Abstract

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.

Notes

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Graduation Date

2021

Semester

Summer

Advisor

Bowers, Clint

Degree

Doctor of Philosophy (Ph.D.)

College

College of Sciences

Department

Psychology

Degree Program

Psychology; Clinical Psychology

Format

application/pdf

Identifier

CFE0008702;DP0025433

URL

https://purls.library.ucf.edu/go/DP0025433

Language

English

Release Date

August 2026

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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