A construct validity analysis of the concept of psychological literacy

Abstract

ABSTRACT Objective: Psychological literacy has become influential as a concept to promote the value of a psychology degree to potential students and employers, particularly in the United States, the United Kingdom, and Australia. This influence is based upon an assumption that the concept of psychological literacy is valid. The objective of this paper is to examine relevant literature, identifying possible issues in providing evidence of validity for the construct. Method: Messick’s unified validity framework was utilised to evaluate threats to the overall construct validity of psychological literacy. Broad literature such as empirical and case studies, reports, and opinion papers were included as sources for analysis. A content analysis was conducted to determine the level of consensus for proposed psychological literacy attributes. Results: There was limited consensus for most attributes in the examined literature, which compromises construct validity according to Messick’s framework. However, five terms were cited in most papers. Consolidating these terms provides a conceptualisation of psychological literacy as the ability to apply scientific principles to psychology concepts in work and personal contexts. Conclusion: Possible solutions to resolve construct validity threats are offered. Refining the concept requires further exploration of perceptions among key stakeholders such as psychology teachers, students, and employers. KEY POINTS What is already known about this topic: A substantial body of literature has been published that discusses the construct of psychological literacy, but limited research (n=7) has measured the construct. A systematic narrative review of psychological literacy detailed concerns over multiple conceptualisations in studies that measured the construct. These prior findings revealed a need to evaluate the validity of the construct. What this topic adds: School belonging partially mediates the relationship between socioemotional wellbeing and loneliness in primary school age children. The effect of school belonging on loneliness could reveal important pathways for the development of related evidence-based interventions. Effects of school belonging on loneliness can be seen as early as in primary school age, which has implications for early intervention.