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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]

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]

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]

Transformative learning theory is widely considered one of the pre-eminent theories of adult education, and has been adopted as a means of developing and understanding adult learning across a range of disciplines. While the representation and conceptualisation of transformative learning experiences has grown within Australian Indigenous studies curriculum contexts, significant differences are apparent in the means of engagement with Mezirow’s theoretical framework. This article adopts Arksey and O’Malley’s scoping review methodology to establish what is known about non-Indigenous student transformative learning within the Australian Indigenous studies literature, and provide recommendations for future research that can inform the use of Mezirow’s theory within Indigenous Australian studies curricular contexts. Four databases were systematically searched for papers focusing on transformative learning experiences of non-Indigenous students within Australian tertiary Indigenous Studies contexts, with 17 papers published between 1978 and 2019 included in the final analysis. While findings suggest the fundamental building blocks of Mezirow’s theory are quite well understood, they also highlight gaps in the literature. First, questions remain around the enduring effects of transformative learning outcomes. Second, associations between transformative learning theory and cultural capability development appear to lack clarity. Third, associations between transformative learning and Indigenous health outcomes are unclear. Finally, there is a need for more diverse paradigms, methods and methodologies within transformative learning research. [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]

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]

Recent research has shown that many Australians see pro-environmental behaviour as desirable and identify as being green. However when compared to other countries, Australians score poorly on pro-environmental behaviour measures, engaging mostly in tokenistic pro-environmental actions, and demonstrate low levels of concern for the environment. In this article, we examine this tension through exploring the meaning of the term sustainability to Australian participants who self-identify as pro-environmental. Twenty-six interviews were conducted and analysed using a causal layered analysis. Through the examination of participants' environmental discourse and practices, some of the deeper socio-psychological processes influencing pro-environmental behaviour are revealed. While participants aspired to be green, their actions were bound by cultural traditions and world views that perpetuate environmental degradation. Participants struggled to define the term sustainability and held self-enhancing motives for adopting what they identify as a pro-environmental identity. These findings highlight the influence of collective cultural constructs in shaping how pro-environmental behaviours are understood and enacted. [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]

Higher education institutions are developing the capacity for learning analytics. However, the technical development of learning analytics has far exceeded the consideration of ethical issues around learning analytics. We examined higher education academics’ knowledge, attitudes, and concerns about the use of learning analytics though four focus groups (N = 35). Thematic analysis of the focus group transcripts identified five key themes. The first theme, ‘Facilitating learning’, represents academics’ perceptions that, while currently unrealized, there could be several benefits to learning analytics that would help their students. Three themes; ‘Where are the ethics?’, ‘What about the students!’, and ‘What about me!’ represented academics’ perceptions of how learning analytics could pose some considerable difficulties within a higher education context. A final theme ‘Let’s move forward together’ reflected that despite some challenges and concerns about learning analytics, academics perceived scope for learning analytics to be beneficial if there is collaboration between academics, students, and the university. The findings highlight the need to include academics in the development of learning analytics policies and procedures to promote the suitability and widespread adoption of learning analytics in the higher education sector. [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]

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]

Increasingly, higher education institutions are exploring the potential of learning analytics to predict student retention, understand learning behaviors, and improve student learning through providing personalized feedback and support. The technical development of learning analytics has outpaced consideration of ethical issues surrounding their use. Of particular concern is the absence of the student voice in decision-making about learning analytics. We explored higher education students' knowledge, attitudes, and concerns about big data and learning analytics through four focus groups (N = 41). Thematic analysis of the focus group transcripts identified six key themes. The first theme, "Uninformed and Uncertain," represents students' lack of knowledge about learning analytics prior to the focus groups. Following the provision of information, viewing of videos and discussion of learning analytics scenarios three further themes; "Help or Hindrance to Learning," "More than a Number," and "Impeding Independence"; represented students' perceptions of the likely impact of learning analytics on their learning. "Driving Inequality" and "Where Will it Stop?" represent ethical concerns raised by the students about the potential for inequity, bias and invasion of privacy and the need for informed consent. A key tension to emerge was how "personal" vs. "collective" purposes or principles can intersect with "uniform" vs. "autonomous" activity. The findings highlight the need the need to engage students in the decision making process about learning analytics. [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]

There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the preexisting face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the 'traditional' unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences. [ABSTRACT FROM AUTHOR]

In Australia the tradition of conducting quantitative psychological research within a positivist framework has been challenged, with calls made for the inclusion of the full range of qualitative and quantitative methodologies within the undergraduate psychology curriculum. Despite this, the undergraduate psychology curriculum in most Australian universities retains a strong focus on teaching quantitative research methods. Limited research has examined attitudes toward qualitative research held by undergraduate psychology students taught within a positivist framework, and whether these attitudes are malleable and can be changed through teaching qualitative methodologies. Previous research has suggested that students from strong quantitative backgrounds experience some cognitive dissonance and greater difficulties in learning qualitative methods. In this article we examine 3rd year undergraduate psychology students' attitudes to qualitative research prior to commencing and upon completion of a qualitative research unit. All students had previously completed two 13 weeks units of study in quantitative research methods. At Time 1, 63 students (84.1% female) completed online surveys comprising attitudinal measures. Key themes to emerge from student comments were that qualitative research was seen as an alternative approach, representing a paradigmatic shift that was construed by some students advantageous for meeting future professional and educative goals. Quantitative measures of attitudes to qualitative research were associated with general attitudes toward research, and psychology-specific epistemological beliefs. Changes in attitudes following completion of the qualitative research methods unit were in the hypothesized direction, but nonsignificant (small effect sizes). The findings increase our understanding of psychology students' attitudes toward qualitative research and inform our recommendations for teaching research methods within the undergraduate psychology curriculum. [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]

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]

Job embeddedness is a construct that describes the manner in which employees can be enmeshed in their jobs, reducing their turnover intentions. Recent questions regarding the properties of quantitative job embeddedness measures, and their predictive utility, have been raised. Our study compared two competing reflective measures of job embeddedness, examining their convergent, criterion, and incremental validity, as a means of addressing these questions. Cross-sectional quantitative data from 246 Australian university employees (146 academic; 100 professional) was gathered. Our findings indicated that the two compared measures of job embeddedness were convergent when total scale scores were examined. Additionally, job embeddedness was capable of demonstrating criterion and incremental validity, predicting unique variance in turnover intention. However, this finding was not readily apparent with one of the compared job embeddedness measures, which demonstrated comparatively weaker evidence of validity. We discuss the theoretical and applied implications of these findings, noting that job embeddedness has a complementary place among established determinants of turnover intention. [ABSTRACT FROM AUTHOR]

Objectives: Poor motor skills are associated with a range of psychosocial consequences, including internalizing (anxious and depressive) symptoms. The Elaborated Environmental Stress Hypothesis provides a causal framework to explain this association. The framework posits that motor skills impact internalizing problems through an indirect effect via perceived social support. However, empirical evaluation is required. We examined whether motor skills had an indirect effect on anxious and depressive symptoms via perceived family support domains. Methods: This study used a community sample of 93 adolescents (12-16 years). Participants completed measures of motor skills, perceived social support across three dimensions (family, friend, and significant other), depressive symptoms, and anxious symptoms. Age, gender, verbal IQ, and ADHD symptoms were included as control variables. Results: Regression analysis using PROCESS revealed that motor skills had an indirect effect on depressive symptoms via perceived family support, but not by perceived friend support or significant other support. The negative association between motor skills and anxious symptoms was not mediated by any perceived social support domain. Conclusions: Findings are consistent with previous literature indicating an association between motor skills and internalizing problems. However, we identified a different pattern of relationships across anxious and depressive symptoms. While anxiety and depressive symptoms were highly correlated, motor skills had an indirect effect on depressive symptoms via perceived family support only. Our findings highlight the importance of family support as a potential protective factor in the onset of depressive symptoms. This study provides partial support for the Elaborated Environmental Stress Hypothesis, however further research is required. [ABSTRACT FROM AUTHOR]

Although essential to professional competence in psychology, quantitative research methods are a known area of weakness for many undergraduate psychology students. Students find selecting appropriate statistical tests and procedures for different types of research questions, hypotheses and data types particularly challenging, and these skills are not often practiced in class. Decision trees (a type of graphic organizer) are known to facilitate this decision making process, but extant trees have a number of limitations. Furthermore, emerging research suggests that mobile technologies offer many possibilities for facilitating learning. It is within this context that we have developed StatHand, a free cross-platform application designed to support students' statistical decision making. Developed with the support of the Australian Government Office for Learning and Teaching, StatHand guides users through a series of simple, annotated questions to help them identify a statistical test or procedure appropriate to their circumstances. It further offers the guidance necessary to run these tests and procedures, then interpret and report their results. In this Technology Report we will overview the rationale behind StatHand, before describing the feature set of the application. We will then provide guidelines for integrating StatHand into the research methods curriculum, before concluding by outlining our road map for the ongoing development and evaluation of StatHand. [ABSTRACT FROM AUTHOR]

Quantitative research methods are essential to the development of professional competence in psychology. They are also an area of weakness for many students. In particular, students are known to struggle with the skill of selecting quantitative analytical strategies appropriate for common research questions, hypotheses and data types. To begin understanding this apparent deficit, we presented nine psychology undergraduates (who had all completed at least one quantitative methods course) with brief research vignettes, and asked them to explicate the process they would follow to identify an appropriate statistical technique for each. Thematic analysis revealed that all participants found this task challenging, and even those who had completed several research methods courses struggled to articulate how they would approach the vignettes on more than a very superficial and intuitive level. While some students recognized that there is a systematic decision making process that can be followed, none could describe it clearly or completely. We then presented the same vignettes to 10 psychology academics with particular expertise in conducting research and/or research methods instruction. Predictably, these "experts" were able to describe a far more systematic, comprehensive, flexible, and nuanced approach to statistical decision making, which begins early in the research process, and pays consideration to multiple contextual factors. They were sensitive to the challenges that students experience when making statistical decisions, which they attributed partially to how research methods and statistics are commonly taught. This sensitivity was reflected in their pedagogic practices. When asked to consider the format and features of an aid that could facilitate the statistical decision making process, both groups expressed a preference for an accessible, comprehensive and reputable resource that follows a basic decision tree logic. For the academics in particular, this aid should function as a teaching tool, which engages the user with each choice-point in the decision making process, rather than simply providing an "answer." Based on these findings, we offer suggestions for tools and strategies that could be deployed in the research methods classroom to facilitate and strengthen students' statistical decision making abilities. [ABSTRACT FROM AUTHOR]

Psychological literacy, a construct developed to reflect the types of skills graduates of a psychology degree should possess and be capable of demonstrating, has recently been scrutinized in terms of its measurement adequacy. The recent development of a multi-item measure encompassing the facets of psychological literacy has provided the potential for improved validity in measuring the construct. We investigated the known-groups validity of this multi-item measure of psychological literacy to examine whether psychological literacy could predict (a) students' course of enrolment and (b) students' year of enrolment. Five hundred and fifteen undergraduate psychology students, 87 psychology/human resource management students, and 83 speech pathology students provided data. In the first year cohort, the reflective processes (RPs) factor significantly predicted psychology and psychology/human resource management course enrolment, although no facets significantly differentiated between psychology and speech pathology enrolment. Within the second year cohort, generic graduate attributes (GGAs) and RPs differentiated psychology and speech pathology course enrolment. GGAs differentiated first-year and second-year psychology students, with second-year students more likely to have higher scores on this factor. Due to weak support for known-groups validity, further measurement refinements are recommended to improve the construct's utility. [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]

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]

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]

People in romantic relationships can develop shared memory systems by pooling their cognitive resources, allowing each person access to more information but with less cognitive effort. Research examining such memory systems in romantic couples largely focuses on remembering word lists or performing lab-based tasks, but these types of activities do not capture the processes underlying couples' transactive memory systems, and may not be representative of the ways in which romantic couples use their shared memory systems in everyday life. We adapted an existing measure of transactive memory systems for use with romantic couples (TMSS-C), and conducted an initial validation study. In total, 397 participants who each identified as being a member of a romantic relationship of at least 3 months duration completed the study. The data provided a good fit to the anticipated three-factor structure of the components of couples' transactive memory systems (specialization, credibility and coordination), and there was reasonable evidence of both convergent and divergent validity, as well as strong evidence of test--retest reliability across a 2-week period. The TMSS-C provides a valuable tool that can quickly and easily capture the underlying components of romantic couples' transactive memory systems. It has potential to help us better understand this intriguing feature of romantic relationships, and how shared memory systems might be associated with other important features of romantic relationships. [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]

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]

This study examined the utility of the Theory of Planned Behavior model, augmented by descriptive norms and justifications, for predicting self-reported research misconduct and questionable research practices in university students. A convenience sample of 205 research active Western Australian university students (47 male, 158 female, ages 18-53 years, M = 22, SD = 4.78) completed an online survey. There was a low level of engagement in research misconduct, with approximately one in seven students reporting data fabrication and one in eight data falsification. Path analysis and model testing in LISREL supported a parsimonious two step mediation model, providing good fit to the data. After controlling for social desirability, the effect of attitudes, subjective norms, descriptive norms and perceived behavioral control on student engagement in research misconduct and questionable research practices was mediated by justifications and then intention. This revised augmented model accounted for a substantial 40.8% of the variance in student engagement in research misconduct and questionable research practices, demonstrating its predictive utility. The model can be used to target interventions aimed at reducing student engagement in research misconduct and questionable research practices. [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]

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]

The adoption of mixed methods research in psychology has trailed behind other social science disciplines. Teaching psychology students, academics, and practitioners about mixed methodologies may increase the use of mixed methods within the discipline. However, tailoring and evaluating education and training in mixed methodologies requires an understanding of, and way of measuring, attitudes toward mixed methods research in psychology. To date, no such measure exists. In this article we present the development and initial validation of a new measure: Attitudes toward Mixed Methods Research in Psychology. A pool of 42 items developed from previous qualitative research on attitudes toward mixed methods research along with validation measures was administered via an online survey to a convenience sample of 274 psychology students, academics and psychologists. Principal axis factoring with varimax rotation on a subset of the sample produced a four-factor, 12-item solution. Confirmatory factor analysis on a separate subset of the sample indicated that a higher order four factor model provided the best fit to the data. The four factors; 'Limited Exposure,' '(in)Compatibility,' 'Validity,' and 'Tokenistic Qualitative Component'; each have acceptable internal reliability. Known groups validity analyses based on preferred research orientation and self-rated mixed methods research skills, and convergent and divergent validity analyses based on measures of attitudes toward psychology as a science and scientist and practitioner orientation, provide initial validation of the measure. This brief, internally reliable measure can be used in assessing attitudes toward mixed methods research in psychology, measuring change in attitudes as part of the evaluation of mixed methods education, and in larger research programs. [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]

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]

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]

The author discusses research method in pedagogy that engage psychology students in research methods. Topics discussed include a paper on two methods of stimulating interest of first year undergraduate students in research methods, benefits of engaging psychology undergraduate students in learning research methods and technology to support student learning of research methods and statistics.

The principle of homogamy, the tendency for victims and offenders to share behavioral and demographic characteristics, has been applied to various forms of violent crime. This article explores how this principle relates to types of "road rage" using a survey of 1,208 Australian drivers. Two-thirds of drivers who perpetrated violent forms of road rage also reported being victims of the same crime, providing support for the homogamy thesis. Perpetrators were predominantly young males with low socioeconomic status who lacked the ability to control their temper. Perpetrator-victims were more likely than other victims to have a history of driving violations and higher levels of general aggression and report more frequent aggressive driving behaviors. The implications for theories of violence are discussed. [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]