bluuebunny/crossref_metadata_2025 huggingface dataset:
Special Edition article: Does self-report emotional intelligence incrementally predict student affective outcomes and GPA beyond Five-Factor personality?
Authors: MacCann Carolyn , Burrows Claire Kathleen
Published: January 2023

The current study examined whether the Schutte Self-Report Scale of trait emotional intelligence (EI) incrementally predicts psychology GPA and three affective outcomes in a sample of 135 third-year university students. Before controlling for covariates, EI was significantly associated with loneliness and life satisfaction, but not with high school achievement, psychology GPA, or stress experienced in the past week. After controlling for Big Five personality, EI significantly predicted loneliness, but not life satisfaction. After controlling for Big Five personality and high school achievement, EI showed a significant negative relationship with psychology GPA. Results are discussed in terms of the overlap between trait EI and Big Five personality, and a resource allocation explanation for why high EI students show lower grades, but also lower levels of loneliness.
Special Edition article: Social and emotional well-being programmes: The nexus between sustainability and quality assurance
Authors: Askell-Williams Helen , Slee Phillip T. , Van Deur Penny
Published: January 2023

When social-emotional well-being programmes are well-implemented, positive changes in students’ mental health and self-regulatory social-emotional capabilities can eventuate. However, a problematic area of programme implementation is sustainability once the supports and resources of the ‘start-up’ phases of new initiatives fade away. It is increasingly recognised that quality assurance procedures are necessary during the delivery of new programmes. However, it appears that procedures for quality assurance of the sustainability components of programmes have been relatively neglected. In this paper we investigate whether and why the KidsMatter Primary Mental Health Promotion initiative in Australia was sustained in schools one year after completion of the pilot phase. Thematic analysis indicated a range of facilitators and barriers to sustainability, and that many, but not all, schools continued to identify themselves as ‘KidsMatter’ schools. We propose a framework to guide a continuous cycle of quality assurance processes, with a specific focus on assuring programme sustainability. We argue that more practical and conceptual work needs to be undertaken to develop tools and processes for explicit quality assurance of the sustainability components of mental health promotion and social-emotional well-being initiatives in educational settings.
Original Article: Undergraduate students’ motives towards volunteer civic engagement in England and Japan
Authors: Kyriacou Chris , Kato Yuko
Published: January 2023

Many writers have argued that undergraduate students’ volunteering to take part in community-based civic engagement activities is making an increasingly important contribution to citizenship education within society. This study used a questionnaire to explore the motives towards such volunteering for a sample of 120 undergraduate students in England and 137 undergraduate students in Japan. Their responses indicated that in both countries influential motives reported dealt with the activity being enjoyable and interesting and the activity helping others; in both countries just over half of the sample rated these two motives as ‘very important’. However, an even more important motive for the students in Japan was that the activity enabled them to develop as a person, which was rated as ‘very important’ by nearly two-thirds of the students in Japan, compared with about one-third of those in England. The students in Japan were also much more likely than those in England to cite the opportunity to socialise with others, whereas the students in England were much more likely than those in Japan to cite the opportunity to develop new skills. At a time when there has been a huge increase in the number of volunteering activities that are promoted within higher education in many countries, it is interesting to note that students’ motives for volunteering are complex and varied, and may be subject to national and cultural differences
Annual Conference 2013 paper: Dyslexia, spatial awareness and creativity in adolescent boys
Authors: Martinelli Victor , Schembri Josef
Published: January 2023

Anecdotal evidence suggests that dyslexia may be associated with enhanced visual-spatial ability and creativity. This study set out to explore the possibility of superior visual-spatial skills and creativity in matched research and comparison groups of 24 students each at age 12 years 10 months. All 24 participants with formally diagnosed dyslexia were closely matched for age, socio-economic status, type of school attended and a measure of ability with 24 non-dyslexic peers. They were assessed on all the sections of the Spatial Reasoning Test (12-year-old section) and the Torrance Test for Creativity. No differences were found between the two groups on the Torrance Test for Creativity, but the comparison group registered a statistically significant advantage over the dyslexic group on one spatial task: Recognition of Hidden Shapes.
Open Dialogue: The Dyslexia Debate: Actions, reactions, and over-reactions
Authors: Elliott Julian
Published: January 2023

The publication of The Dyslexia Debate (Elliott & Grigorenko, 2014a) has been met by a range of responses, including incomprehension and anger. While these have been encountered after earlier challenges to the dyslexia construct (Elliott, 2005), on this occasion a detailed review of the scientific literature rendered it rather more difficult to take issue with the main findings. Accordingly, most negative responses have tended to centre upon the implications of these for research, assessment and diagnosis, and intervention.
Annual Conference 2014 paper: Teacher perceptions of the influence of a psychotherapeutic counselling course on their identity and practice
Authors: Holliday Carol
Published: January 2023

This paper reports on a project that explored teachers’ perceptions of how knowledge and experiential learning gained on a psychotherapeutic counselling programme contributed to their identities and practices as teachers. It seeks to understand the impact such knowledge may have in practice, particularly on their relationships with children. The project employed creative narrative inquiry. Individual, in-depth interviews were conducted with four participants on two occasions each. Stories and images were generated and analysed utilising a framework derived from narrative inquiry and critical narrative analysis. A highly reflexive and ethical stance was taken throughout. Participants identify personal development as being of particular importance in terms of their relationships with pupils. They specifically identify changes in understanding that resulted in altered responses to children. These responses, in turn, led to improved relationships. Teachers reported this to be beneficial and some stories told of increased confidence, satisfaction, empowerment, liberation and wellbeing. Analysis also illuminated conflict and tension between differing approaches in schools to children and to the handling of their behaviour. Findings suggest that in culture where a behavioural approach in schools is dominant, it can be useful to employ alternative understandings. Implications are, therefore, relevant to current debates about the place of emotional life in education and to the agendas of initial teacher education and teacher’s continuing professional development.
Annual Conference 2014 paper: Characterising the cyberbullying of teachers by pupils
Authors: Kyriacou Chris , Zuin Antônio
Published: January 2023

In recent years there has been a rapid increase in instances of the cyberbullying of teachers by pupils in schools. This phenomenon presents a major challenge to the education community. This paper considers the nature of the cyberbullying of teachers by pupils, the motives of the pupils involved, and how this growing phenomenon can be combatted.
Annual Conference 2014 paper: An exploratory case study of three children with ADHD and social difficulties: Child and parent responses to an educational intervention designed to facilitate self-regulation and deep learning
Authors: Cotton Joanne , Baker Sara T. , Wilson Joe
Published: January 2023

We tested the feasibility of an educational intervention for ADHD and social difficulties, with three boys, ages 8, 9, and 10. A novel approach was used: exploratory talk and deep learning educational techniques were combined in a three-part psychoeducation, collaborative group work, and homework intervention. These techniques have been shown to increase metacognition and self-regulation in academic learning for typically developing children, but have not been combined and tested with social skills learning or ADHD children.

Engagement levels varied by case, and corresponded to socio-economic status (SES), interest in the homework activity, and Strengths and Difficulties Questionnaire (SDQ) scores. Key themes were ‘just want to play’, ‘don’t see problems’, and ‘stress and frustration of parents’. Socially problematic subthemes dominated the boys’ talk, supporting literature on social difficulties, positive self-perception bias and pragmatic language difficulties in ADHD. Results suggest future research should take into account individual differences on SDQ scores and adopting a play-based format.
Annual Conference 2014 paper: Performance on a novel visual-spatialmotor task may predict reading difficulties in children
Authors: Piotrowska Barbara , Willis Alexandra , Kerridge Jon
Published: January 2023

Developmental dyslexia is as a common disorder characterised by difficulties with reading despite adequate intelligence and education. The aim of the study was to test and develop a new diagnostic tool called ‘dot-to-dot’ task (DtD). This simple, computer-based task relied on a combination of visual-spatial and motor skills; the skills that are often compromised in people with dyslexia. Thus far, a total of 127 children (69 males) aged between 4 and 10 took part in the study. The results suggested that children who were found to be at very high risk of dyslexia were significantly worse in connecting the first two dots of the DtD task than children with low risk. The preliminary findings from this study suggest that a novel visual-spatial-motor task may be able to predict reading success. A large-scale, cross-sectional sampling approach is being adopted in order to capture a representative sample of children. Preliminary findings suggested that the DtD may identify individuals with dyslexia earlier and faster than existing tests.
Annual Conference 2015 paper E-readers as an alternative to coloured overlays for developmental dyslexia in adolescents
Authors: Machan Laura , Aleixo Paul
Published: January 2023

This explorative study investigated whether there was a difference in reading speed and errors made when reading using a coloured overlay and reading using an e-reader for adolescents with developmental dyslexia. A clinical sample of adolescents (N=17) aged 11–16 were used. It was found that there were only very small (non-significant) differences in the mean reading speeds and reading errors when reading using either a coloured overlay of any colour or on an e-reader. This suggests that coloured overlays and e-readers are equally effective interventions for developmental dyslexia. The application of e-readers in an educational setting is discussed.
Preparing for a doctoral viva
Authors: Tribe Rachel , Tunariu Aneta D.
Published: January 2023

This paper discusses the issues which need consideration before, during and after a doctoral viva. It is concerned with ensuring that doctoral candidates are well positioned and prepared to maximise the opportunities the viva voce (oral examination of a doctoral thesis) offers them and to assist them in achieving a successful outcome. It provides a clear account of the viva process and discusses the processes and formalities associated with a viva. The viva voce examination can be an anxiety provoking experience and this paper suggests a number of ways of thinking about and working with this. It suggests strategies relating to presenting doctoral work in the viva as well as considering and answering questions in line with the relevant protocols and procedures. It also considers areas which have the potential to cause difficulties or lead to disappointment for candidates and offers a range of suggestions about how to prepare and present appropriately. The paper also offers some potential questions for the doctoral candidate to consider. Doctoral candidates report that it is hard to imagine in advance, but that the viva voce can be an informative, positive and enjoyable experience which provides an opportunity to discuss their work in detail with two experienced and interested senior academics who have studied the work thoroughly.
Teachers’ beliefs about memory: What are the implications for in-service teacher education?
Authors: Firth Jonathan
Published: January 2023

Memory plays a key role in learning, and it is therefore important that teachers understand its workings in order to make decisions that benefit learning. However, previous research has shown that memory is an area which is subject to misconceptions. This study used an online survey with a five-item Likert scale to determine teachers’ responses to statements about memory and forgetting, including counterintuitive phenomena such as the spacing effect. It was found that participants scored better on the items compared to studies of the general public, but there were notable misconceptions. Accuracy of memory beliefs didn’t increase in line with self-reported number of years of experience. Teachers of psychology scored higher, suggesting that an understanding of cognition can reduce misconceptions. Although small scale, this survey addressed an under-researched area, and future directions for research and implications for teacher CPD are suggested.
The influence of gender and culture on bystander behaviour: What we can learn from the case of Mexico
Authors: Lopez Romero Maria
Published: January 2023

Gender differences have been found in bullying behaviour worldwide; females are less likely to bully and more likely to help bullied peers. These gender differences are prominent among Mexican students. The present study aimed to explore Mexican students’ perceptions of their role as bullying bystanders and the influence of gender and culture on these perceptions. Results showed that while participants disapprove of bullying, they see helping bullied peers as an important social risk. However, females are more likely to take this risk, feeling protected by the social group. On the other hand, males are expected to face aggression singlehandedly as a character-building experience. Cultural attitudes to violence and gendered expectations need to be taken into consideration to successfully address bullying.
Exploring the experience of mainstream education: Perspectives from pupils in alternative provision schooling with social, emotional or mental health difficulties
Authors: Facey Danielle , Holliman Andrew , Waldeck Daniel , Wilson-Smith Kevin
Published: January 2023

This study explores the lived experience of mainstream education, as reported by three 13- to 14-year-old pupils with social, emotional or mental health difficulties (SEMHD), who currently attend alternative provision schooling (APS). Taking a qualitative epistemological approach, the methodology chosen for this study was an interpretative phenomenological analysis (IPA). The results of this IPA suggest that the transition from primary to, and through, secondary education, is a significant and inherently social process in which bullying and violence feature significantly. Furthermore, themes of isolation and desperation reflected SEMHD pupils’ maladaptive coping mechanisms during periods of change and instability. The findings have important implications for the way that educational transitions are managed for pupils with SEMHD.
Teachers’ attitudes toward trauma-informed practice: Associations with attachment and adverse childhood experiences (ACEs)
Authors: Robertson Hannah , Goodall Karen , Kay Daniel
Published: January 2023

Adverse childhood experiences (ACEs) have been associated with a range of poorer health and educational outcomes. In response, many schools have adopted trauma-informed practice (TIP). Staff attitudes are postulated to play a central role in behaviour change, potentially facilitating or hindering system change towards TIP. However, little is known about how individual or contextual factors in school staff are associated with attitudes towards TIP. The aim of this study was to investigate relationships between school staff demographic information, training experience, attachment patterns and ACEs, in relation to attitudes towards TIP. Participants were 128 UK-based educational staff, aged 19-70 years (M = 37.76, SD = 11.34). Females comprised 93% of the sample; 44% of participants indicated that they had received trauma awareness training. Participants completed an online survey comprising standardised measures of demographics, adult attachment, Adverse Childhood Experiences and Attitudes Related to Trauma-Informed Care (ARTIC). The ARTIC questionnaire yields five sub-scales of attitudes. Demographic variables were found to be unrelated to attitudes towards TIP. Zero order correlations revealed that ACEs and attachment dimensions were associated with attitudes. However, multiple linear regression analyses indicated that when exposure to trauma-informed training was controlled, only attachment avoidance explained a significant proportion of variance in attitudes towards TIP. In conclusion, previous experience of adversity was unrelated to attitudes when the effect of training was controlled. Insecure attachment styles may pose a barrier to favourable attitudes towards TIP, despite training. Further research is required to determine why insecurely attached individuals, especially those with high avoidance, are resistant to trauma-informed ways of working.
A mixed methods study of the relationships between test anxiety and ability-based beliefs in GCSE students
Authors: Kempers Kay
Published: January 2023

In 2019, over half a million 16-year-old school students took GCSE examinations. Estimates show one sixth of these students will experience test anxiety severe enough to impair their performance (Putwain et al., 2016). This ‘work in progress’ investigates factors that affect test anxiety to help understand how individual ability-based beliefs may interact with school-based ability grouping practices, and whether ability grouping practices strengthen or weaken the effect of mindset and/or academic self-efficacy on academic achievement. Results are pending. The findings from this study may have important implications for formulating more effective future test anxiety and mindset interventions for school pupils.
Collaboration and co-design: Learning from literacy interventions co-created by researchers and teachers
Authors: McGeown Sarah , Oxley Emily , Steel Jill
Published: January 2023

There is growing interest and practice in collaborative research approaches, that is, researchers, teachers, and/or other professionals working together to develop educational interventions. In this paper we discuss the merits and challenges associated with this and draw upon our experience of co-designing two educational (specifically literacy) interventions to share our learning so far. We argue that co-design works best when it recognises and values the distinct knowledge, experience, and expertise that different individuals bring, and finds the most effective ways to synthesise this into intervention development.
‘I just got ignored’. Exploring experiences of ostracism in learning and engagement in HE
Authors: Sandhu Gurleen , Waldeck Daniel , Burrows Michael J. , Walsh Francesca , Hall Katherine
Published: January 2023

Being ostracised (i.e. ignored or excluded by others) can be stressful, however, little is known as to the impact of such experiences in higher education. This study explored how five female undergraduate students experienced ostracism and how it links to their academic engagement and learning. Taking a qualitative approach, semi-structured interviews were conducted. Thematic analyses revealed two major themes: ‘initial ostracism as a barrier to engaging in learning sessions’, and ‘consequences of being ostracised’. Implications for the way that educators promote social inclusion within the higher education experience are discussed.
Family Attachment Narratives and Eating Disorder
Authors: Dallos Rudi , Denford Sarah
Published: January 2023

The only thing I ever hear them talking about is me and if I didn’t have this [anorexia] its kind of like, would everything fall apart, at least it’s keeping them talking. And they won’t argue while I’ve got this because it might make me worse. So um … that’s kind of bought, sort of like, I’m not in control as such but I’ve got more control over the situation that way.

Kathy
Psychotherapy supervision: Ethical considerations and resources
Authors: Brabender Virginia , Knauss Linda , Foster Elizabeth
Published: January 2023

Competent supervision of psychotherapy requires that the supervisor possess a capacity to: (a) identify the ethical issues that emerge in the course of conducting supervision; (b) recognise the presence of one or more ethical conflicts in a given supervision situation; and (c) summon the appropriate principles and standards that inform competent, ethically responsible supervision. The supervisor must also have a capability to proceed through the steps of an ethical decision-making process to identify a course of action that will honor maximally universal ethical principles. The supervisor’s ability to perform the aforementioned tasks rests upon knowledge of what effective psychotherapy supervision is, and how supervision differs from consultation and psychotherapy. It also entails the ability to access the resources that have been developed and collected internationally over the past decade that usefully inform the supervisor’s efforts to grapple with ethical dilemmas. Three vignettes illustrate how the supervisor can benefit from employing these resources.
Shame and group psychotherapy
Authors: Birchmore Terry
Published: January 2023

This article will explore the nature of the shame experience and focus in particular on the experience of shame in the context of the psychotherapy group. I will discuss how and why shame appears in the group context and how it can be therapeutically managed to the benefit of group members.

‘There is nothing that people bear more impatiently, or forgive less, than contempt: and an injury is much sooner forgotten than an insult.’(Philip Dormer Stanhope)

‘The basis of shame is not some personal mistake of ours, but the ignominy, the humiliation we feel that we must be what we are without any choice in the matter, and that this humiliation is seen by everyone.’(Milan Kundera,Immortality, 1991)

‘Whoever blushes is already guilty; true innocence is ashamed of nothing.’(Jean-Jacques Rousseau,Emile)

‘The capacity to feel shame is built into human beings, and it has a civilising effect in adapting a child to his family and culture.’(F. English,Transactional Analysis Journal, 1975)

‘Whilst shame keeps its watch, virtue is not wholly extinguished in the heart; nor will moderation be utterly exiled from the minds of tyrants.’(Edmund Burke,Reflection on the Revolution in France, 1790)

‘Because impudence is a vice, it does not follow that modesty is a virtue; it is built upon shame, a passion in our nature, and may be either good or bad according to the actions performed from that motive.’(Bernard Mandeville,The Fable of the Bees, 1714) Terry Birchmore
Celebrating heritage: A mixed-method approach to explore the experiences of refugee children and young people (CYP) in the evaluation of Tree of Life groups
Authors: Azarova Vera , Law Ho , Hughes Gillian , Basil Natalie
Published: January 2023

The research aimed to evaluate the impact of a narrative approach called the Tree of Life which was used to support refugee CYP in schools who had been identified as vulnerable. This study used a mixed method design. Quantitative data were collected from all participating children as part of the service evaluation using a survey method with questionnaires. The qualitative analysis was done using thematic analysis with Interpretive phenomenological orientation. The quantitative analyses showed overall positive and significant differences before and after the Tree of Life group, and in particular, in terms of increased self-confidence, clarity about future goals, enjoying school, motivation and improved parental understanding. Surprisingly, no significant change was found in the participants feeling of being proud of their cultural Heritage. Seven categories (clusters of interrelated themes) were identified: Tree of Life Condition/Supportive Environment (characterised by non-judgemental, respect and trust); Cultural heritage (a complex category which embodied cultural challenges, dislocation, identity); Future goal (aspirations, hopes and dreams); Understanding of self and others; Emotional experience (including enjoyable experience); Learning; and Positive Change. In conclusion, the qualitative results gave substantive evidence of how Tree of Life groups can have a positive impact on the lives of children and young people from refugee communities. This includes increased confidence, positive behavioural change and improvement in social relationships (with friends, family and at school).
Post-traumatic stress disorder from progressive sensitisation to very low frequency noise
Authors: Guest Hazel
Published: January 2023

The concept of progressive sensitisation to very low frequency noise (VLFN) is introduced and defined. A case is described and therapy discussed. Psychotherapy is placed in an interdisciplinary context. A new explanation is offered for the preponderance of elderly women among those suffering from LFN.
Chair’s column
Authors: Nadirshaw Zenobia
Published: January 2023

A Happy New Year to everyone! 2021 year has come and gone and it is my hope that 2022 will be a far better year for ALL of us!
Students’ evaluations of teaching: the Course Experience Questionnaire
Authors: Richardson John T.E.
Published: January 2023

The Course Experience Questionnaire (CEQ) has been developed in Australia as a performance indicator in order to measure the quality of teaching on particular degree programmes. Students’ responses to the CEQ have been shown to vary systematically (a) across different institutions, (b) with students’ rated satisfaction with their degree programmes as a whole and (c) with their approaches to studying in higher education. It is argued that the CEQ constitutes a global index of perceived teaching quality that can be used in a British setting.
Scaling the Ivory Tower Part I: collecting evidence of instructor effectiveness
Authors: d’Apollonia Sylvia , Abrami Philip C.
Published: January 2023

Ideally, faculty evaluation involves the collection and interpretation of information on teaching performance from multiple sources. Such sources can be the faculty members themselves, colleagues, student records, former and current students. However, most post-secondary institutions have adopted student ratings of instruction as one (often the most influential) measure of instructor effectiveness. In this paper, we describe some of the research on these alternative methods of assessing instructor effectiveness. We conclude that student ratings are the best, and often the only, way of getting defensible data for summative evaluation of teaching performance. We conclude by summarizing some of the recommendations made by evaluation experts on developing and operating faculty evaluation systems.
Can teaching psychology transform popular culture?*
Authors: Hayes Nicky
Published: January 2023

Psychology is no longer a young science. It is well over 100 years old, and during that time it has amassed a large amount of knowledge. That knowledge is sometimes, though not always, of direct relevance to society. Yet many valuable concepts and principles of psychological understanding, well-established and taken for granted by psychologists, remain unknown to society at large. Teaching psychology effectively means providing all of our students with an appropriate basis for professional work or further study. But it also means producing students who are aware of the distinctive qualities of psychological knowledge, and are able to apply and communicate it.

The past 20 years has seen a massive expansion of psychology teaching, at many levels of education. Psychology is taught to many who will not, and do not aim to, become psychologists, and this teaching provides a significant route for the wider dissemination of psychological knowledge. Making established psychological concepts better known can improve the quality of social debate. It can also provide the conceptual tools for people to understand, and in some cases improve, their own experience and that of others.
Some preliminaries to action research with mature students
Authors: Hartley James , Norton Lin
Published: January 2023

Since the report of the National Committee of Inquiry into Higher education (1997) on university teaching in the UK, there has been increasing emphasis on the professionalisation of university teaching. Following the expansion of higher ed cation, and widening student diversity there is even more of a need for teachers to teach well. Pedagogical action research with its emphasis on improving practice is one way to meet this need. In this paper we report on research with mature students where the findings from over 40 British research studies suggest that: 1. Understanding the experience of mature students in higher education is an area that lecturers could usefully explore using an action research framework; and 2. Psychologists are particularly well placed to carry out such research with their theoretical understandings and research skills.
Some features of a part–time degree programme in psychology: Further support for the provision of a foundation year
Authors: Harrop Alex , Tattersall Andy , Cairns Jennie
Published: January 2023

A part–time degree programme has been run at the Liverpool John Moores University, formerly Liverpool Polytechnic, for some 20 years without any systematic attempt to evaluate its effects on students. An evaluation was begun by focusing on graduates of the programme who entered between 1992 and 1994 and continued with recent part–time students. During the academic year 2003–2002 there were 85 such students and information on the characteristics of the group was readily available from university records. A semi–structured interview with an opportunity sample of 12 part–time students was followed by the administration of a questionnaire that was answered by 57 of the students. The results are discussed in terms of group characteristics, pre–course concerns, the programme itself and future intentions of the students. In particular, the reasons given for withdrawal when combined with the high withdrawal rate in the first year leads to the recommendation that part–time study should commence with a foundation year.
Peer group supervision as an adjunct to individual supervision: Optimising learning processes during psychologists’ training
Authors: Akhurst Jacqui , Kelly Kevin
Published: January 2023

Peer group supervision has had little attention in the research literature, although it is a common form of supervision utilised by psychologists in practice. The development and implementation of a structured peer supervision group (PSG) with nine trainee psychologists, within the training setting of university–based services, is described in this study. Audio–recordings of nine hour–long PSG sessions, four individual supervision sessions, a focus group evaluation and individual trainee interviews were gathered, to explore the potential contributions of PSG to a training programme. The data were subjected to a systematic data analytic procedure based on the principles of grounded theory. The findings illustrate a different form of learning experience in PSG, which may complement the learning in dyadic supervision. Strategies which seem to facilitate learning for trainees are derived from a comparison of case material presented in the contexts of both PSG and dyadic supervision. Potential ways of optimising supervision experiences are discussed, and recommendations are made for the further development of the PSG model.
A dialogue about MCQs, reliability, and item response modelling
Authors: Wright Daniel B. , Skagerberg Elin M.
Published: January 2023

Multiple choice questions (MCQs) are becoming more common in UK psychology departments and the need to assess their reliability is apparent. Having examined the reliability of MCQs in our department we faced many questions from colleagues about why we were examining reliability, what it was that we were doing, and what should be reported when examining the reliability of MCQ exams. This paper addresses the most frequently asked questions.
Widening Access to Higher Education: An evaluative case study of a foundation year alternative to Access
Authors: Reddy Peter A. , Moores Elisabeth
Published: January 2023

Universities are encouraged to widen access to a broad range of applicants, including mature students taking Access qualifications. Admissions tutors can find it difficult to compare and choose between Access and A–level applications, and Access applicants for popular courses may be disadvantaged relative to students with good A–levels. In this evaluative case study a foundation year designed to avoid Access selection problems and widen participation in psychology, biology, optometry and pharmacy is reviewed. Progression and success rates are compared to national averages for Access courses and issues in Foundation Year management considered. The Foundation Year is rejected as unsatisfactory and it is concluded that widening participation for mature students can be achieved through Access courses. Difficulties in achieving this for high–demand courses in leading universities are discussed.
The psychology degree in its place
Authors: Reddy Peter , Rochelle Kim
Published: January 2023

In response to the issues raised by Radford a clearer understanding of the psychology degree as part of the liberal education tradition is advocated in line with Newman (1982) and Graham (2005). Such a focus incorporates developments in employability and graduate competencies and reinforces rather than undermines concern with scholarship. Links between academic subject material and personal development and a debate on the role of the British Psychological Society in regulating the Bachelors’ degree are advocated
Section 2: Other papers: Peer mentoring experiences of psychology students at the London Metropolitan University Writing Centre
Authors: Bakhshi Savita , Harrington Kathy , O’Neill Peter
Published: January 2023

‘It really helps knowing that you are going to have someone around to help you…’ This short article reports on research taking place into peer writing tutorials at London Metropolitan University and examines in particular, the experiences of psychology students who have taken part in the scheme. Some of the implications of this research for psychology students at the university will be highlighted. The first author is a psychology PhD student, and works as a Research and Teaching Assistant and a Student Writing Mentor at the London Metropolitan University Writing Centre.
Teaching the personal science: From impeccable trivia to the blooming buzzing confusion
Authors: Banyard Philip
Published: January 2023

The argument presented here is that the teaching of psychology in the UK is focused on the learning of technical skills and is missing the opportunity to enthuse and inspire students in the personal science. This focus mirrors a general educational drive in the UK towards achievement at external examinations which are assessed by narrow cognitive tasks. The modern tools of education such as Virtual Learning Environments have largely been used to track and monitor students rather than to widen their ideas about learning. Assessments have likewise gravitated towards simple tests while also retaining the redundant task of the unseen essay. This paper considers these developments and discusses alternatives.
A response to Hartley
Authors: Jones Tim
Published: January 2023

In responding to Hartley (2011), this paper considers his concluding remarks asrecommendations for the future of teaching undergraduate psychology and challengesthe position that the teaching of psychology hasn’t altered vastly during the last 50 years. In doing so, it is acknowledged that the content and delivery ofhigher education psychology is externally constrained, but argues that departmentshave flexibility to innovate, excite and enthuse students whilst aligning teachingpractices and assessment with employability skills. Further the article is positioned against the backdrop of rapid changes and challenges facing the sector.
A comparative analysis of students’ satisfaction with teachingon STEM vs. non-STEM programmes
Authors: Pawson Chris
Published: January 2023

Recent Higher Education Funding Council research echoes previous findings that student satisfaction scores differ between subject areas (HEFCE, 2011). However, there remains a paucity of research attempting to account for this, and these differences have only been reported for final–year student satisfaction. It is unclear at what stage during a study programme differences in satisfaction might emerge, and satisfaction of firstyear students is of particular interest because of its association with student progression and retention (Tinto, 2007). Exploratory analyses of first–year students’ responses to National Student Survey (NSS) questions (N=1180) revealed that there were significant differences in students’ perception of teaching and available resources depending on whether they were enrolled on a STEM subject course or not. Perhaps unsurprisingly (given funding council bands) the STEM students were more likely to agree that they had access to adequate resources. However, the non–STEM students were more likely to agree that their teachers were good at explaining material and were enthusiastic about their topic. Furthermore, the differences in the perceptions of teaching experienced by STEM versus non–STEM students varied as a function of sex of the student. The implications of these findings are that although the experience of STEM students may be bolstered by access to resources, their experience of teaching and learning (and particularly that experienced by males on STEM courses) is less satisfactory than that of non–STEM students. This finding is of particular interest in light of the increasing use of student satisfaction data to inform league tables and students’ degree choice. Furthermore, these data challenge stereotypes of the experiences of males and females in STEM disciplines and have implications for how STEM teaching practitioners approach the learning experience of their students.
Using a simple, free Voice–over–Internet Protocol service to add interest to lectures and enhance student engagement
Authors: Beaton Susan J. , Forster Peter M.
Published: January 2023

A large proportion of students in higher education report feeling bored during lectures, for example, Mann and Robinson (2009) put this figure at 60 per cent. This short article reviews our experiences of using a simple, free Voice–over–Internet Protocol (VoIP) service, Skype, to enhance the interest and engagement of students by holding a synchronous, online discussion with a remotely–located expert in a field of great interest to those students. While a formal evaluation has not been conducted, technology and process options are described and indications that the students found the combination engaging are included. A formal evaluation in the future could reveal whether these observations are replicated.
The value of peer feedback opportunities for students in writing intensive classes
Authors: Kennette Lynne N. , Frank Nichole M.
Published: January 2023

The present study was conducted to examine the usefulness of peer feedback on APA–style research papers in a writing–intensive class. Subsequent to APA training, students were asked to review and provide feedback on a classmate’s APA–style research report for both content and formatting. Performance on this research report was then compared to performance on a previous semester’s written assignment, where the instructor provided feedback rather than peers. No statistical differences were found in the grades of the two sets of assignments, suggesting that feedback from trained peers could be as valuable as instructor feedback. Students were pleased with the peer feedback process as it not only gave them a chance to demonstrate competency in their newly acquired writing skills, but also provided an opportunity to receive insightful feedback from their peers.
Bridging the gap: Facilitating students’ transition from pre–tertiary to university psychology education
Authors: Kitching Helen J. , Hulme Julie
Published: January 2023

The transition from school or college to university education is an exciting time for most students, but also one that is filled with new challenges. Students are faced with new styles of teaching and learning, and are required to be more independent and acquire new skill sets. For psychology students, there may be an additional challenge in the form of studying a subject that is novel to them, or they may need to revise their understanding of the nature of their subject from their perception pre–university. This article will review some of the current literature on student transitions, and on psychology students’ preparation for degree–level study, and will recommend collaborative working and increased dialogue between the pre–tertiary and university sectors as one way to smooth the transition.
Teaching of psychology in countries with advanced versus developing economies
Authors: Pinquart Martin , Bernardo Allan B.I.
Published: January 2023

We compare structures and contents of psychology programmes from countries with developing and advanced economies. Respondents from 49 countries completed a survey of the International Union of Psychological Science on psychology education and training. In general, there are more similarities than differences between countries with developing and advanced economies. Nonetheless, large differences emerge with regard to the availability of international teaching resources. The transition rate from the lowest academic degree to programmes at the next level is much lower in countries with developing economies than in countries with advanced economies (25 per cent vs. 70 per cent). In addition, programmes from the former countries have higher student–faculty ratios and use lab sessions, seminars and tutorials less often. Differential and biological psychology/neuropsychology is less often taught in the former countries. In addition, there is larger variability of the quality of programmes within countries with developing economies. Conclusions are drawn for improving psychology education and training.
Using replication projects in teaching research methods
Authors: Standing Lionel G. , Grenier Manuel , Lane Erica A. , Roberts Meigan S. , Sykes Sarah J.
Published: January 2023

It is suggested that replication projects may be valuable in teaching research methods, and also address the current need in psychology for more independent verification of published studies. Their use in an undergraduate methods course is described, involving student teams who performed direct replications of four well–known experiments, yielding results which were subsequently published online. Illustrative data are given for the one successful replication and three failures obtained, and practical suggestions are given for incorporating replication projects intoa methods course as an alternative to the usual term project. It is also noted that the published success rates of replication attempts appear to be higher for those studies that were performed as class projects.
Employability in the first degree: The role of work placements on students’ perceptions of graduate employability
Authors: Mahmood Lynsey , Slabu Letitia , de Moura Georgina Randsley , Hopthrow Tim
Published: January 2023

Employers often claim that graduates are not ready for the world of work as they lack employability skills (Archer & Davison, 2008). One policy response to this claim has been to encourage students to undertake a work placement to enhance success in the competitive job market (The Dearing Report, 1997). Thepresent research investigated whether psychology students, who were enrolled on anundergraduate degree programme that included a one–year work placement, understoodthe advantages and disadvantages of work placements and perceived its impact on employability. We present questionnaire data from 49 undergraduates at different stages of their degree programme – pre– and post–placement. Generally, students perceived the employability benefits of the work placement. However, there were differences in how these were articulated by pre– and post–placement students, with post–placement students able to use more concrete terms. This suggests that there is some development throughout the applied degree, but emphasis needs to be placed ontraining students how to demonstrate the skills they have developed through the work placement to potential employers.
Publishing with undergraduates
Authors: Hartley James
Published: January 2023

This short paper describe the author’s experiences of publishing with undergraduates for more than 40 years: it discusses the advantages and disadvantages for staff and students.
What expectations do sixth–form students have of their learning and their teachers and what expectations do teachers have of their students? Stage one of the action research cycle
Authors: Deuker Charmaine
Published: January 2023

Action research is an invaluable resource, which can be utilised by those involved in teaching and learning as a reflective tool enabling a person to make informed decisions about their working practices. Developing and improving teaching skills is an essential part of the teacher’s role so this method was used to explore concerns that were evident around two main issues. The first issue centred around how best to explore difficulties that may be experienced by sixth–form students in their learning, especially when making the transition between GCSEs and A–levels, and secondly what teachers and learners expected of each other in their respective roles. Insights gained from these issues could then be used to inform and address intervention strategies to deal with the concerns highlighted. This study is, therefore, a first stage of the action research cycle and it is hoped that the findings and conclusions that emerge from this study will inform future research to address these matters