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Consensus moderation, where collaboration and discussion take place to reach an agreement on mark allocation, is a frequently used approach to quality assurance in higher education. This study explored expert academics' perceptions of consensus moderation through 12 semi-structured open-ended interviews. Data were analysed using thematic analysis and resulted in six themes: accept that marking is subjective; consensus moderation is a learning process; use calibration to develop and maintain standards; moderation is core academic work; resources are needed to enable consensus moderation; and different moderation practices are needed for different moderation purposes. Consensus moderation is a complex activity with many challenges, and the findings from this study contribute to our current understanding of consensus moderation. The findings have implications for policy and practice, and have identified ways in which we can enhance consensus moderation practice. [ABSTRACT FROM AUTHOR]

Intimate partner violence (IPV) is a crime that is afflicted by a current or previous romantic relationship partner. One in four women has experienced IPV at least once in their lifetime, with physical and psychological consequences. IPV cases tend to go largely unnoticed and under-reported, with low rates of intervention by bystanders. This cross-sectional correlational study investigated whether a combination of attribution theory and the bystander effect could predict the willingness of strangers to intervene in IPV. There were two models tested. The first model examined attitudes towards the victim, while the second one examined attitudes towards the perpetrator. The relationship between perceived responsibility and willingness to intervene was hypothesized to be mediated by sympathy and anger, with the number of bystanders as a moderator to mediating pathways (sympathy towards victim and anger towards perpetrator). A convenience sample of 278 Australian residents aged 18-years and older was presented in a vignette depicting an IPV incident occurring in public. Participants completed measures about the vignette in an online questionnaire. Model testing was conducted using MPlus; confirmatory factor analysis indicated a good fit of the measurement models. After controlling potential covariates, moderated mediation models of victim and perpetrator were analyzed. Attribution theory was a significant predictor in willingness to intervene (f ² =.23, p <.001), but the bystander effect was not. Both attitudes towards victim and perpetrator accounted for unique variance in willingness to intervene in IPV, highlighting the importance of examining both. Findings indicate that psychoeducation campaigns aimed at reducing victim-blaming and promoting intervening behavior could be an effective means of preventing IPV. [ABSTRACT FROM AUTHOR]

This research note adds to a growing body of literature supporting Skype as an effective method for conducting interviews by describing its use in research on a sensitive topic in psychology. Considerations before beginning research and the advantages and disadvantages of using Skype in sensitive topics research are discussed. Drawing on our own research using voice-only Skype for conducting research into sexual identity, we conclude that Skype can be an effective method for getting detailed information from participants and should be considered as a useful tool in conducting research into sensitive topics. Key steps for setting up Skype for research on sensitive topics are included in a checklist. [ABSTRACT FROM AUTHOR]

Diffusion of pro-environmental behaviors (PEBs) is known to be influenced by the perceived social status of those behaviors, but little is known about what gives PEBs social status. A sample of Australian residents (N = 601) were asked to rate the social status of 16 PEBs and report their self and public environmental identities. Environmental identities accounted for 18% to 19% of the variance in social status ratings. Efficiency behaviors were perceived as conveying the greatest social status, and activism behaviors the least. Visibility, cost, and effort also predicted perceived social status. Short-answer responses indicated the social status ratings of PEBs were also dependent on the perceived environmental motivations for performing those behaviors. Understanding which PEBs are seen as high status provides insight into PEBs that may be easiest to promote and sheds light on the broader social structures that influence social status perceptions. [ABSTRACT FROM AUTHOR]

Objective: The attraction, selection, and attrition model posits that individuals actively self‐select into vocational and educational environments based on their personality traits and values. The present study investigated whether pre‐existing empathy and psychopathic personality trait differences in newly enrolled first year undergraduate students predicted selection into psychology and business vocational pathways respectively. Method: An online self‐report survey collected data on levels of psychopathic traits and empathy from 380 newly enrolled first year business and psychology undergraduate students to examine whether these pre‐existing personality traits could predict academic discipline attraction and selection. Results: Binary logistic regression analysis partially supported the proposed hypotheses. Cognitive empathy, gender, and social desirability scores were found to be significant predictors of student discipline, with females, those with higher cognitive empathy and lower social desirability scores more likely to be attracted and selected into a psychology rather than a business degree. Small to moderate effect size differences were observed, with psychology students reporting significantly higher cognitive empathy (d = 0.53) and lower interpersonal psychopathy (d = 0.27) than business students. Conclusions: Findings highlight specific personality trait differences present between newly enrolled business and psychology students and the importance of these pre‐existing differences in student vocational decision‐making. It is anticipated that findings may assist vocational and career counsellors in guiding prospective students in the direction of a vocational pathway that is best suited to their personality, as this is likely to result in increased student satisfaction and self‐esteem whilst reducing student attrition. [ABSTRACT FROM AUTHOR]

Abstract Facebook and offline social comparisons have been associated with depressive symptoms, however no study has simultaneously examined comparison tendencies across both settings as predictors of depressive symptomology. Accordingly, this study investigated the difference between comparison orientation (tendency to make comparisons) and direction on Facebook and offline, and the predictive utility of these comparisons on depressive symptoms. A convenience sample of 181 young adults aged 18 to 25 years (M age = 21.90 years, SD = 2.14; 51 males, 130 females) completed an online questionnaire measuring comparisons, depressive symptoms and Facebook use. Paired samples t -tests indicated that participants had higher comparison tendencies offline, CI [1.97, 4.18], d = 0.40, and had more negative comparison tendencies on Facebook, CI [−6.37, −2.58], d = 0.25. Hierarchical multiple regression indicated that offline orientation and negative direction predicted significant unique variance in depressive symptoms (2.6% and 9.4% respectively, f 2 = 0.33), whilst Facebook orientation and direction did not. Findings indicate that Facebook comparison tendencies may simply reflect offline comparison tendencies, and that depressive symptoms may be a result of a general tendency to compare across both settings. [ABSTRACT FROM AUTHOR]

Abstract Learning analytics enable automated feedback to students through dashboards, reports and alerts. The underlying untested assumption is that providing analytics will be sufficient to improve self-regulated learning. Working within a feedback recipience framework, we begin to test this assumption by examining the impact of learning analytics messages on student affect and academic resilience. Three hundred and twenty undergraduate students completed an online survey and were exposed to three randomly assigned learning analytics alerts (High Distinction, Pass, and Fail grades). Multivariate analyses of variance indicated significant differences between grade levels (large effects), with higher positive affect and lower resilience in response to High Distinction alerts than Pass or Fail alerts. Within each hypothetical grade level, there were no differences in student affect and academic resilience. Based upon systematic changes in feedback sender, message style or whether comparative peer achievement was included or not. These findings indicate that grade level has the largest impact on both affect and academic resilience. The failure of message and sender characteristics to impact on activities that promote self-regulated learning suggests we need to look beyond these characteristics of individual messages to identify drivers of engaging students in self-regulated learning. Highlights • Learning analytics enable automated feedback to students through alerts. • Limited research has examined the impact of alerts on student affect and resilience. • We manipulated various features of hypothetical learning analytics alerts. • We found differences in student affect and resilience based on hypothetical grades. • Message content, style and sender did not impact on student affect and resilience. [ABSTRACT FROM AUTHOR]

The Attraction, Selection and Attrition (ASA) model posits that people are attracted to organizations that embody similar personality traits and values to their own. These traits are thought to be further shaped by the organization's culture, ultimately creating a homogenous workforce within the organization (Schneider, 1987). This research applies the ASA model to investigate whether specific university disciplines have an impact on the development of psychopathic traits and empathy in students. An online survey collected data on levels of psychopathic traits and empathy from 259 psychology and business undergraduate students to examine whether group level variations were present across years and disciplines. Generalized Linear Mixed Modelling analyses supported the hypothesized interaction effects of year of study and discipline for psychopathic traits only. Moderate-large discipline effect sizes were noted, with psychology students reporting significantly higher levels of cognitive ( d = 0.77) and total empathy ( d = 0.74) than business students. Additionally, business students reported significantly higher levels of affective, antisocial, interpersonal and total psychopathic traits than psychology students ( d = 0.36–0.45). Findings provide support for the attraction and selection components of the ASA model. Implications of these findings are discussed in the context of the model and self-selection. [ABSTRACT FROM AUTHOR]

There is a paucity of research, training, and material available to support supervisors of undergraduate dissertation students. This article explores what 'good' supervision might look like at this level. Interviews were conducted with eight new supervisors and six dissertation coordinators using a critical incident methodology. Thematic analysis of interview transcripts indicated that both supervisors (themes 'directed and clear advice' and 'instilling confidence') and students (themes 'interest in topic' and 'ownership') contributed to 'good' supervisory experiences (theme 'evolving relationships'). Issues affecting this process were identified. Resources developed from these findings may be adapted by academic developers for supporting new dissertation supervisors. [ABSTRACT FROM AUTHOR]

Internet Gaming Disorder (IGD) is in the early stages of recognition as a disorder, following its inclusion in the Diagnostic and Statistical Manual for Mental Disorders (DSM-5; American Psychiatric Association1) as a condition for further study. Existing measures of Internet gaming pathology are limited in their ability to measure IGD as defined in the DSM-5. We present the initial development and validation of a new measure derived from the proposed DSM-5 criteria for IGD, the Personal Internet Gaming Disorder Evaluation-9 (PIE-9). A student sample ( n = 119) and a community sample ( n = 285), sourced through a variety of online gaming forums, completed an online survey comprising the new measure, existing measures of IGD, and a range of health and demographic questions. Exploratory and confirmatory factor analysis supported a single factor structure for the 9-item PIE-9. Internal consistency (α = 0.89) and test-retest reliability (intraclass correlation [ICC] = 0.77) were high. Convergent validity was demonstrated with similar gaming addiction measures. Predictive validity was established through significant differences in distress and disability between those who met the criteria for IGD and those who did not. The distress and disability associated with meeting IGD criteria fell within the range of other common DSM-5 disorders. Preliminary testing of the PIE-9 has demonstrated that it is an efficient and straightforward measure for use in further research of IGD, and as a potential screening measure in clinical practice. [ABSTRACT FROM AUTHOR]

Intellectual disability is commonly conceptualised as stigmatised identity with which one has to live. However, within the literature the notion of a damaged identity is contested. The aim of this research was to explore the social construction of intellectual disability, with an emphasis on the identities and social roles of people with an intellectual disability. Informed by a contextualist perspective, this research was conducted within a participatory framework. The co-researchers involved in this research were 18 members of an advocacy agency. Photovoice and conversational interviewing were used to collect data and causal layered analysis was used to deconstruct the data. Analysis of the interactions that emerged across the causal layers revealed a complex dynamic of worldviews which served to construct people with an intellectual disability as incompetent, inherently different and not quite human. For genuine, transformative change to occur, developing an awareness and understanding of social processes, such as dehumanisation, is crucial. [ABSTRACT FROM PUBLISHER]

This study’s primary aim was to investigate if trait anxiety and other emotion processing variables would be additive predictors that will differentially predict primary and secondary psychopathy, as previous research has yet to examine the relative contributions of these constructs in a non-criminal population. A convenience community sample ( N = 470) was obtained using an online survey. Structural equation modelling analyses demonstrated that trait anxiety, reappraisal and emotional manipulation are significant predictors of primary psychopathy. Trait anxiety, emotion manipulation, poor emotional skills and general emotion dys-regulation were found to be significant predictors of secondary psychopathy. From these findings, particularly noteworthy relationships are those between trait anxiety and secondary psychopathy (16% of the variance), and emotion manipulation and primary psychopathy (17.64% of the variance). In addition, there was preliminary evidence that emotion processing variables may partially mediate the relationship between trait anxiety and psychopathy subtypes. These findings have important implications, including the relevance of the findings to psychopathy conceptualised as a personality trait and the applicability of the findings in different non-forensic settings. [ABSTRACT FROM AUTHOR]

Increasingly, psychologists are extending their research to include online methods of data collection. Psychologists’ use of qualitative data obtained or generated online for research purposes poses unique challenges because of the “traceability” of quotes, often sensitive content of data and potential impact on both individuals and online communities. In this article, working within a framework that goes beyond “procedural ethics” to examine “ethics in practice,” ethical issues associated with conducting qualitative research within online communities are identified. These include tensions over public/private space, authorship versus human research participants, informed consent, anonymity and pseudonymity, covert research, deceptive research identities, reactions to being researched, and the quality of data obtained. Prior to conducting qualitative research in online communities, researchers have an ethical obligation to identify and weigh possible risks and benefits to both the community and community members. Sensitivity to the specific online community and continued ethical consideration throughout the conduct and reporting of the research are required. [ABSTRACT FROM PUBLISHER]

The assessment of parenting has been problematic due to theoretical disagreement, concerns over generalisability, and problems with the psychometric properties of current parenting measures. The aim of this study was to develop a comprehensive, psychometrically sound self-report parenting measure for use with parents of preadolescent children, and to use this empirical scale development process to identify the core dimensions of contemporary parenting behaviour. Following item generation and parent review, 846 parents completed an online survey comprising 116 parenting items. Exploratory and confirmatory factor analyses supported a six factor parenting model, comprising Emotional Warmth, Punitive Discipline, Anxious Intrusiveness, Autonomy Support, Permissive Discipline and Democratic Discipline. This measure will allow for the comprehensive and consistent assessment of parenting in future research and practice. [ABSTRACT FROM AUTHOR]

Undergraduate psychology students have been largely excluded from interprofessional education (IPE) initiatives. In contrast to many health professions, undergraduate psychology students do not engage in work placements as part of their degree, and many enter careers outside the health care context. However, the collaborative skills gained through an IPE experience may well be beneficial to students who work in this wider context. This research examines whether undergraduate psychology students' views of IPE vary according to their planned career directions, and if so, whether the perceived relevance of IPE mediates the relationships. A sample of 188 Australian university undergraduate psychology students completed an online questionnaire following completion of a first-year IPE health sciences program. Path analysis indicated that psychology students' attitudes towards IPE are associated with both professional identification and practitioner orientation, fully mediated through the perceived relevance of IPE to future career and study plans. Stronger professional identification and practitioner orientation were associated with greater perceived relevance and more positive and less negative attitudes towards IPE. Placing a stronger emphasis on the generalizability of IP skills taught may increase students' awareness of the relevance outside of the health context, reducing disengagement of students planning alternative careers. [ABSTRACT FROM AUTHOR]

Online surveys are increasingly used in educational research, yet little attention has focused on ethical issues associated with their use in educational settings. Here, we draw on the broader literature to discuss 5 key ethical issues in the context of educational survey research: dual teacher/researcher roles; informed consent; use of incentives; privacy, anonymity, and confidentiality; and data quality. We illustrate methods of addressing these issues with our experiences conducing online surveys in educational contexts. Moving beyond the procedural ethics approach commonly adopted in quantitative educational research, we recommend adopting a situated/process ethics approach to identify and respond to ethical issues that may arise during the conduct, analysis, and reporting of online survey research. The benefits of online surveying in comparison to traditional survey methods are highlighted, including the potential for online surveys to provide ethically defensible methods of conducting research that would not be feasible in offline education research settings. [ABSTRACT FROM PUBLISHER]

In psychology, there has been a growing interest in mixed methods approaches, however, only a minority of published research explicitly use this methodology. This study aimed to explore the full range of attitudes toward mixed methods research in psychology held by students and academics, using the model of attitudes by Eagly and Chaiken as a framework. Fourteen psychology students and seven academics (48% male and 52% female with ages ranging from 19- to 64-years old) were interviewed about their attitudes toward mixed methods research. Interviews were transcribed and analyzed using thematic analysis. Findings indicate that while participants were generally open to the methodology, misunderstandings were common, most felt they lacked the skills and experience necessary to conduct this research and many were sceptical of mixed methods researchers’ motivations and practices. Identifying attitudes toward mixed methods research has the potential to dispel myths, promote attitudinal change, and increase both the use and teaching of this approach in psychology. [ABSTRACT FROM PUBLISHER]

Elevated levels of Neuroticism and lower levels of Extraversion have been reliably shown in patients with anxiety and depressive disorders and some studies have demonstrated these patterns amongst patients diagnosed with Obsessive–Compulsive Disorder (OCD). However, because comorbid anxiety and depression is common in OCD, it is unclear whether the previously observed relationships are due to comorbid anxiety and depression or are more specifically related to the presence of OCD. This study sought to disentangle the relationship between personality and OCD by investigating the relationship between Extraversion, Neuroticism and OCD symptom severity and illness duration. Additionally, we explored the relationship between these variables and the additional variable of depression. Specifically, we tested whether depression mediated these relationships amongst a sample of 322 outpatients diagnosed with OCD. We found that depression fully mediated the relationship between personality and OCD symptom severity but not duration. Indeed, neither personality nor depression could explain illness duration. The results suggest that depression is an important variable to consider when understanding OCD symptom severity and trumps personality variables in terms of its explanatory power. The results also suggest that further work is needed to identify the variables that best explain illness duration in OCD. [ABSTRACT FROM AUTHOR]

The use and teaching of qualitative research methods in psychology is increasing, but to date no measure has been developed to identify and measure changes in attitudes towards qualitative research in psychology student, academic, and scientist-practitioner populations. In this article, we present the development and initial validation of a new measure, Attitudes Toward Qualitative Research in Psychology. A pool of 46 items developed from previous qualitative research along with validation measures was administered via an online survey to a convenience sample of 288 psychology students, academics, and psychologists. Principal axis factoring with varimax rotation produced a four-factor, 18-item solution. All factors have acceptable internal reliability. Known-groups validity analyses based on preferred research orientation, and convergent and divergent validity analyses based on measures of attitudes towards quantitative research and researcher/practitioner orientation, provide initial validation of the measure. This brief, internally reliable measure can be used in assessing attitudes towards qualitative research in psychology and measuring change over time. [ABSTRACT FROM AUTHOR]

Qualitative research is experiencing a resurgence within the field of psychology. This study aimed to explore the range of attitudes towards qualitative research in psychology held by students and academics, using the model of attitudes by Eagly and Chaiken as a framework. Twenty-one psychology students and academics were interviewed about their attitudes towards qualitative research. Interviews were transcribed and analysed using thematic analysis. While qualitative research was described as inherent to the psychology profession and useful for generating rich data, some participants felt that this approach was not well respected or considered as legitimate as quantitative methods. Reflecting common misperceptions about qualitative research, participants also expressed concerns that qualitative research was too subjective and had limited generalisability. Furthermore, some participants felt that they lacked the skills and confidence necessary to conduct qualitative research. Large investments in time and resources were identified as barriers to undertaking qualitative research. Identifying attitudes towards qualitative research provides a basis for future work in dispelling myths, promoting attitudinal change and increasing both the use and teaching of qualitative approaches in psychology. [ABSTRACT FROM AUTHOR]

Abstract: Dweck's social-cognitive approach to implicit theories of intelligence posits that entity beliefs and incremental beliefs are associated with, and precede the development of, external and internal locus of control respectively. To date, this proposition underlying the theory has not been adequately tested. An online questionnaire including measures of implicit intelligence beliefs, academic locus of control and hours studying per week was completed by 94 Australian university students. Multiple regression analysis supported the posited relationship between entity beliefs and external locus of control, but not that between incremental beliefs and internal locus of control. While providing partial support for Dweck's proposition, further longitudinal testing is required to determine causal ordering. A second multiple regression indicated that academic locus of control was a significant predictor of hours studying per week, but implicit theories of intelligence were not, suggesting that locus of control beliefs are the more appropriate target of efforts at improving academic effort. [Copyright &y& Elsevier]

Qualitative research is increasingly being conducted with the support of computer-assisted qualitative data analysis software (CAQDAS), yet limited research has been conducted on integrating the teaching of CAQDAS packages within qualitative methods university courses. Existing research typically focuses on teaching NVivo to small groups of postgraduate (primarily doctoral) students and mostly take the form of reflections of the trainers. In 2011, we implemented the teaching and use of a CAQDAS package, NVivo, within a large third-year undergraduate psychology research methods unit. Sixty-seven students participated in an online survey evaluating the use of NVivo in the unit. In this paper, we present quantitative and qualitative findings related to students' perceptions of the resources provided, their confidence in using NVivo, their satisfaction with the teaching and their intentions to use CAQDAS in the future. Student evaluations were generally positive, but highlighted the need for both increased class time and greater access to the CAQDAS program outside of class time to enhance opportunities for learning. [ABSTRACT FROM AUTHOR]

Despite the continued reliance on undergraduate students as research participants, there is an absence of valid, reliable measures of student perceptions of educational gains from research participation. In this article, we present two studies outlining the development and initial validation of a new measure, the student perceptions of the educational value of research participation scale. In Study One a pool of 28 items was developed from previous qualitative research and administered to a convenience sample of 68 Australian university student volunteers. Following principal axis factoring, a seven-item unidimensional scale with good internal reliability (α = .82) was developed and validated against an existing measure of reactions to research participation. In Study Two, 104 members of a second-year undergraduate psychology participant pool completed the measure. Confirmatory factor analysis supported a higher order two-factor model (overall α = .82). Across both volunteer and participant pool samples, the educational value of research participation was rated more highly than the costs of research participation (emotional reactions and drawbacks of participating), indicating a positive cost-benefit ratio of research participation. This brief, internally reliable measure can be used in assessing students' perceptions of educational gain in both individual research projects and across research projects. [ABSTRACT FROM AUTHOR]

Preferences of 800 randomly selected Australians for retributive and utilitarian sentencing purposes were examined in response to brief crime scenarios where offender age, offence type and offender history were systematically varied. Respondents selected rehabilitation as the most important purpose for first-time, young and burglary offenders. Punishment was endorsed as most important for repeat, adult and serious assault offenders. Multinomial logistic regression analysis revealed that offence history was a stronger predictor of public preferences than offender age or offence type; the odds of choosing rehabilitation compared with punishment were significantly increased by a factor of 6.1 for cases involving first-time offenders. It appears that when given specific cases to consider, the public takes an approach akin to that taken by the sentencing courts as they weigh up the importance of the various purposes for the case at hand. Public preferences are thus broadly consistent with current law and sentencing practice. [ABSTRACT FROM AUTHOR]

Changes to sentencing legislation are often introduced or justified on the basis of satisfying public opinion. If sentencing policy is a reflection of public opinion we should see a concordance between different sentencing policies and public opinion. This paper provides a comparison between Australian States and Territories in terms of two key measures of public attitude concerning sentencing: confidence in sentencing and punitiveness. These results are based on acomprehensive telephone survey (N = 6005) of Australian adults which utilized a stratified random sample of households from the Electronic White Pages. It was found that there were only minor differences in the key measures of public attitude despite the notable differences between the States and Territories of Australia with respect to sentencing policy. Differences in public attitudes across jurisdictions were small, accounting for less than 2 per cent of variation in confidence in sentencing and punitive attitudes scores. In addition, despite the predicted moderately negative association between confidence in sentencing and punitiveness, neither of these variables was related in any systematic way to jurisdictional differences in imprisonment rates. The major implication of these findings is that the wide differences in sentencing practice and policy between jurisdictions in Australia are not linked to differences in public attitudes, supporting Beckett's (1997) argument that sentencing policy is better understood as a function of political initiative rather than a direct articulation of public attitude. [ABSTRACT FROM AUTHOR]

Across the English-speaking western world there has been much concern with the so-called ‘punitive turn’ in sentencing policy and the resulting steep increases in the use of imprisonment. Much commentary has assumed this is the result of growing public dissatisfaction and demand for more punishment. However, in Australia, results from public opinion surveys conducted over the past 20 years indicate that public demand for punishment or ‘punitiveness’ is stable or declining (Indermaur & Roberts, 2005). To understand public punitiveness in Australia better we examine some of the demographic and attitudinal factors associated with it. Sequential multiple regression is used to analyse recent survey data. The results reveal that demographic factors, political orientation, religious attendance and media exposure are weak to moderate predictors of punitive attitudes. The strongest predictors of punitiveness are criminal justice knowledge and attitudes, suggesting there is a strong constellation of beliefs about crime and justice that coalesce, and are only partially influenced by demographic factors, political orientation, religious attendance and media use. It is people's knowledge and beliefs of crime and the criminal justice system that best predict punitive attitudes, and thus provide the best insight into how to address public dissatisfaction and calls for harsher sentencing. [ABSTRACT FROM AUTHOR]

The virtual social worlds of the internet give people unparalleled control over the construction and presentation of their identities. Gender-switching is perhaps the most dramatic example of how people exercise this control. It occurs when people present a gender that is different from their biological sex. While gender-switching figures prominently in academic commentaries and popular writings about on-line social life, there is little systematic research on the phenomenon. On-line surveys of two stratified random samples (N's=233 and 202) of MOO users were conducted. The majority of participants (60 per cent) in social MOOs (popular text-based internet social venues) had never engaged in gender-switching, while the majority in role-playing MOOs were either gender-switching currently (40 per cent) or had done so in the past (16.7 per cent). More than half of those who currently gender-switched did so for less than 10 per cent of their time on-line. In spite of the freedom to use indeterminate or even plural gender identities, most participants who switched genders (78.7 per cent) did so within traditional binary conventions (male to female, female to male). The primary reason for gender-switching was the desire to play roles of people different from one's self. The primary barrier to gender-switching was the belief that it is dishonest and manipulative. Attitudes toward gender-switching and on-line participation were better predictors of gender-switching than personal background demographics or personality measures. The images of gender-switching that emerge from this first systematic study of the phenomenon are considerably more benign than that usually portrayed in the literature. Gender-switching appears to be practised by a minority of MOO users for a small percentage of their time on-line. Gender-switching within MOOs of all kinds might best be understood as an experimental behaviour rather than as an enduring expression of sexuality, personality, or gender politics. [ABSTRACT FROM AUTHOR]

Despite the rapid development of the Internet over the past decade and the associated media hyperbole about cyberspace relationships, there is a paucity of systematic research examining the prevalence, type and development of personal relationships in on-line settings. This research examines relational topography in real-time text-based virtual environments known as MOOs (Multi-User Dimensions, Object Oriented). Current users of MOOs (235) completed a survey on MOO relationships, with 155 also completing a survey on off-line relationships. Almost all survey respondents (93.6%) had formed ongoing personal relationships on MOOs. The most commonly reported types of relationships were close friendships, friendships and romances. The majority of relationships formed (83.6%) was with members of the opposite sex. Levels of relational development (interdependence, depth, breadth, code change, commitment, predictability/ understanding, network convergence) were typically moderate to high. Most relationships had migrated to other virtual environments, and a third had resulted in face-to-face meetings. On average, MOO relationships were found to be more developed than newsgroup relationships, but less developed than off-line relationships. It was concluded that MOOs provide an inherently social and powerful context for the formation of personal relationships, many of which will transfer to other settings. [ABSTRACT FROM AUTHOR]

The increasing prominence of qualitative inquiry in psychological research has been accompanied by reflection on teaching and learning practices within undergraduate and postgraduate psychology courses. To date, there is limited empirical understanding of how experienced qualitative researchers approach teaching students about qualitative research design. The present study draws on interviews with qualitative researchers (N = 12) from multiple disciplines, occupying various positions within academia. Using thematic analysis, seven themes were developed, under the superordinate theme present qualitative research as a legitimate approach to enquiry. The themes illuminate practical pedagogical implications for teaching qualitative research, including introducing qualitative research in bite-sized chunks and initiating students to qualitative inquiry through foundational methods. The findings contextualise the teaching of qualitative methods as a site of multiple tensions, for example, balancing pragmatism and idealism, and providing structure to students while enabling flexibility. Educators and supervisors of qualitative research navigate these tensions in their teaching practice to provide students with what they see as the best possible learning experiences. We call for further research to build a profile of evidence-based pedagogical practice for teaching qualitative research, while also acknowledging the fluidity needed to embrace changing epistemologies, methodologies, methods, and data sources. [ABSTRACT FROM AUTHOR]

Australians of European descent reconstruct Australian history to silence the mistreatment of Indigenous Australians and to favour the coloniser perspective. Literature suggests that although this reconstructed history is typically accepted uncritically, in recent times, young people may have become more critical of this historical account. Exploring young people's conceptualisations of Australian history may provide insight into emerging perspectives of Australian history, and ultimately young people's understanding of Australian identity. A qualitative research design with a social constructionist approach was adopted. Twelve young people aged 18 to 25 who self‐identified as having an interest in Australian history were recruited and participated in a semistructured interview. Interview transcripts were analysed thematically. Three major themes emerged: "learning and 'relearning' Australian history," "making sense of what is happening," and "who is an Australian?" Viewed through a Freirean lens, some young Australians of European descent appear to be undergoing a conceptual shift from holding perspectives associated with the oppressor to adopting a more critical stance of Australian history. Despite this, understandings of oppression were at times paradoxical. Further research is required to understand the phenomena of this proposed shift and to facilitate and encourage this process of siding with the oppressed. [ABSTRACT FROM AUTHOR]

Background: The elaborated environmental stress hypothesis (EESH) provides a framework that describes how motor skills may indirectly cause internalizing problems through various mediating psychosocial factors. While there is evidence to support this framework, little is known about how the proposed relationships may vary across different stages of development. Aims: This study aimed to investigate whether peer problems and perceived self‐competence mediated the relationship between motor skills and internalizing problems in pre‐primary children, and at 18‐month follow up. Sample: A community sample of 197 pre‐primary school children (M = 5.40 years, SD = 0.30 years; 102 males, 95 females) participated at Time 1, with 107 completing the Time 2 follow‐up. Methods: Standardized instruments were used to measure motor skills and verbal IQ. Perceived self‐competence was measured using a self‐report measure. Participant peer problems and internalizing problems were measured using teacher report. Age, gender, and verbal IQ were included as covariates. Results: Mediation analysis using PROCESS showed that the relationship between motor skills and internalizing problems was mediated by peer problems at Time 1. At Time 2, the relationship was mediated by peer problems and perceived physical competence. Conclusions: The current results indicate the EESH may function differently across different periods of development. The transition from pre‐primary to Grade 1 represents a time of important cognitive and psychosocial development, which has implications for how the relationship between motor skills and internalizing problems can be understood. These findings highlight potential age‐appropriate targets for psychomotor interventions aiming to improve the emotional well‐being of young children. [ABSTRACT FROM AUTHOR]

This study extends knowledge about the relationship of Internet Gaming Disorder (IGD) to other established mental disorders by exploring comorbidities with anxiety, depression, Attention Deficit Hyperactivity Disorder (ADHD), and obsessive compulsive disorder (OCD), and assessing whether IGD accounts for unique variance in distress and disability. An online survey was completed by a convenience sample that engages in Internet gaming ( N = 404). Participants meeting criteria for IGD based on the Personal Internet Gaming Disorder Evaluation-9 (PIE-9) reported higher comorbidity with depression, OCD, ADHD, and anxiety compared with those who did not meet the IGD criteria. IGD explained a small proportion of unique variance in distress (1%) and disability (3%). IGD accounted for a larger proportion of unique variance in disability than anxiety and ADHD, and a similar proportion to depression. Replications with clinical samples using longitudinal designs and structured diagnostic interviews are required. [ABSTRACT FROM AUTHOR]

We explored how middle-career women academics within Australian public higher education conceptualise their academic identities, and the subject positions made available through later-career women's discourse. Five subject positions were identified – The Pragmatic Woman (who constructs a practical positioning in learning how to survive in academia); The Prototypical Woman (expected to engage in their professional and personal responsibilities in feminine, maternal ways); The Credible Woman (the perception of what Australian public higher education setting ideally expects); The Super Woman (who balances her professional and personal lives, and puts the needs of the institution, and other people, before herself); and The Sacrificial Woman (sacrificing the self to meet the demands of other personal and professional responsibilities). The identified discourses created subjectivities for the middle-career women academics that emphasised the need for them to work even harder, as they were afforded less allowances, and held to higher standards, than their male academic counterparts. • Many personal and professional responsibilities interact for middle-career women academics. • Burdens and pressures are placed on them through structural and institutional inequities. • Middle-career women academics experiences form the context for constructing their identities. • Middle-career women academics are afforded less allowances than their academic counterparts. • Middle-career women academics are held to higher standards than their academic counterparts. [ABSTRACT FROM AUTHOR]

BackgroundReflexivity is fundamental to developing methodologically and ethically sound research and is particularly important for researchers exploring experiences of oppression.MethodWe offer reflections on the process of engaging in participatory research with people with an intellectual disability (ID). A reflexive journal was maintained throughout the duration of a research project that used photovoice and conversational interviewing to explore the identities and social roles of 18 members of an advocacy agency for people with ID.ResultsChallenges and tensions arose throughout the research process, including difficulties reproducing “ideal” participatory research, issues of informed consent, and tensions surrounding the beneficiaries of the research. Broader social processes were mirrored in interactions with the members, and damaging stereotyped identities were unknowingly imposed.ConclusionsSelf-awareness and critical reflection is necessary to ensure that the existing power relations in traditional disability research (and wider society) are not replicated during the research process. [ABSTRACT FROM PUBLISHER]

Objective Personal values guide, and are used to justify, behaviours both within and beyond organisational contexts. Baby Boomers, Generation X, and Generation Y are purported to vary in the values they espouse and hence their behaviours. The aim of this research was to examine and compare self-ratings and out-group perceptions of the importance of the four overarching clusters of values in Schwartz's circumplex model by generation. Method A convenience sample of 157 participants (49 Baby Boomers, 47 Generation X, and 61 Generation Y) completed an online survey of self-rated values and perceptions of another generation's values. Results Multivariate analyses identified that self-ratings of self-enhancement, openness to change, and conservation value clusters varied between generations (medium effect size), but self-transcendence did not. Out-group perceptions of generations varied across all four value clusters (very large effect size). We then compared each generation's self-ratings of value importance with perceptions of value importance provided by other generations (in-group/out-group comparisons). There were significant variations between self-ratings and perceived importance ratings provided by other generations for all three generations (large effect). Conclusions Larger differences in other-ascribed than self-ascribed value importance across generations highlights the need to avoid actions based on generation value stereotypes, both within and beyond the workplace. Further research on a representative sample of the Australian population using a mixed-methods approach is recommended. [ABSTRACT FROM AUTHOR]

Research integrity is core to the mission of higher education. In undergraduate student samples, self-reported rates of data fabrication have been troublingly high. Despite this, no research has investigated undergraduate data fabrication in a more systematic manner. We applied duplication screening techniques to 18 data sets submitted by psychology honors students for assessment. Although we did not identify any completely duplicated cases, there were numerous partial duplicates. Rather than indicating fabrication, however, these partial duplicates are likely a consequence of poor measure selection, insufficient data screening, and/or participant characteristics. Implications for the teaching and supervision of honors students are discussed. [ABSTRACT FROM PUBLISHER]

Client engagement is a necessary component of psychotherapy, but it can be challenging to foster in clients with severe and complex problems. Telehealth technology influences the clinical dyad in unique ways and offers new opportunities for approaching the challenge of client engagement. In this article, we present a qualitative case study of a client with severe and complex obsessive-compulsive disorder ( OCD) who received 40 sessions of cognitive-behavioural-based psychotherapy administered through a mix of videoconference and text-chat. The results suggest that telehealth technology may have facilitated client engagement by helping to reduce interpersonal anxiety, thus allowing the client to continue disclosing and discussing issues that were espoused in shame, guilt, and embarrassment. [ABSTRACT FROM AUTHOR]

Warr, Cook, and Wall's Job Satisfaction Scale ( JSS) is a widely used measure of job satisfaction in industrial/organisational ( I/O) psychology research and practice. However, the factor structure has not been adequately explored, with two-factor and three-factor solutions previously proposed. This study tested the factor structure of the JSS using robust analysis methods on data gathered from a convenience sample of 381 (females = 264, males = 116) Australian employees. Confirmatory factor analyses supported a hierarchical three-factor model of job satisfaction in terms of model adequacy coefficients; however, the three factors were highly correlated, thereby rendering a multifactorial approach to the JSS untenable. The results support the continued use of an overall score of job satisfaction when using this measure in I/O psychology research and practice. Further testing of the structure is recommended within a range of employment sectors, as the assumed multifactorial structure of the JSS common in the literature was not supported by the current study. [ABSTRACT FROM AUTHOR]

Photovoice is part of the growing use of participatory research approaches with people with intellectual disabilities. In this paper we explore the process, opportunities and challenges associated with the use of photovoice with people with intellectual disabilities, illustrated through a research project entitled ‘This Is Me’. Photovoice requires researchers to share power and control in the research process and to tolerate uncertainty. Large investments in time and money are also required. These challenges, however, are outweighed by the benefits of the use of photovoice with people with intellectual disabilities. Photovoice creates a space where people with intellectual disabilities can meaningfully participate and exert control in the research process, and as such is an empowering experience. As a participatory research approach, photovoice is accessible and offers the opportunity for people with intellectual disabilities to develop new skills, confidence and experience inclusiveness in their own terms. [ABSTRACT FROM AUTHOR]

There is a growing body of research evidencing the benefits of dedicated interprofessional placements in preparing healthcare students for interprofessional practice. However, little is known about if and how students develop their interprofessional identity during interprofessional placements. This study addresses this knowledge gap by exploring final-year students’ interprofessional identity development during dedicated interprofessional placement(s). Thirty-eight students from five health professions were interviewed and data analyzed inductively to identify themes. Participants also drew images representing their perceptions of interprofessional identity and its relationship to professional identity as part of the data collection. The themes showed participants progressed from conceptualizing interprofessional identity as a requirement of the placement at the start of the placement, toward internalizing an interprofessional identity by the end of their placement. Context influences interprofessional identity salience. A commitment from healthcare professionals to model interprofessional practice, combined with explicitly facilitating interprofessional identity development, is recommended to facilitate continued interprofessional identity development in different contexts post placement. [ABSTRACT FROM AUTHOR]

Peer-assisted study session attendance is associated with multiple indicators of student success. However, attendance levels are generally low. We applied an extended theory of planned behaviour model, incorporating student role identity, to the prediction of peer-assisted study session attendance. Participants were 254 undergraduate students enrolled in 24 peer-assisted study session supported units. Attitudes, subjective norms and perceived behavioural control each had a significant direct effect on attendance intentions, which had a significant direct effect on attendance. All three predictors also had significant indirect effects on attendance, mediated by intentions. After controlling for intentions, only perceived behavioural control had a significant direct effect on attendance. The model accounted for 61% and 42% of the variance in intentions and attendance, respectively. Student role identity did not improve the predictive utility of the model. Theory of planned behaviour–informed strategies for increasing peer-assisted study session attendance are recommended. [ABSTRACT FROM AUTHOR]