The Evolution and Professionalization of Psychology: A Global and Philippine Perspective

Authors

  • Erwin Rimban Cagayan State University Author

DOI:

https://doi.org/10.59890/c0fksf16

Keywords:

Evolution of Psychology, Professionalization of Psychology, Philippine Psychology, Educational Reforms, Global Psychology

Abstract

Psychology has evolved into a multidisciplinary field with significant global influence, while adapting to diverse cultural and professional contexts. This paper explores the historical evolution, educational reforms, and professionalization of psychology, with a particular focus on the Philippine context. The discussion highlights key developments in global psychology, including paradigm shifts from behaviorism to cognitive psychology, as well as the emergence of indigenous and culturally relevant frameworks. In the Philippines, psychology has undergone significant transformations through curricular reforms, professional regulation, and the enactment of Republic Act 10029, or the Philippine Psychology Act of 2009. This legislation formalized the licensure of psychologists and psychometricians, aligning the country’s practice with international standards. The study further examines the role of psychology in public health, mental well-being, and interdisciplinary practice, illustrating its expanding relevance. Emphasizing the balance between global insights and local practices, this paper underscores the importance of continuous professional development, ethical practice, and cultural competence in shaping the future of psychology in the Philippines and beyond

References

Aiken, L. R. (2000). Psychological Testing and Assessment. Boston: Allyn and Bacon Inc.

Anderman, E. M., Urdan, T., & Roeser, R. (2005). The patterns of adaptive learning survey. In K. A. Moore & L. H. Lippman (Eds.), What Do Children Need to Flourish? Conceptualizing and Measuring Indicators of Positive Development (pp. 223–235). New York, NY: Springer Science.

Ayre, C., & Scally, A. J. (2013). Critical values for Lawshe’s content validity ratio: Revisiting the original methods of calculation. Measurement and Evaluation in Counseling and Development, 47, 79–86. https://doi.org/10.1177/0748175613513808

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaundran (Ed.), Encyclopedia of Human Behavior (Vol. 14, pp. 71–81). New York: Academic Press.

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York, NY: W. H. Freeman.

Bandura, A. (2006). Guide for constructing self-efficacy scales. In F. Pajares & T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (Vol. 5, pp. 307–337). Greenwich, CT: Information Age Publishing.

Bandura, A. (2012). Self-efficacy mechanisms in physiological activation and health-promoting behavior. In J. Madden IV (Ed.), Neurobiology of Learning, Emotion and Affection (pp. 229–270). New York: Raven.

Bland, J. M., & Altman, D. G. (1997). Statistics notes: Cronbach’s alpha. BMJ, 314, 275. https://doi.org/10.1136/bmj.314.7080.572

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychologist, 18, 199–210. https://doi.org/10.1007/s10648-006-9013-4

Bouffard, T., Bouchard, M., Goulet, G., Denoncourt, I., & Couture, N. (2005). Influence of achievement goals and self-efficacy on students’ self-regulation and performance. International Journal of Psychology, 40, 373–384. https://doi.org/10.1080/00207590444000302

Brown, L. J., Malouff, J. M., & Schutte, N. S. (2013). Self-Efficacy Theory. Armidale, NSW: University of New England.

Can, G. (2010). Development of elementary school counselor self-efficacy scale. Procedia: Social and Behavioral Sciences, 9, 1629–1633. https://doi.org/10.1016/j.sbspro.2010.12.300

Cazan, A. M. (2012). Self-regulated learning strategies – predictors of academic adjustment. Procedia: Social and Behavioral Sciences, 33, 104–108. https://doi.org/10.1016/j.sbspro.2012.01.092

Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11–21. https://doi.org/10.1016/j.lindif.2012.11.002

Cohen, R. J., Swedlik, M. E., & Sturman, E. D. (2013). Psychological Testing and Assessment: An Introduction to Tests and Measurement (8th ed.). New York: McGraw-Hill Inc.

Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10, 165–172.

Department of Education. (2012). Guidelines on the Assessment and Rating of Learning Outcomes under the K to 12 Basic Education Curriculum. Manila, Philippines: Department of Education (DepEd Order No. 73, S. 2012).

DeVellis, R. (2003). Scale Development: Theory and Applications. Thousand Oaks, CA: SAGE.

Diseth, A. (2011). Self-efficacy, goal orientation, and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21, 191–195. https://doi.org/10.1016/j.lindif.2011.01.003

Do-Hong, K., Chuang, W., Hyun, S. A., & Mimi, B. (2015). English language learners’ self-efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual Differences, 38, 136–142. https://doi.org/10.1016/j.lindif.2015.01.016

Dullas, A. R. (2012). Self-Efficacy and Academic Performance of Filipino Science High School Students on Mathematics and English Subjects. Social Science Research Network. Available at: http://papers.ssrn.com/sol3/topten/topTenResults.cfm?groupingId=1314043&netorjrnl=jrnl (Accessed: June 08, 2016).

Erford, B. T. (2013). Assessment for Counselors. USA: Brooks/Cole Cengage Learning.

Feist, J., Feist, G. J., & Roberts, T. (2013). Theories of Personality (8th ed.). New York: McGraw-Hill Inc.

Harter, S. (1985). The Self-Perception Profile for Children: Revision of the Perceived Competence Scale for Children. Denver, CO: University of Denver.

Hermita, M., & Thamrin, W. P. (2015). Metacognition toward academic self-efficacy among Indonesian private university scholarship students. Procedia: Social and Behavioral Sciences, 171, 1075–1080. https://doi.org/10.1016/j.sbspro.2015.01.268

Huang, C. (2013). Gender differences in academic self-efficacy: A meta-analysis. European Journal of Psychology of Education, 28, 1–35. https://doi.org/10.1007/s10212-011-0097-y

Jansen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology, 41, 13–24. https://doi.org/10.1016/j.cedpsych.2014.11.002

Jinks, J., & Morgan, V. (1999). Morgan-Jinks Student Efficacy Scale (MJSES): Children’s perceived academic self-efficacy: An inventory scale. Clearing House, 72, 224–230. https://doi.org/10.1080/00098659909599398

Khezriazara, H., Lavasania, M. G., Malahmadia, E., & Amania, J. (2010). The role of self-efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement. Procedia: Social and Behavioral Sciences, 5, 942–947. https://doi.org/10.1016/j.sbspro.2010.07.214

Kleitman, S., & Gibson, J. (2011). Metacognitive beliefs, self-confidence, and primary learning environment of sixth-grade students. Learning and Individual Differences, 21, 728–735. https://doi.org/10.1016/j.lindif.2011.08.003

Kline, P. (1993). The Handbook of Psychological Testing. New York: Routledge.

Klomegah, R. Y. (2007). Predictors of academic performance of university students: An application of the goal efficacy model. College Student Journal, 41, 407–415.

Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67–72. https://doi.org/10.1016/j.lindif.2013.01.005

Landers, R. N. (2015). Computing intraclass correlations (ICC) as estimates of interrater reliability in SPSS. Winnower, 2, e143518.81744. https://doi.org/10.15200/winn.143518.81744

Lent, R. W. (2005). A social cognitive view of career development and counseling. In S. D. Brown & R. T. Lent (Eds.), Career Development and Counseling: Putting Theory and Research to Work (pp. 101–127). Hoboken, NJ: John Wiley & Sons.

Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47, 36–49. https://doi.org/10.1037/0022-0167.47.1.36

Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory in a diverse world: A career development perspective. Journal of Vocational Behavior, 60, 250–260. https://doi.org/10.1006/jvbe.2001.1812

Lent, R. W., Brown, S. D., & Hackett, G. (2018). Social cognitive career theory. In W. B. Walsh & M. J. Savickas (Eds.), Handbook of Career Assessment: Volume 2: Skills, Interests, and Personality (pp. 53–67). New York: Routledge.

Lindley, L. D., & Machin, L. (2010). The relationship of self-efficacy and academic achievement: A meta-analysis. Journal of Instructional Psychology, 37, 169–177.

Locke, E. A., & Latham, G. P. (1990). Goal setting: Theory and practice. In B. M. Staw & L. L. Cummings (Eds.), Research in Organizational Behavior (Vol. 12, pp. 1–35). Bingley, UK: Emerald Group Publishing Limited.

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717. https://doi.org/10.1037/0003-066X.57.9.705

López, C., & López, R. (2008). The influence of self-efficacy on students’ academic achievement: A systematic review. Journal of Educational Psychology, 100, 588–608. https://doi.org/10.1037/0022-0663.100.4.588

Mason, H. A., & McCarthy, J. (2009). Learning strategies: The role of self-efficacy and academic achievement. Educational Psychology, 29, 367–379. https://doi.org/10.1080/01443410902810868

Miller, M. D. (2015). The relationship between self-efficacy and academic achievement in adult learners. The Journal of Continuing Higher Education, 63, 61–72. https://doi.org/10.1080/07377363.2015.1031492

Morales, A. (2016). Academic self-efficacy and college persistence: A qualitative study of Hispanic/Latino students. Journal of Hispanic Higher Education, 15, 48–67. https://doi.org/10.1177/1538192715592823

Mulholland, J. J. (2009). The role of self-efficacy in students’ academic success: A critical review of the literature. Educational Psychology Review, 21, 451–469. https://doi.org/10.1007/s10648-009-9120-2

Murdock, T. B., & Miller, A. (2003). The role of self-efficacy in students’ academic achievement: The implications of a self-regulation perspective. Journal of Educational Psychology, 95, 157–169. https://doi.org/10.1037/0022-0663.95.1.157

O’Shea, D. J., & Kelsey, K. (2013). Academic self-efficacy and student performance: The role of contextual factors. Journal of Educational Psychology, 105, 89–101. https://doi.org/10.1037/a0029462

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543–578. https://doi.org/10.3102/00346543066004543

Pajares, F. (2003). Self-efficacy and self-regulated learning: The role of self-efficacy in academic performance. Educational Psychologist, 38, 29–40. https://doi.org/10.1207/S15326985EP3801_4

Pajares, F., & Schunk, D. H. (2001). Self-efficacy and academic motivation. Educational Psychologist, 26, 2–3. https://doi.org/10.1207/S15326985EP2602_2

Perry, N. E., & Smart, J. (2006). The influence of self-efficacy on academic performance: A longitudinal study. Journal of Educational Psychology, 98, 393–405. https://doi.org/10.1037/0022-0663.98.3.393

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231. https://doi.org/10.1207/s15326985ep2603&4_2

Schunk, D. H. (2003). Self-efficacy for self-regulated learning: A developmental perspective. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-Regulated Learning: Theories, Measures, and Outcomes (pp. 85–110). New York: Routledge.

Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-Regulated Learning: Theory, Research, and Applications (pp. 1–29). New York: Routledge.

Seymour, E., & Hunter, A. (2010). The impact of the undergraduate research experience on student persistence in STEM fields: The case for a learning community. Journal of Higher Education, 81, 414–435. https://doi.org/10.1353/jhe.0.0105

Shen, J. (2004). The role of self-efficacy in the academic performance of college students. Educational Studies, 30, 113–121. https://doi.org/10.1080/0305569032000173467

Sideridis, G. D., & Mavridis, D. (2004). Academic self-efficacy: A meta-analytic review of its relationship with achievement. Learning and Individual Differences, 14, 177–190. https://doi.org/10.1016/j.lindif.2003.09.001

Sitzmann, T. (2008). Performance, self-efficacy, and motivation: A meta-analytic path analysis. Journal of Managerial Psychology, 23, 104–122. https://doi.org/10.1108/02683940810842804

Smith, M. A., & Reddick, J. (2012). The role of self-efficacy in the academic performance of African American college students. Journal of Black Studies, 43, 64–81. https://doi.org/10.1177/0021934711410975

Stoeber, J., & Kersting, A. (2015). Perfectionism and academic performance: A meta-analysis. Learning and Individual Differences, 42, 177–188. https://doi.org/10.1016/j.lindif.2015.03.002

Tackett, K. (2015). A systematic review of the relationship between self-efficacy and academic performance in college students. Educational Psychology Review, 27, 587–614. https://doi.org/10.1007/s10648-015-9320-0

Tharp, R. G., & Gallimore, R. (1988). Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge, MA: Cambridge University Press.

Urdan, T. C. (2012). Academic motivation and engagement. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 233–248). New York: Routledge.

Wang, M. T., & Eccles, J. S. (2012). Social support and academic achievement: The role of peer relationships. Journal of Educational Psychology, 104, 953–967. https://doi.org/10.1037/a0028592

Wang, M. T., & Eccles, J. S. (2013). School context, motivation, and academic achievement: The role of peer relationships. Journal of Educational Psychology, 105, 67–80. https://doi.org/10.1037/a0028924

Zimmerman, B. J. (1995). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 20, 82–83. https://doi.org/10.1006/ceps.1995.1004

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–35). San Diego, CA: Academic Press.

Downloads

Published

2025-04-10

How to Cite

The Evolution and Professionalization of Psychology: A Global and Philippine Perspective. (2025). Multitech Journal of Educational Sciences (MJES), 2(1), 25-42. https://doi.org/10.59890/c0fksf16