad,ae,af,ag,ai
Application	Appl	24^a,d,e,g,i,j,k,m,o,p,q,s,t,u,v,w,x,y,ac,ad,ae,af,ag,ai
Employability	Employ/organis/profession/work/career	22^a,g,i,j,k,l,m,n,o,r,s,u,v,w,x,y,ab,ac,ad,ae,ah,ai
Science	Scien/empiri	18^b,e,f,g,j,m,n,o,p,t,u,w,x,z,ac,ad,ae,ah
Individual	Person/self	18^a,d,e,g,h,j,k,m,p,s,u,w,x,y,ac,ad,ae,ai
Community	Soci/communit	17^a,d,g,h,k,m,o,p,s,u,w,x,y,ac,ad,ae,ai
Problem-solving	Issue/problem/solv/solution	16^a,d,e,g,m,p,s,t,u,w,x,y,ac,ad,ae,ai
Reflection	Reflect	13^a,g,h,r,s,t,u,w,ab,ac,ad,ae,ai
Critical	Critical	13^b,f,h,j,k,l,p,q,t,w,x,ae,ai
Communication	Communic	12 ^g,j,k,l,q,u,w,x,ac,ad,ae,ah
Behaviour	Behav	11^e,g,l,s,u,w,x,ac,ad,ae,ai
Ethics	Ethic	11 ^g,k,l,q,t,u,w,x,ac,ad,ae
Mental health	Mental	11^d,e,g,s,u,v,w,ac,ad,ae,ai
Insight	Insight	10^a,g,q,s,u,w,ac,ad,ae,ai
Interpersonal	Relationship/interpersonal	9^a,g,s,u,w,x,ac,ad,ai
Diverse	Divers	7 ^g,q,u,w,ac,ad,ai
Evaluation	Eval	7 ^g,u,w,x,ac,ad,ae
Generic Skills	Gener	7^b,k,n,o,r,y,ab
Global	Global	7 ^j,n,o,u,ac,ad,af
Respect	Respect	7 ^g,q,u,w,ac,ad,ai
Analytical	Analy	6 ^g,p,u,w,ac,ad
Citizenship	Citizen	6 ^j,o,u,ac,ad,af
Context	Context	6^d,q,s,u,ae,af
Creative	creat	6 ^g,u,w,x,ac,ad
Research methods	Research	6 ^j,k,l,x,ae,ah
Supporting	Support/caring/helping	4^d,ac,ad,af
Values	Value	3 ^j,v,x
Cultural	Cultur	2 ^h,aa
Evidence-based	Evidenc	2^x,ae
Disposition	Disposition	2^i,p
Attitude	Attitude	1^p
Perspective	Perspective	1°
Teamwork	Team	1^ae
Wellbeing	Wellbeing	1^p

^aBanyard and Hulme (2015), Beins et al. (2011), Boneau (1990), Brooker and Woodyatt (2019), Burton et al. (2013), Butler and Halpern (2013), Chester et al. (2013), Coulson and Homewood (2016), Cranney (2013), Cranney and Botwood (2012), Cranney, Botwood et al. (2012), Cranney and Dunn (2011), Cranney et al. (in press), Cranney et al. (in press), Cranney, Morris et al. (2012), and Geiss (2019);^qHamilton et al. (2018);^rHeritage et al. (2016), Hulme (2014), Hulme et al. (2020), Hulme et al. (2015), Kent and Skipper (2015), McGovern et al. (2010), Morris et al. (2013), Murdoch (2016), Murdoch et al. (2015), Newstead (2015), Roberts et al. (2015), Taylor and Coady (2019), Taylor and Hulme (2015), Taylor and Hulme (2018a), Taylor and Hulme (2018b), Tomcho and Foels (2017), Turner and Davila-Ross (2015), and Winstone and Kinchin (2017)

Table 2. Comparison of factor structures

McGovern et al. (2010, p. 11) Attribute	Burton et al. (2013) Subscale	Roberts et al. (2015) Subscale
Attribute 1	Domain specific	General Graduate Attribute
Attribute 2	General psychological literacy †	General Graduate Attribute †
Attribute 3	General psychological literacy †	General Graduate Attribute †
Attribute 4	Domain specific ‡	Psychology as Helping Profession ‡
Attribute 5	Domain specific	General Graduate Attribute
Attribute 6	Domain specific	General Graduate Attribute
Attribute 7	General psychological literacy †	General Graduate Attribute †
Attribute 8	General psychological literacy	Separate Construct, Interactional Diversity
Attribute 9	General psychological literacy †	Reflective Processes (2 subscales); General Graduate Attribute (1 subscale) †

† = “general” in both studies; ‡ = unique to psychology.

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