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Although there is consensus in the current literature that feedback plays a fundamental role to student performance and learning, there is debate about what makes it effective. Particularly, some assessment instruments, like the National Student Survey in the United Kingdom, reveal that evaluation and feedback are systematically among the areas that students are less satisfied with. The aim of this article is to describe the indirect feedback technique, which was devised and used by the principle author in his previous tenure as a professor at the University of Cadiz in Spain and to reflect on how it can be applied to overcome some of the limitations presented in a different context of practice. It is argued that indirect feedback meets many of the principles of good practice (facilitation of self-assessment skills, delivery of quality information about the students' learning, encouragement of dialogue, and improvement of teaching).

Student engagement within the development of learning analytics services in Higher Education is an important challenge to address. Despite calls for greater inclusion of stakeholders, there still remains only a small number of investigations into students' beliefs and expectations towards learning analytics services. Therefore, this paper presents a descriptive instrument to measure student expectations (ideal and predicted) of learning analytics services. The scales used in the instrument are grounded in a theoretical framework of expectations, specifically ideal and predicted expectations. Items were then generated on the basis of four identified themes (Ethical and Privacy Expectations, Agency Expectations, Intervention Expectations, and Meaningfulness Expectations), which emerged after a review of the learning analytics literature. The results of an exploratory factor analysis and the results from both an exploratory structural equation model and confirmatory factor analysis supported a two-factor structure best accounted for the data pertaining to ideal and predicted expectations. Factor one refers to Ethical and Privacy Expectations, whilst factor two covers Service Feature Expectations. The 12-item Student Expectations of Learning Analytics Questionnaire (SELAQ) provides researchers and practitioners with a means of measuring of students' expectations of learning analytics services.

Evidence is beginning to emerge of the serious negative effects online only child sexual abuse (OOCSA) can have on victims. Establishing the scale and nature of the problem could assist police in prioritizing suspects. In study 1, scoping review identified eleven studies that examined OOCSA's impact on victims. Five themes emerged from narrative review; definitional issues, a new normal, OOCSA grooming processes, comparisons with offline CSA, mechanisms between OOCSA and harm. In study 2, OOCSA national prevalence was estimated by applying 2.9% rate of OOCSA observed from original police data to a lower bound ("sexual communication with a child" crimes recorded by the police), middle (scaling up to estimate undetected offenses) and upper bound estimate of the national offender pool (self-reported sexual solicitation offenders). Recent UK Home Office figures were adapted to establish economic costs. Lifetime costs estimates attributable to OOCSA are £7.4 million (police reports), £59.6 million (including undetected offenders) and £1.4 billion (national prevalence estimates). Over 75% of this is non-financial costs borne by victims in terms of emotional harm and lost output. Government bears around 20% of the cost burden, mostly non- financial costs for police forces. Findings are discussed in relation to evidence- led recommendations for prioritization and wider police actions that can be taken to avoid the considerable economic and social burden associated with OOCSA offenses. [ABSTRACT FROM AUTHOR]

On average, more than 200 child sex offences were recorded by UK police every day in 2020, and investigations for offences including rape, online grooming and sexual assault against children in the United Kingdom (UK) increased by 57% from 2014/15 to 2019/20. The interview process is central to information gathering, but empirical research regarding the obtention of information through child sexual abuse (CSA) suspect interviewing is still limited. The current study analyses 45 hours of interviews with CSA suspects focusing on behaviours consistent (and inconsistent) with motivational interviewing (MI) using the Observing Rapport-Based Interpersonal Techniques coding manual. In line with previous research demonstrating the efficacy of MI with terrorist suspects, this article focuses on the same four key interviewer skills identified in the therapeutic literature (reflective listening, summarising, rolling with resistance and developing discrepancies). It looks at their effects on information yield (information of intelligence value) and suspect engagement. Results revealed that the four MI-consistent behaviours increased information gain. Also, approaches antithetical to MI (including assumptive questioning, judgemental summaries, fighting resistance and accusatory challenges) had a significant negative impact on suspect engagement and, by extension, reduced yield – potentially by creating suspect reactance (where the individual is motivated to regain a freedom they feel is being threatened). Hence, MI approaches are efficacious for information-gathering efforts, and using an approach antithetical to the spirit of motivational interviewing (like pressuring, confronting and judging) with CSA suspects will always make things worse. [ABSTRACT FROM AUTHOR]

Introduction: Our study aims at assessing the validity of summative criteria-referenced self-assessment in higher education, and in particular, if that validity varies when the professor counts self-assessment toward the final mark. Method: One hundred and twenty-two first year students from two groups in Teacher Education at the Universidad de Cadiz (Spain) participated in the study, each group following a different course in the same six-month period. The relevant difference between the two courses was that, in one of them, self-assessment was included among the assessment methods and counted for 5 per cent of the final mark. The professor was the only marker in the other course. Once the courses finished, participants completed a self-assessment questionnaire that included competences, learning results and contents, and were asked to give themselves a mark. Self-assessment data were compared with the marks given by the professor, and the 10 students with the highest discrepancies were interviewed. Results: In both groups, the students' self-assessments were higher than the marks given by the professor, with significantly higher differences in the students with poorer results and in the group in which self-assessment counted towards the final mark. In this group, no relationship was found between the professor's and the students' assessments. Discussion: When self-assessment does not count towards the final mark, students' and professor's assessments tend to be highly similar; when self-assessment counts towards the final mark, over and underestimations increase dramatically. The main reasons that we found for this are the desire to obtain the highest possible grades and the stress associated with self-assessment. Implications of implementing self-assessment in higher education are discussed. (Contains 3 tables.)

Two studies examined whether rapport-based interviewing with child sexual abuse (CSA) suspects provides greater interview yield that could result in overall cost-savings to the investigation. First, multi-level modelling was applied to 35 naturalistic CSA suspect interviews to establish whether rapport-based interviewing techniques increase "yield" – defined as information of investigative value. The Observing Rapport Based Interviewing Technique (ORBIT coding manual was used to code interviews; it includes an assessment of both interpersonal adaptive and maladaptive rapport-based interviewer engagement as well as motivational interviewing (MI) strategies. The impact of these two strands (interpersonal and MI) on extracting information of investigative value (including strengthening a case for court and safeguarding) were examined. Adaptive interpersonal strategies increased case strengthening and safeguarding yield, with motivational interviewing having the largest impact on safeguarding yield. Both strategies increase the likelihood of gaining additional types of economic yield. Maladaptive interviewer strategies reduced case strengthening and different types of economic yield. In study two, literature-based economic estimates were applied to establish the potential cost benefits from following national ORBIT rapport training. Further training in adaptive and motivational interviewing could contribute cost savings between £19 and £78 million (annual unit costs) increasing to £238–£972 million (lifetime costs) for online CSA across England and Wales; and £157–£639 million (annual unit costs) increasing to £2–£8 billion (lifetime costs) for all CSA. Failure to commit training resource to this, or an alternative strategy, could mean the cost burden attributable to maladaptive interviewing (between £1 and £6 million for online CSA and £12 and £48 million for all CSA) is not successfully averted. [ABSTRACT FROM AUTHOR]

In this study, the displacement of 687 murderers in Spain (2010–2012) is analysed. The Euclidean distance between the offender's residence and the furthest scene related to the event has been calculated. The analyses showed that the murderers registered a displacement of 0.5 km, with 255 cases of non‐traveller homicide (37.1%). The bivariate analysis found that men, young and foreign, with a criminal record and unrelated to the victim, registered a large distance, as well as multi‐offender homicides and were related to criminal activities. Traveller homicide registered a displacement of 4.3 km, with adults unrelated to the victim travelling the farthest. Multi‐offender and crime‐related homicides continued to show the largest distance. Multivariate analyses showed that if the offender is foreign, has no previous relationship with the victim and there are several offenders involved, the distance will be larger. When only traveller homicides were analysed, only the type of relationship showed significant differences. [ABSTRACT FROM AUTHOR]

Whilst research on indecent image of children (HOC) offenders is increasing, little is known about HOC content. This paper presents a content analysis on the sexual actions depicted in a sample of 729 HOC from 26 offenders. Victims were most often White females aged around 9.5 years, with most offenders in the 18-24 age range, male and White. Most images show erotic posing with no sexual activity, with 13.4% presenting sexual activity by an adult on a child and 12.8% presenting sexual activity by a child on an adult. Explicit portrayals of physical aggression, humiliation or overt physical suffering were conspicuously rare. Few images depicted attempts to display pseudo affection towards the victim. Interactions were found in several variables between victims' age and gender and offenders' age and gender. The need to more fully understand the nature and content of HOC and their psychological significance are discussed. [ABSTRACT FROM AUTHOR]

Student engagement within the development of learning analytics services in Higher Education is an important challenge to address. Despite calls for greater inclusion of stakeholders, there still remains only a small number of investigations into students' beliefs and expectations towards learning analytics services. Therefore, this paper presents a descriptive instrument to measure student expectations (ideal and predicted) of learning analytics services. The scales used in the instrument are grounded in a theoretical framework of expectations, specifically ideal and predicted expectations. Items were then generated on the basis of four identified themes (Ethical and Privacy Expectations, Agency Expectations, Intervention Expectations, and Meaningfulness Expectations), which emerged after a review of the learning analytics literature. The results of an exploratory factor analysis and the results from both an exploratory structural equation model and confirmatory factor analysis supported a two‐factor structure best accounted for the data pertaining to ideal and predicted expectations. Factor one refers to Ethical and Privacy Expectations, whilst factor two covers Service Feature Expectations. The 12‐item Student Expectations of Learning Analytics Questionnaire (SELAQ) provides researchers and practitioners with a means of measuring of students' expectations of learning analytics services. Lay Description: What is already known about this topic: Understanding student expectations of learning analytics is an important challenge for higher education institutions to address.Research has measured student beliefs regarding the features and ethical procedures of a learning analytics service. What this paper adds: This study builds on prior work by developing an instrument to measure student expectations of learning analytics services.This study proposes that student expectations of learning analytics can be measured using two subscales: (a) ethical and privacy expectations and (b) service expectations. Implications for practice and/or policy: Higher education institutions should understand what students expect from learning analytics services before any implementations are actioned.Higher education institutions have a validated instrument to gauge and understand student expectations of learning analytics services.Results obtained from the instrument can be used to inform the development of specific learning analytics policies for each higher education institution. [ABSTRACT FROM AUTHOR]

The Problem Video Game Playing (PVP) scale, considered as one of the best measures for the assessment of the Internet Gaming Disorder (IGD), has been utilized for the diagnosis and analysis of this disorder but it is still unknown whether this or any other scale can be utilized equally for online and offline gaming. Young offline (n = 512) and online (n = 314) gamers completed a survey including the PVP, Severity of Dependence Scale, patterns of play, and other measures of playing to excess, and the psychometric and diagnostic properties of the PVP were analyzed and compared. The scale reliability, factorial validity and construct validity were similar in both samples and were adequate. We found a common pattern of relationships between answers to the scale and other measures of playing to excess, but online games presented a higher potential for the development of addictive problems. Suggestions regarding the concept and diagnosis of video game addiction are presented. [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]

Introduction: Pancreatic cancer is a leading cause of cancer deaths worldwide. Screening for this disease has potential to improve survival. It is not feasible, with current screening modalities, to screen the asymptomatic adult population. However, screening of individuals in high-risk groups is recommended. Our study aims to provide resources and data that will inform strategies to screen individuals with new-onset diabetes (NOD) for pancreatic cancer., Methods and Analysis: The United Kingdom Early Detection Initiative (UK-EDI) for pancreatic cancer is a national, prospective, observational cohort study that aims to recruit 2500 individuals with NOD (<6 months postdiagnosis) aged 50 years and over, with follow-up every 6 months, over a 3-year period. For study eligibility, diagnosis of diabetes is considered to be clinical measurement of haemoglobin A1c ≥48 mmol/mol. Detailed clinical information and biospecimens will be collected at baseline and follow-up to support the development of molecular, epidemiological and demographic biomarkers for earlier detection of pancreatic cancer in the high-risk NOD group. Socioeconomic impacts and cost-effectiveness of earlier detection of pancreatic cancer in individuals with NOD will be evaluated. The UK-EDI NOD cohort will provide a bioresource for future early detection research to be conducted., Ethics and Dissemination: The UK-EDI study has been reviewed and approved by the London-West London and GTAC Research Ethics Committee (Ref 20/LO/0058). Study results will be disseminated through presentations at national and international symposia and publication in peer-reviewed, Open Access journals., Competing Interests: Competing interests: EC, LO, WG, CH and PG are named as inventors on GB patent GBGB1806002.0; PCT/GB2019/050998, submitted by the University of Liverpool, that covers the measurement of adiponectin and IL-1Ra as a biomarker for early detection of pancreatic cancer., (© Author(s) (or their employer(s)) 2022. Re-use permitted under CC BY. Published by BMJ.)

Problem use of video games is an increasing risk behaviour. High exposure of adolescents to video games has been linked to a variety of disorders, but the relationship between problem video game playing and emotional welfare is unknown. The aim of the study is to analyse problem video game playing in a sample of adolescents and to determine whether there are differences between online and offline players, in addition to examining its relationship with anxiety and depressive symptomatology. A sample of adolescents (N = 380) completed self-reports measuring video game use and symptoms of anxiety and depression. We found that 7.4% of females and 30% of males can be considered as playing at problem levels. Online players were almost 12 times more likely to play at high frequency than offline players (χ2 (1, 267) = 72.72, p &lt; .001, OR = 11.63, 95% CI [6.31, 21.43]). Males play more frequently, and play more online (χ2 (1, 267) = 50.85, p &lt; .001, OR = 6.74, 95% CI [3.90, 11.64]), with a clear relationship between problem video game playing and anxiety (r = .24; p &lt; .001). In females, there is a relationship between problem video game playing and depression (r = .19; p &lt; .05). Our findings contribute to a better understanding of the psychological variables involved in problem video game playing. The implementation of strategies is suggested in order to prevent pathological gaming and associated problems.