Pandey, Anushree, Krause, Amanda, and Miller, Dan (2025) Examining interest in psychology subjects. In: [Presented at the 2025 Online Conference for Undergraduate Research in Australasia]. From: OCURA 2025: Online Conference for Undergraduate Research in Australasia, 25-26 September 2025, Online.

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Abstract

Background: Psychology students tend to find research subjects less interesting and less valuable compared to non-research subjects. Additionally, they often believe research subjects are not relevant to their future study and career intentions. This may be because, as the Self-To-Prototype theory states, individuals are more likely to make a judgement or decision when they see a high similarity between themself and the typical representative of a group.

Aims: Through the lens of Self-to-Prototype-Matching, this study aims to understand how undergraduate psychology students view clinical psychologists, researchers, and themselves.

Methods: A sample of 27 undergraduate psychology students studying in Australia (n = 5) and Singapore (n = 22) have taken part in this qualitative online study to date. Participants were asked open-ended questions about their view of a researcher and a clinical psychologist. Their responses were analysed using reflexive thematic analysis.

Results: Preliminary findings indicate that undergraduates view a researcher as someone who works in labs and controlled settings to discover new ideas and engage in problem-solving. They also view researchers as serious and highly-focused, gathering information to make scientific evaluations. In contrast, students viewed a clinical psychologist as someone who works in a clinical or hospital setting to assist in understanding and reflecting on an individual’s feelings. They viewed clinical psychologists as people who are attentive, approachable, compassionate, and able to empathize. Moreover, the majority of participants stated they imagined a male researcher and female clinical psychologist, highlighting gender bias in professional role perception.

Conclusion: These perceptions underscore existing prototypes which may influence student’s ability to identify themselves in these roles and, consequently, their interest and perceived value in core undergraduate subjects. With practical implications for students’ learning and career intentions, addressing these assumptions may help improve psychology students’ engagement and success in research subjects.

Item ID:	89059
Item Type:	Conference Item (Poster)
Keywords:	scholarship of learning and teaching, SoLT, SoTL, research methods and statistics, self-to-prototype matching, identity, researcher development, career intentions, tertiary psychology
Date Deposited:	20 Oct 2025 23:26
FoR Codes:	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 100%
SEO Codes:	28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50% 16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50%
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