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BackgroundCognitive-behavioral therapy (CBT) has demonstrated efficacy and effectiveness for treating mood and anxiety disorders. Dissemination of CBT via videoconference may help improve access to treatment. ObjectiveThe present study aimed to compare the effectiveness of CBT administered via videoconference to in-person therapy for a mixed diagnostic cohort. MethodsA total of 26 primarily Caucasian clients (mean age 30 years, SD 11) who had a primary Diagnostic and Statistical Manual of Mental Disorders, 4th edition text revision (DSM-IV-TR) diagnosis of a mood or anxiety disorder were randomly assigned to receive 12 sessions of CBT either in-person or via videoconference. Treatment involved individualized CBT formulations specific to the presenting diagnosis; all sessions were provided by the same therapist. Participants were recruited through a university clinic. Symptoms of depression, anxiety, stress, and quality of life were assessed using questionnaires before, after, and 6 weeks following treatment. Secondary outcomes at posttreatment included working alliance and client satisfaction. ResultsRetention was similar across treatment conditions; there was one more client in the videoconferencing condition at posttreatment and at follow-up. Statistical analysis using multilevel mixed effects linear regression indicated a significant reduction in client symptoms across time for symptoms of depression (P

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.

Personal trainers are a popular source of exercise guidance for the public but have been shown to have fundamental errors in their knowledge, and hold misconceptions about some exercise and nutritional concepts. Critical thinking skills have been found to relate inversely to misconceptions in other populations but this has not been examined in personal trainers. This study assessed the impact of an online, domain-specific, critical thinking course on the misconceptions and critical thinking ability (CTA) of personal trainers. One hundred and twenty-five participants were recruited into a randomised control trial. Participants completed measures of knowledge, misconceptions, CTA, and their use and perceived trustworthiness of sources of information about exercise and nutrition, then were allocated to either an intervention or control group. The intervention group completed the course over six weeks, while the control group waited six weeks before being surveyed again. Participants showed reduced endorsement of misconceptions and increased trust in reliable sources after completing the intervention. CTA improved in both the intervention and control groups. These results provide evidence that targeting critical thinking skills tailored to relevant content may contribute positively to the professional development of personal trainers.

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. Unit coordinators play a vital role in facilitating consensus moderation, yet limited research has focused on their role in moderation practices. This study explored unit coordinators' perceptions and experiences of consensus moderation in Australian higher education through five focus groups. Using Foucauldian discourse analysis, data analysis identified three discursive constructions of consensus moderation situated in the wider discourse of the neoliberal university: a truly collaborative process, an illusion, and a process to manage markers. Unit coordinators in this study were positioned as either supportive, compliant but ineffective, or powerful. In contrast, markers were positioned as helpful and compliant although inexperienced and needing support; uncooperative, resistant, troublesome and demanding; or inexperienced and malleable. This paper has identified varied knowledge and understanding of consensus moderation processes and practice. These findings can inform moderation policy and practices and unit coordinator professional development.

Australian undergraduate programmes are implementing curriculum aimed at better preparing graduates to work in Indigenous health settings, but the efficacy of these programmes is largely unknown. To begin to address this, we obtained baseline data upon entry to tertiary education (Time 1) and follow-up data upon completion of an Indigenous studies health unit (Time 2) on student attitudes, preparedness to work in Indigenous health contexts and transformative experiences within the unit. The research involved 336 health science first-year students (273 females, 63 males) who completed anonymous in-class paper questionnaires at both time points. Paired sample t-tests indicated significant change in student attitudes towards Indigenous Australians, perceptions of Indigenous health as a social priority, perceptions of the adequacy of health services for Indigenous Australians and preparedness to work in Indigenous health settings. Hierarchical multiple regression analyses indicated that after controlling for Time 1 measures, the number of precursor steps to transformative learning experienced by students accounted for significant variance in measures of attitudes and preparedness to work in Indigenous health contexts at Time 2. The knowledge gained further informs our understanding of both the transformative impact of such curriculum, and the nature of this transformation in the Indigenous studies health context.

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.

Australian undergraduate programmes implementing Indigenous studies courses suggest transformative educational outcomes for students; however, the mechanism behind this is largely unknown. To begin to address this, we obtained baseline data upon entry to tertiary education (Time 1) and follow-up data upon completion of an Indigenous studies health unit (Time 2) on student learning approaches, student-teacher rapport, classroom community, critical reflection (CR) and transformative experiences within the unit. Three-hundred-thirty-six health science first-year students (273 females, 63 males) completed anonymous in-class paper questionnaires at both time points. Hierarchical multiple regression analysis indicated that (a) CR was the strongest predictor of transformative learning experiences, (b) the relationship between deep learning approach upon entry to tertiary education and transformative learning experiences was mediated by CR and (c) rapport and classroom community accounted for significant variance in CR. These results suggest that students benefit from tutors' ability to develop rapport and classroom community, leading to greater capacity for student CR. This in turn promotes transformative learning possibilities within the Indigenous studies learning environment. These findings provide a further rationale for institutions to embed Indigenous knowledge into courses and highlight the importance of evaluating their effect and quality.

Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and scrutinise achievement in relation to public policy objectives.

Despite a significant body of literature espousing the transformative impacts of Australian Indigenous Studies curriculum upon students, there remains a limited body of work related to how these students experience and learn within this complex environment. This is particularly notable for research aligned with Mezirow's transformative learning theory. Reporting on a qualitative study, this paper offers a perspective into students' transformative experiences within a tertiary first-year Indigenous Studies health course. Thirteen non-Indigenous students were interviewed about their learning experiences within this context. Explicitly framed by Mezirow's transformative learning theory, thematic analysis findings suggest students consistently experience precursor steps to transformative learning including disorienting dilemmas, self-examination with guilt or shame, critical reflection on assumptions, exploration of new roles, and trying on new roles. The manifestation of these steps highlights the ways in which students experience learning in this space, and a range of elements influencing this -- from students' own positioning and approaches to learning, to the nature of the curricular and pedagogical approaches. This study offers nuanced insight into the complexity of students' transformative learning experiences, suggesting students hold a range of contradictory perspectives at any one time. If curricular models are to be effective for the broader student body, we propose that (1) the complex intersection of students' identity development, need for group belonging, learning approach, limitations in existing knowledge and capacity for complex thought requires further consideration in this context, and (2) greater institutional investment is necessary in both the development of educators in this space, and educational opportunities beyond first-year, lest we risk reinforcing extant beliefs and paradigms held by non-Indigenous Australians about Indigenous Australians, and a continuation of the health disparities these curricular offerings are designed to alleviate.

While more is becoming understood about the effects of Indigenous Studies health curricula on student preparedness and attitudes toward working in Indigenous health contexts, less is known about how tutors in this space interpret student experiences and contribute to the development of preparedness. Reporting on a qualitative study, this article provides insight into tutors' perceptions of tertiary first year health students' transformative experiences in an Indigenous Studies health course. Twelve Indigenous and non-Indigenous tutors were interviewed about their teaching experiences within this context. Framed by Mezirow's transformative learning theory, thematic analysis findings suggest tutors observe several precursor steps to transformative learning including disorienting dilemmas, critical reflection on assumptions, exploration of new roles, and trying on new roles. The content of these themes extends our understanding of how these precursor steps manifest, and the elements related to this. Findings also suggest tutors vary in their identification, interpretation and response to many of these pedagogical entry points. Within this learning context, the concept of teacher/student relationship is suggested as playing a meaningful role in the positioning and efficacy of tutors. This impacts tutors' understanding of transformative learning, the social construction of students, consequent interpretations of student experiences, and means of facilitating cognitive and affective learning. We propose a reconceptualisation of thinking around teaching in this space, with a focus on both further development of educator capabilities and student curricular opportunities to promote transformative learning appropriate to the stated goals of the Australian Indigenous Studies learning and teaching context. The findings indicate that institutional investment in the development of educators in this space remains vitally important.

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.

This qualitative study reports on findings from interviews with ten academics in an Australian university six to twelve months following academic workforce reshaping and the widespread introduction of teaching academic roles. The research aimed to determine how the workforce reshaping impacted on the capacity of academics with teaching responsibilities to engage in the Scholarship of Teaching and Learning (SoTL). Findings indicate that whilst academics were willing to undertake SoTL, participants' capacity to engage was hampered by the workload model, middle academic leaders' capacity to define and lead SoTL, and a perceived lack of SoTL value. A major concern for participants was that shifting goal posts (in relation to roles and expectations) would make it difficult to successfully apply for future academic work. The research indicates the need for the sector to consider the selection criteria for middle leadership roles, as well as ongoing academic leadership development to support adaptability and change agility.

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.

Despite the rise of teaching academic (teaching only) roles in Australia, the UK, the USA, and Canada, the experiences of teaching academics are not well documented in the literature. This article reports from a university-wide study that responded to the introduction of teaching academic roles during a major restructure of academic staff. Thirteen focus groups involving 115 academic staff employed in a range of roles were held approximately 12 months after teaching academic roles were introduced. In conveying the results, we first report on the teaching academic experience, highlighting the perceived low value of the teaching academic (TA) role and confusion about what the role entails. We then focus on teaching academic career pathways. The findings highlight the uncertainty surrounding career paths for teaching academics, who noted the absence of career or promotion scripts. Respondents noted also an absence of role models within the professoriate. They expressed widespread concerns about developing the traditional academic skill set required to transition between roles and institutions, with many TAs finding themselves in boundaried careers with an uncertain future. The construct of career or promotion scripts is used to examine multiple perceptions of career pathways for teaching academics. The findings highlight the importance of systematic change management processes when new academic roles are introduced within the context of university-wide academic restructure, and the critical role of human resources in designing and implementing the same.

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.

Poor motor skills have been associated with a range of interpersonal and intrapersonal difficulties, including poor self-competence, peer problems, and internalizing problems such as anxiety and depression. The Elaborated Environmental Stress Hypothesis provides a theoretical framework for understating these relationships. Studies have recently begun to evaluate this framework; however, ongoing empirical investigation is required. Currently, the extent to which these relationships may differ across factors such as gender remains unclear. The current study tests an indirect effect of motor skills on internalizing problems via peer problems and perceived self-competence in a community sample of 164 children (81 males; 83 females) aged 7 to 12 years. A combination of clinician-administered, self-report, and parent-rated measures were used. Regression analysis using PROCESS indicated that the relationship between motor skills and internalizing problems was not moderated by gender. Motor skills did have an indirect effect on internalizing problems via perceived scholastic competence and peer problems. Results provide partial support for part of the Elaborated Environmental Stress Hypothesis; perceived scholastic competence and peer problems are mechanisms through which motor skills are related to internalizing problems in school-aged children. This study highlights potentially important targets for psychomotor interventions for this age group.

With the increased capability of learning analytics in higher education, more institutions are developing or implementing student dashboards. Despite the emergence of dashboards as an easy way to present data to students, students have had limited involvement in the dashboard development process. As part of a larger program of research examining student and academic perceptions of learning analytics, we report here on work in progress exploring student perceptions of dashboards and student preferences for dashboard features. First, we present findings on higher education students' attitudes towards learning analytic dashboards resulting from four focus groups (N = 41). Thematic analysis of the focus group transcripts identified five key themes relating to dashboards: "provide everyone with the same learning opportunities", "to compare or not to compare", "dashboard privacy", "automate alerts" and "make it meaningful--give me a customizable dashboard". Next we present findings from a content analysis of students' drawings of dashboards demonstrating that students are interested in features that support learning opportunities, provide comparisons to peers and are meaningful to the student. Finally, we present preliminary findings from a survey of higher education students, reinforcing students' desire to choose whether to have a dashboard and to be able to customize their dashboards. These findings highlight the potential for providing students with some level of control over learning analytics as a means to increasing self-regulated learning and academic achievement. Future research directions aimed at better understanding students emotional and behavioral responses to learning analytics feedback on dashboards and alerts are outlined.

Australian undergraduate programs are implementing curriculum aimed at better preparing graduates to work in culturally diverse settings, but there remains uncertainty over the role of extant student attitudes towards Indigenous Australians. To begin to address this, we obtained baseline data on student attitudes upon entry to tertiary education. 1175 health science first-year students (275 males, 897 females) completed an anonymous in-class paper questionnaire. On average, students reported positive attitudes towards Indigenous Australians, with female students reporting more positive attitudes than male and domestic students more positive than international. Hierarchical multiple regression analyses indicated that after controlling for demographic variables, interactional diversity experiences and attitudes accounted for significant variance in a range of measures of preparedness to work in Indigenous health contexts. The knowledge gained will inform the development of, and alignment between, curriculum and pedagogical approaches, leading to an improved facilitation model for educators in the Indigenous Studies context.