Training in clinical psychology training programs is an understudied subject area. The model of domain learning is one model that can help provide more understanding of the processes that may underlie developmental changes in displays of competence as a graduate student progresses through training. Three processes, knowledge, interest, and strategic processing are implicated in how students' progress through three stages of expertise: acclimation, competence, and proficiency/expertise. Additionally, self-efficacy and achievement goal orientation have been correlated with interest and strategic processing outside the model of domain learning. Formal instruction may also influence the presence of strategic processing. Lastly, reflective practice a competency within clinical psychology may relate to the presence of strategic processing, and self-efficacy. The present study investigated the role that year in the program, interest, achievement goal orientation, and formal instruction have on self-efficacy regarding reflective practice and strategic processing. Participants in the study were graduate-level clinicians recruited through a variety of listservs. Analyses were conducted using moderated mediation between year in program, self-efficacy, strategic processing, interest, mastery approach orientation, reflective practice, and formal instruction and if these processes were moderated by gender and race/ethnicity. Students experienced a reduction in surface-level strategy use as predicted by the model of domain learning but remained steady in their use of deep-level processing strategies, interest, self-efficacy for reflective practice, and reflective practice. Less formal instruction was linked to less strategic processing. Mastery approach orientation was positively linked to the use of deep-level processing strategies. Reflective practice was linked to self-efficacy for reflective practice and was linked to strategic processing. The study's findings provide information on the current state of graduate clinical psychology student training, as well as suggestions for future research to examine ways to enhance training further using the TARGET framework suggested by Ames.
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Doctor of Philosophy (Ph.D.)
College of Sciences
Psychology; Clinical Psychology
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Matsumiya, Brandon, "A Study of Deep-level Processing and Self-efficacy of Reflective Practice and Their Relationship with Achievement Goal Orientation, Interest, Reported Reflective Practice, and Formal Instruction in Graduate Clinical Psychology Students" (2021). Electronic Theses and Dissertations, 2020-. 731.
Restricted to the UCF community until August 2026; it will then be open access.