A Technology-Enhanced Coaching Model for Professional Readiness in Psychology Education
Keywords:
Motivational Interventions, Practical Training, Professional Development, Psychological Competencies, Psychological Training, Teaching Methods
Abstract
Purpose of the study: This study aims to develop and empirically evaluate a technology-enhanced, coaching-based learning model to strengthen psychology students’ competencies in providing motivational support, addressing gaps in experiential training and improving graduates’ professional readiness.
Methodology: The research employed a quasi-experimental design with one hundred twenty psychology students. The experimental group participated in a structured pedagogical intervention that integrated interactive coaching workshops, video-recorded role-playing simulations of client sessions, etc. Professional readiness was assessed using validated scales measuring professional self-identity, professional competence, client motivation support skills, and coaching self-efficacy. Statistical analysis included descriptive statistics, Student t-test, analysis of variance, correlation and regression analyses, and mediation analysis using Hayes' PROCESS macro.
Main Findings: Participants in the experimental condition demonstrated statistically significant and substantial improvements in professional self-identity, coaching self-efficacy, and competence in providing motivational support compared to the control group. The effect sizes were large. Mediation analysis confirmed that enhanced professional competence fully mediated the positive effect of the training on motivational support skills.
Novelty of this study: This research contributes to the fields of educational technology and instructional design by introducing an evidence-based, scalable pedagogical model. It positions coaching not as a supplementary activity but as a core instructional methodology, systematically supported by accessible digital tools to enhance reflective learning and feedback. The proposed model offers a practical framework for competency-oriented curriculum redesign in higher education, readily adaptable to hybrid and fully online learning environments, with applicability extending beyond psychology to other professions requiring motivational support skills.
References
[1]. Y. Ishchenko, Y. Chystovska, O. Vovchenko, I. Harkusha, H. and Voshkolup, “The Role of Emotional Intelligence in the Rehabilitation of the Former Prisoners of War,” Int. J. Stats. Med. Res., vol. 12, pp. 240–248, Dec. 2023, doi: 10.6000/1929-6029.2023.12.28
[2]. Y. Ishchenko, I. Yevchenko, A. Masliuk, S. Myronets, and Y. Potapchuk, “El impacto de la inteligencia emocional de los líderes militares en la gestión de crisis en tiempos de guerra,” Rev. cuba. Med. Mil., Vol. 53, no. 2, May. 2024. Accessed: Oct. 29, 2025. [Online.] Available: https://revmedmilitar.sld.cu/index.php/mil/article/view/43640/2583
[3]. I. Rymenans, A. Van den Broeck, C. Vanovenberghe, M. Du Bois,and E. Lauwerier, “Developing a Training in Motivational Counselling to Promote Return to Work: An Intervention Mapping Approach,” J. Occup. Rehabil., pp. 1-11, Feb. 2024, doi: 10.1007/s10926-024-10177-z
[4]. N. A. Dahri, N. Yahaya, and W.M. Al-Rahmi, “Exploring the influence of ChatGPT on student academic success and career readiness,” Educ. Inf. Technol., vol. 30, no. 7, pp. 8877-8921, Nov. 2025, doi: 10.1007/s10639-024-13148-2
[5]. L. Plotkina, and S. Sri Ramalu, “Determinants and trends of executive coaching effectiveness in post-pandemic era: A critical systematic literature review analysis,” Manag. Rev. Q., pp. 1-39, Apr. 2024, doi: 10.1007/s11301-024-00428-x
[6]. J. S. Williams, “An empirical investigation of coaching ingredients: the role of the coach-coachee relationship in influencing coaching outcomes,” Coaching: Int. J. Theory. Res. Pract., vol. 16, no. 1, pp. 1-15, Sep. 2023, doi: 10.1080/17521882.2021.1979612
[7]. X. Liu, Y. Li, C. Chen, “The professional development of rural teachers in China based on their relationship with “left-behind” children,” Asia. Pac. J. Teach. Educ., vol. 52, no. 1, pp. 64-81, Jul. 2024, doi: 10.1080/1359866X.2023.2231860
[8]. E. Simon, “Cultivating professional identity: The vital role of practical teaching experience for future educators,” Educ. Sci., vol. 14, no. 5, Apr. 2024, doi: 10.3390/educsci14050439
[9]. L. Mehner, S. Rothenbusch, S. Kauffeld, “How to maximize the impact of workplace training: a mixed-method analysis of social support, training transfer and knowledge sharing,” Eur. J. Work. Organ. Psychol., vol. 34, no. 2, pp. 201-217, Mar. 2025, doi: 10.1080/1359432X.2024.2319082
[10]. K. Murphy, “Generative coaching: A surprising learning odyssey,” in Learning Organizations, 2024, pp. 197-216. Accessed: Oct. 31, 2025. [Online.] Available: https://www.taylorfrancis.com/chapters/edit/10.4324/9781003578840-16/generative-coaching-surprising-learning-odyssey-kendall-murphy
[11]. R. B. King, and L. K. Fryer, “Hybridizing motivational strains: How integrative models are crucial for advancing motivation science.” Educ. Psychol. Rev., vol. 36, no. 2, Mar. 2024, doi: 10.1007/s10648-024-09850-9
[12]. L. C. Chang, H. R. Lin, and J. W. Lin, “Learning motivation, outcomes, and anxiety in programming courses—A computational thinking–centered method,” Ed. Inf. Technol., vol. 29, no. 1, pp. 545-569, Nov. 2024, Accessed: Oct. 30, 2025. [Online.] Available: https://link.springer.com/article/10.1007/s10639-023-12313-3
[13]. M. Fleischhacker, and E. M. Graf, “New ways of investigating coaching: linguistic research on executive, business and workplace coaching–a systematic scoping review,” Coaching: Int. J. Theory. Res. Pract., vol. 17, no. 1, pp. 90-118, Nov. 2024, doi: 10.1080/17521882.2023.2284166
[14]. P.L. González Rivera, “Criterios actualizados sobre la metodología de la investigación educativa: Una aproximación bibliográfica,” Rev MENDIVE., vol. 22, no. 1, Jul. 2024, Accessed: Oct. 29, 2025. [Online.] Available: http://scielo.sld.cu/scielo.php?pid=S1815-76962024000100031&script=sci_arttext&tlng=en
[15]. National Psychological Association of Ukraine (NPAU). “Ethical code of a psychologist.” 15. National Psychological Association of Ukraine (NPAU). Accessed: Oct. 29, 2025. [Online.] Available: https://npa-ua.org/pub/files/5a70319ea92e75d0.pdf
[16]. World Medical Association. “WMA Declaration of Helsinki: Ethical principles for medical research involving human subjects.” World Medical Association. Accessed: Oct. 31, 2025. [Online.] Available: https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/
[17]. C. Tannous, H. W. Chien, B. Kenny, K. H. Lin, B. Everett, J. Y. Yeh, J. Y. Wang, L. Heaton, and Y. Salamonson, “Factors influencing career choice, study experiences and professional identity in undergraduate health students: A mixed methods study across two universities,” Teach. Learn. Nurs., vol. 19, no. 3, pp. 249-259, Jul. 2024, https://doi.org/10.1016/j.teln.2024.03.014
[18]. F. Rauner, “Measuring professional competence,” in Handbook of Fundamentals of Modern Vocational Education: Shaping the World of Work, 2024. pp. 967-1031. doi: 10.1007/978-981-97-0987-8_51
[19]. D. Karorsa, and M. E. Allen, “HBCU Faculty Job Satisfaction: Implications for Effective Higher Education Leadership,” J. Res. Initiat., vol. 8, no. 4, Sep. 2024, Accessed: Oct. 28, 2025. [Online.] Available: https://digitalcommons.uncfsu.edu/jri/vol8/iss4/10
[20]. P. Das, B. Kar, and S. N. Misra, “Career course, coach, and cohort framework: A design thinking approach to enhance career self-efficacy,” Int. J. Manag. Educ., vol. 22, no. 1, Mar. 2024, doi: 10.1016/j.ijme.2023.100898
[21]. G. Vabo, Å. Slettebø, and M. Fossum, “Nursing students’ professional identity development: an integrative review,” Nord. J. Nurs. Res., vol. 42, no. 2, pp. 62-75, Aug. 2022, doi: 10.1177/20571585211029857
[22]. A. Findyartini, N. Greviana, E. Felaza, M. Faruqi, T. Zahratul Afifah, and M. Auliya Firdausy, “Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture”, BMC Med. Educ., vol. 22, no. 1, Jun. 2022, doi: 10.1186/s12909-022-03393-9
[23]. S. Lin, S. Chen, Q. Tu, X. Xu, S. Xie, B. Yang, Q. Zhang, L. Chen, “Barriers and facilitators to the formation of professional identity among nursing students: a four-year longitudinal qualitative study,” Nurse. Educ. Today., vol. 134, Mar. 2024, doi: 10.1016/j.nedt.2023.106087
[24]. U. Siddique, U. Mahboob, N. Mahsood, B. Mehboob, A. S. Abdullah, and M. Baseer, “Adaptation and modification of the professional identity formation scale for postgraduate trainees in basic health science: a mixed method study,” BMC Med. Educ., vol. 25, no. 1, Apr. 2025, doi: 10.1186/s12909-025-07025-w
[25]. S. J. Hawkins, “Examining the Correlation Between TPACK and Self-Efficacy and Its Relationship to Mobile Technology Integration in Elementary Classrooms,” EdD. Dissertation, Chicag. Sch. Prof. Psy., Chicago, USA, 2024. Accessed: Oct. 30, 2025. [Online.] Available: https://www.proquest.com/openview/1cd9acafe917e3a6c082bdeca9014a28/1?pq-origsite=gscholar&cbl=18750&diss=y
[26]. A. Masry-Herzallah, and A. Watted, “Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era,” Contemp. Educ. Technol., vol. 16, no. 2, Mar. 2024, doi: 10.30935/cedtech/14336
[27]. A. Masry-Herzallah, and Y. Stavissky, “The relationship between frequency of online teaching and TPACK improvement during Covid-19: The moderating role of transformational leadership and sector,” Int. J. Educ. Manag., vol. 37, no. 5, pp. 929-948, Sep. 2023, doi: 10.1108/IJEM-10-2022- 0442
[28]. L. Saenen, K. Hermans, M. Do Nascimento Rocha, K. Struyven, and E. Emmers, “Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model,” Humanit. Soc. Sci. Commun., vol. 11, no. 1, pp. 1-12, Jul. 2024, doi: 10.1057/s41599-024-03417-3
[29]. A. Masry-Herzallah, “TPACK, technological self-efficacy, gender, and online teaching effectiveness: Insights from the COVID-19 crisis,” Hum. Soc. Sci. Commun., vol. 12, no. 1, pp. 1-9, Feb. 2025, doi: 10.1057/s41599-025-04546-z
[30]. R. E. Yuliani, “Technological Integration Self Efficacy (TISE) of Prospective Mathematics Teacher Students through TPACK Implementation.” J. Penelitian. P. Pendidikan., vol. 8, no. 3, Oct. 2024, doi: 10.23887/jppp.v8i3.57113
[2]. Y. Ishchenko, I. Yevchenko, A. Masliuk, S. Myronets, and Y. Potapchuk, “El impacto de la inteligencia emocional de los líderes militares en la gestión de crisis en tiempos de guerra,” Rev. cuba. Med. Mil., Vol. 53, no. 2, May. 2024. Accessed: Oct. 29, 2025. [Online.] Available: https://revmedmilitar.sld.cu/index.php/mil/article/view/43640/2583
[3]. I. Rymenans, A. Van den Broeck, C. Vanovenberghe, M. Du Bois,and E. Lauwerier, “Developing a Training in Motivational Counselling to Promote Return to Work: An Intervention Mapping Approach,” J. Occup. Rehabil., pp. 1-11, Feb. 2024, doi: 10.1007/s10926-024-10177-z
[4]. N. A. Dahri, N. Yahaya, and W.M. Al-Rahmi, “Exploring the influence of ChatGPT on student academic success and career readiness,” Educ. Inf. Technol., vol. 30, no. 7, pp. 8877-8921, Nov. 2025, doi: 10.1007/s10639-024-13148-2
[5]. L. Plotkina, and S. Sri Ramalu, “Determinants and trends of executive coaching effectiveness in post-pandemic era: A critical systematic literature review analysis,” Manag. Rev. Q., pp. 1-39, Apr. 2024, doi: 10.1007/s11301-024-00428-x
[6]. J. S. Williams, “An empirical investigation of coaching ingredients: the role of the coach-coachee relationship in influencing coaching outcomes,” Coaching: Int. J. Theory. Res. Pract., vol. 16, no. 1, pp. 1-15, Sep. 2023, doi: 10.1080/17521882.2021.1979612
[7]. X. Liu, Y. Li, C. Chen, “The professional development of rural teachers in China based on their relationship with “left-behind” children,” Asia. Pac. J. Teach. Educ., vol. 52, no. 1, pp. 64-81, Jul. 2024, doi: 10.1080/1359866X.2023.2231860
[8]. E. Simon, “Cultivating professional identity: The vital role of practical teaching experience for future educators,” Educ. Sci., vol. 14, no. 5, Apr. 2024, doi: 10.3390/educsci14050439
[9]. L. Mehner, S. Rothenbusch, S. Kauffeld, “How to maximize the impact of workplace training: a mixed-method analysis of social support, training transfer and knowledge sharing,” Eur. J. Work. Organ. Psychol., vol. 34, no. 2, pp. 201-217, Mar. 2025, doi: 10.1080/1359432X.2024.2319082
[10]. K. Murphy, “Generative coaching: A surprising learning odyssey,” in Learning Organizations, 2024, pp. 197-216. Accessed: Oct. 31, 2025. [Online.] Available: https://www.taylorfrancis.com/chapters/edit/10.4324/9781003578840-16/generative-coaching-surprising-learning-odyssey-kendall-murphy
[11]. R. B. King, and L. K. Fryer, “Hybridizing motivational strains: How integrative models are crucial for advancing motivation science.” Educ. Psychol. Rev., vol. 36, no. 2, Mar. 2024, doi: 10.1007/s10648-024-09850-9
[12]. L. C. Chang, H. R. Lin, and J. W. Lin, “Learning motivation, outcomes, and anxiety in programming courses—A computational thinking–centered method,” Ed. Inf. Technol., vol. 29, no. 1, pp. 545-569, Nov. 2024, Accessed: Oct. 30, 2025. [Online.] Available: https://link.springer.com/article/10.1007/s10639-023-12313-3
[13]. M. Fleischhacker, and E. M. Graf, “New ways of investigating coaching: linguistic research on executive, business and workplace coaching–a systematic scoping review,” Coaching: Int. J. Theory. Res. Pract., vol. 17, no. 1, pp. 90-118, Nov. 2024, doi: 10.1080/17521882.2023.2284166
[14]. P.L. González Rivera, “Criterios actualizados sobre la metodología de la investigación educativa: Una aproximación bibliográfica,” Rev MENDIVE., vol. 22, no. 1, Jul. 2024, Accessed: Oct. 29, 2025. [Online.] Available: http://scielo.sld.cu/scielo.php?pid=S1815-76962024000100031&script=sci_arttext&tlng=en
[15]. National Psychological Association of Ukraine (NPAU). “Ethical code of a psychologist.” 15. National Psychological Association of Ukraine (NPAU). Accessed: Oct. 29, 2025. [Online.] Available: https://npa-ua.org/pub/files/5a70319ea92e75d0.pdf
[16]. World Medical Association. “WMA Declaration of Helsinki: Ethical principles for medical research involving human subjects.” World Medical Association. Accessed: Oct. 31, 2025. [Online.] Available: https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/
[17]. C. Tannous, H. W. Chien, B. Kenny, K. H. Lin, B. Everett, J. Y. Yeh, J. Y. Wang, L. Heaton, and Y. Salamonson, “Factors influencing career choice, study experiences and professional identity in undergraduate health students: A mixed methods study across two universities,” Teach. Learn. Nurs., vol. 19, no. 3, pp. 249-259, Jul. 2024, https://doi.org/10.1016/j.teln.2024.03.014
[18]. F. Rauner, “Measuring professional competence,” in Handbook of Fundamentals of Modern Vocational Education: Shaping the World of Work, 2024. pp. 967-1031. doi: 10.1007/978-981-97-0987-8_51
[19]. D. Karorsa, and M. E. Allen, “HBCU Faculty Job Satisfaction: Implications for Effective Higher Education Leadership,” J. Res. Initiat., vol. 8, no. 4, Sep. 2024, Accessed: Oct. 28, 2025. [Online.] Available: https://digitalcommons.uncfsu.edu/jri/vol8/iss4/10
[20]. P. Das, B. Kar, and S. N. Misra, “Career course, coach, and cohort framework: A design thinking approach to enhance career self-efficacy,” Int. J. Manag. Educ., vol. 22, no. 1, Mar. 2024, doi: 10.1016/j.ijme.2023.100898
[21]. G. Vabo, Å. Slettebø, and M. Fossum, “Nursing students’ professional identity development: an integrative review,” Nord. J. Nurs. Res., vol. 42, no. 2, pp. 62-75, Aug. 2022, doi: 10.1177/20571585211029857
[22]. A. Findyartini, N. Greviana, E. Felaza, M. Faruqi, T. Zahratul Afifah, and M. Auliya Firdausy, “Professional identity formation of medical students: A mixed-methods study in a hierarchical and collectivist culture”, BMC Med. Educ., vol. 22, no. 1, Jun. 2022, doi: 10.1186/s12909-022-03393-9
[23]. S. Lin, S. Chen, Q. Tu, X. Xu, S. Xie, B. Yang, Q. Zhang, L. Chen, “Barriers and facilitators to the formation of professional identity among nursing students: a four-year longitudinal qualitative study,” Nurse. Educ. Today., vol. 134, Mar. 2024, doi: 10.1016/j.nedt.2023.106087
[24]. U. Siddique, U. Mahboob, N. Mahsood, B. Mehboob, A. S. Abdullah, and M. Baseer, “Adaptation and modification of the professional identity formation scale for postgraduate trainees in basic health science: a mixed method study,” BMC Med. Educ., vol. 25, no. 1, Apr. 2025, doi: 10.1186/s12909-025-07025-w
[25]. S. J. Hawkins, “Examining the Correlation Between TPACK and Self-Efficacy and Its Relationship to Mobile Technology Integration in Elementary Classrooms,” EdD. Dissertation, Chicag. Sch. Prof. Psy., Chicago, USA, 2024. Accessed: Oct. 30, 2025. [Online.] Available: https://www.proquest.com/openview/1cd9acafe917e3a6c082bdeca9014a28/1?pq-origsite=gscholar&cbl=18750&diss=y
[26]. A. Masry-Herzallah, and A. Watted, “Technological self-efficacy and mindfulness ability: Key drivers for effective online learning in higher education beyond the COVID-19 era,” Contemp. Educ. Technol., vol. 16, no. 2, Mar. 2024, doi: 10.30935/cedtech/14336
[27]. A. Masry-Herzallah, and Y. Stavissky, “The relationship between frequency of online teaching and TPACK improvement during Covid-19: The moderating role of transformational leadership and sector,” Int. J. Educ. Manag., vol. 37, no. 5, pp. 929-948, Sep. 2023, doi: 10.1108/IJEM-10-2022- 0442
[28]. L. Saenen, K. Hermans, M. Do Nascimento Rocha, K. Struyven, and E. Emmers, “Co-designing inclusive excellence in higher education: Students’ and teachers’ perspectives on the ideal online learning environment using the I-TPACK model,” Humanit. Soc. Sci. Commun., vol. 11, no. 1, pp. 1-12, Jul. 2024, doi: 10.1057/s41599-024-03417-3
[29]. A. Masry-Herzallah, “TPACK, technological self-efficacy, gender, and online teaching effectiveness: Insights from the COVID-19 crisis,” Hum. Soc. Sci. Commun., vol. 12, no. 1, pp. 1-9, Feb. 2025, doi: 10.1057/s41599-025-04546-z
[30]. R. E. Yuliani, “Technological Integration Self Efficacy (TISE) of Prospective Mathematics Teacher Students through TPACK Implementation.” J. Penelitian. P. Pendidikan., vol. 8, no. 3, Oct. 2024, doi: 10.23887/jppp.v8i3.57113
Published
2025-12-18
How to Cite
Dubinskyi, S., Prusak, P., Pashchenko, V., Sukhoversha, M., & Kastornykh, I. (2025). A Technology-Enhanced Coaching Model for Professional Readiness in Psychology Education. Journal of Educational Technology and Learning Creativity, 3(2). https://doi.org/10.37251/jetlc.v3i2.2354
Section
Education
Copyright (c) 2025 Serhii Dubinskyi, Pavlо Prusak, Valentyna Pashchenko, Maryna Sukhoversha, Iliia Kastornykh
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Educational Technology and Learning Creativity is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
.png)
.png)
