Development and Preliminary Validation of a Psychological Competency Model for TVET Students’ Industry Readiness
DOI:
https://doi.org/10.37134/trij.vol2.sp.4.2026Keywords:
psychological competency, TVET, industry readiness , self-efficacy, Rasch model, SDG 4Abstract
This study aims to develop and conduct a preliminary validation of a psychological competency model for students in Technical and Vocational Education and Training (TVET) within the context of industry readiness. The study is motivated by the limited integration of psychological factors into a comprehensive framework in vocational education, despite the recognized importance of non-cognitive aspects in shaping work readiness. A quantitative approach was employed using an instrument development design. The proposed model consists of five key dimensions: self-efficacy, resilience, practical confidence, practical anxiety, and teamwork readiness. Data were collected from TVET students in Indonesia using a stratified random sampling technique, involving approximately 200–300 respondents. The instrument was developed using a five-point Likert scale and analyzed using the Rasch Model with the assistance of Winsteps software. The findings indicate that the proposed model offers a structured framework for understanding students’ psychological readiness in vocational contexts. Preliminary Rasch analysis suggests that the instrument demonstrates acceptable measurement quality in terms of both validity and reliability. This study contributes by integrating multiple psychological dimensions into a unified model tailored to the TVET context, while also providing a measurement tool that enables a more systematic assessment of students’ psychological readiness. Practically, the model may support educational institutions in designing more holistic learning strategies aligned with industry demands. The model also offers implications for future research on psychological competency assessment in vocational education.
Downloads
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Boone, W. J., Staver, J. R., & Yale, M. S. (2014). Rasch analysis in the human sciences. Springer.
Bond, T. G., & Fox, C. M. (2015). Applying the Rasch model: Fundamental measurement in the human sciences (3rd ed.). Routledge.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches
(4th ed.). SAGE Publications.
Jackson, D. (2023). Developing graduate employability: The role of work readiness and non-technical skills. Journal of Education and Work, 36(2), 123–138.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Kebijakan penguatan pendidikan vokasi di Indonesia. Kemendikbudristek.
Linacre, J. M. (1994). Sample size and item calibration stability. Rasch Measurement Transactions, 7(4), 328.
Linacre, J. M. (2012). A user’s guide to Winsteps Ministep Rasch-model computer programs.
Winsteps.com.
Luthans, F., Youssef-Morgan, C. M., & Avolio, B. J. (2021). Psychological capital and beyond.
Oxford University Press.
Salas, E., Reyes, D. L., & McDaniel, S. H. (2015). The science of teamwork: Progress, reflections, and the road ahead. American Psychologist, 70(6), 593–600.
Succi, C., & Canovi, M. (2020). Soft skills to enhance graduate employability: Comparing students and employers’ perceptions. Studies in Higher Education, 45(9), 1834–1847.
Zeidner, M. (1998). Test anxiety: The state of the art. Springer.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nuzsep Almigo, Fidela Fatimah Firjatullah (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
