Australian Undergraduate Students Research Articles

Predicting Undergraduates’ willingness to engage in dangerous e-scooter use behaviors

IntroductionThe misuse of electronic scooters (e-scooters), particularly among young adults, is increasingly being linked to hospital admissions and injuries in cities across the globe. Yet, despite growing concern about dangerous e-scooter use, there remains a dearth of research on the determinants of engaging in risky behaviors while using an e-scooter. MethodA sample of 262 Australian undergraduate students completed measures relating to the theory of planned behavior, risk perceptions, and knowledge of laws in the context of three e-scooter risk behaviors: riding over the speed limit on footpaths, riding without a helmet, and riding after consuming alcohol, as well as a risk identity implicit association test. Participants then recorded their willingness to engage in each of the three behaviors. ResultsThe model predicted a modest portion of variance in willingness to engage in each of the three e-scooter risk behaviors. Subjective norm predicted all behaviors, while attitude, risk perceptions, and perceived behavioral control each predicted two of the three behaviors. Gender had a significant total effect on willingness for each behavior, partially mediated by the theory of planned behavior constructs, while knowledge of laws had minimal effects and only on helmet use. ConclusionsSocial cognition factors show promise in explaining willingness to engage in dangerous e-scooter use and may provide an important formative basis for future research and behavior change interventions to reduce such risky behaviors.

Influences on Career Decisions: Collaborative systemic exploration of career influences with young Australian undergraduates

AbstractThe shifting labor market conditions paired with an increased responsibility to self‐negotiate career development have exacerbated employment uncertainties for many young undergraduate students. To support their career development, qualitative career assessment instruments facilitating reflexivity could play a role. This research focused on “Influences on Career Decisions” (ICD) and aimed to explore its use with young Australian undergraduate students and its potential in facilitating reflective careers and employment conversations. Six participants attended career interviews that utilized ICD. Findings revealed ICD's role in the facilitation of a collaborative and systemic career exploration process. Implications for career practice and research are outlined.

Pharmacy students' perceptions on environmental sustainability in pharmacy education and practice

BackgroundGiven the negative environmental impacts of pharmaceuticals, including their contribution to healthcare's carbon footprint, pharmacists have a role in responding to the climate and biodiversity crises. Knowledge and education are required to support transitions to environmentally sustainable pharmacy practice (ESPP). The aim of this study was to explore Australian undergraduate pharmacy students' knowledge and attitudes towards environmental sustainability and ESPP curriculum content. MethodsParticipants were surveyed using an anonymous online questionnaire deployed using Qualtrics. The questionnaire comprised of two main sections: the 15-item New Ecological Paradigm (NEP) scale to determine participants' environmental attitude score, and section on students' perceptions and curricular experience of environmentally sustainable practice which was adapted from previously published surveys. The invitation with survey link was disseminated via social media, Australian pharmacy student organisations, and direct approach. Quantitative data were reported descriptively. Qualitative data from responses to open-ended questions were analysed thematically using a reflexive, recursive approach. Incomplete survey responses were excluded from the analysis. ResultsOf the 164 complete responses, 99% had previously received information on environmental sustainability. However, only 10% were knowledgeable about ESPP and only 8.5% were aware of ESPP content in their pharmacy school curriculum. Importantly, 70% of respondents saw ESPP as relevant to their future pharmacy practice, and 94% believed the pharmacy profession has a responsibility to undertake sustainability initiatives in the delivery of pharmaceutical care. ConclusionsAustralian pharmacy students lacked knowledge of ESPP and few reported having curricular exposure to ESPP content in their pharmacy degrees. Therefore, ESPP content is an important area for development in pharmacy curricula.

Reconstructing Stories of Career Adaptability Through the Integrative Structured Interview for Undergraduate University Students

Career adaptability (CA) is promoted as a skill to navigate the 21st-century labour market. With an emphasis on narrative career counselling as a more relevant form of practice for supporting the career development of people in such rapidly shifting times, it is important to explore the possibility of facilitating a narrative space through which people can tell and connect with their stories of career adaptability. Various qualitative career assessment instruments promote storytelling facilitation which is a major task of narrative career counselling. The Integrative Structured Interview (ISI) is one such qualitative career assessment instrument that facilitates systemic and context-sensitive career storytelling through the integration of quantitative and qualitative career assessments. This study explores the potential role of the ISI in assisting Australian undergraduate students to tell career stories in which the five dimensions of career adaptability can manifest. A theory-driven deductive thematic analysis based on the five dimensions of career adaptability informed data analysis. Key findings reveal the ISI can assist participants in telling stories of career adaptability. Findings also highlight the ISI’s role in providing participants with a systemic and context-sensitive understanding of their career interests through a systemic deconstruction of their Holland code.

Cultural stories: Curriculum design learnings from an arts-based Australian university project in Timor-Leste

This paper investigates the preparation of Australian undergraduate university arts students for a life challenging arts-teaching and creative experience in Timor-Leste. It explores university teaching practice and how we may achieve better student experiences in preparation for their futures as teaching artists. This narrative inquiry research hears the voices of the students through their individual, personal stories. The emerging teaching artists articulate challenges, identify shifts in beliefs and values, and confirm skills that are transferable to cultural arts teaching contexts in the future. In all, the research has resulted in 46 recommendations, some minor, and some requiring more significant structural changes that affect course delivery. For the purposes of this paper, we reflect on and discuss three of the major findings and recommendations in the pedagogical, cultural, and artistic areas of the project implementation. As such, this paper represents a reflective analysis of some of the findings regarding curriculum design within this project.

Exploring the future career autobiography with young Australian undergraduate students: autobiographical opportunities for career storytelling and narrative change

ABSTRACT This study examined the Future Career Autobiography (FCA) with six Australian undergraduate students. The study aimed to explore: (1) the FCA as a qualitative career assessment instrument that facilitates career storytelling and reflexivity on future career plans and (2) the implications of narrative career assessment procedures that reflexively and systemically engage young students in career research. The findings confirmed some narrative changes in the participants’ FCA paragraphs. These changes were more substantial for participants with less certain career plans. The findings extended the evidence base for the FCA beyond its role in qualitatively measuring narrative change, as an instrument that promotes autobiographicity and facilitates reflexivity. By introducing the exit interview questions, this research substantiated FCA’s applications in practice and research.

Student Engagement Amongst Regional Australian Undergraduate Students

Abstract: Student learning approaches and level of engagement with the learning resources presented can have a significant impact on their overall understanding of the topic contents and their success in assessment items. This study used the student course engagement questionnaire (SCEQ) to assess the level of engagement of first-year undergraduate students at a regional Australian university who were studying three different introductory units: chemistry, biology and nursing. No significant differences in engagement were found between the units that students were studying, and gender also had minimal impact on engagement levels. One of the most notable factors influencing engagement was student age, with students under 20 years of age scoring significantly less than mature age students across nearly all measures of engagement. Tertiary educators could use several complementary approaches to improve engagement in this group of students, including the use of interactive multimedia and social media to connect with students, making the unit content relatable and relevant to students’ lives, providing authentic assessment items, and pursuing interactive approaches to lectures and tutorials.

The role of negative emotions in learning music: qualitative understanding of Australian undergraduate students’ listening experience of unfamiliar music

AbstractThis paper examines the experience and role of negative emotions in facilitating university students’ learning in world music courses. Based on a review of literature in music psychology and music education, we posit that negative emotions can engender a meaningful learning context. In this project conducted in an Australian university, we created a condition in which students were engaged in repeated listening to recordings of music from cultures different from their own, which they reported as sounding “unpleasant.” We then analysed how they overcame emotional responses through a listening exercise. The findings suggest that the students developed enhanced motivation and cognitive reflection by facing their own negative emotions through repeated listening. The article finishes with a discussion about the positive side of negative emotions and the negative side of positive emotions as they relate to music education.

Beyond the safe and censored: outcomes from student experiences within a pedagogy of discomfort.

Educators continue to seek teaching and learning strategies to augment student self-empowerment, agency and professional skills. This qualitative study analysed students' own evolving perspectives when Boler's pedagogy of discomfort was used to redevelop curriculum. Changes over time were examined regarding personal and professional development in public health and health promotion, including those most significant to the students themselves. Participants were final-year Australian undergraduate health students (n = 91) who applied a thematic analysis to their regular online 'blogs', articulating their thoughts and opinions about what they observed regarding unit content and tasks throughout the trimester. The researchers then conducted their own analysis to identify patterns and trends within the depth and breadth of student perceptions. Findings revealed that the personal and professional growth educators seek to instil arose spontaneously from students' increasing self-awareness, rather than classroom prompting or instruction and occurred in specific ways. This study chartered the course of how students challenged their own typical values and limiting beliefs, becoming more aligned and reflective of health promotion competencies. Other positive self-transformation was also identified, such as cultivating an open mind, shifts from victim-blaming to increasing compassion and empathy, through to the importance of finding their own voice. Future comparable studies including postgraduate students and diverse student groups are encouraged.

Knowing, acting and becoming: Australian students’ curriculum-specific learning through a New Colombo Plan short-term mobility program to Japan

ABSTRACT Embedding learning abroad as part of the curriculum has become popular in Australia, Canada, New Zealand, the US and European countries. In Australia, the government has actively promoted and committed to funding students’ learning abroad in the Indo-Pacific region which is considered to be strategic to the nation's prosperity and public diplomacy. The majority of the literature on outbound student mobility has concentrated on its benefits to students’ development of global competence and employability. However, little is known about how students are engaged in curriculum-specific learning and development of discipline-specific knowledge through short-term mobility experiences. This article responds to this gap in the existing literature. It aims to examine how a short-term mobility program to Japan affects Australian undergraduate students’ curriculum-specific learning. The article draws on 45 interviews with science students across three rounds (pre-departure, in-country, and re-entry). It uses Barnett and Coate's framework of curriculum and Tran's concept of mobility as becoming to analyse whether and how the short-term mobility program engages students in their knowing, acting and becoming whereby they are able to construct, organise and build on what they know and can do to arrive at new knowledge, skills and ways of being/becoming. Based on the findings of the study, we discuss implications for how learning abroad in the Indo-Pacific can potentially enhance Australian students’ deep and meaningful learning in not only cultural and social but also academic aspects. Practical principles for optimising students’ curriculum-specific learning through short-term mobility programs are generated.

The Disinhibiting Effects of Anonymity Increase Online Trolling.

Research assessing online trolling-a behavior designed to trigger or antagonize other users for entertainment-has largely focused on identifying individual differences that underlie the behavior. Less attention has been given to how situational factors influence trolling, such as the disinhibiting effects of anonymity. In this study, we evaluated the roles of both individual differences and levels of anonymity in online trolling. We assessed these through experimentation, a relatively novel approach in trolling research. Australian undergraduate students (n = 242, 167 women, 75 men, Mage = 21.18) were allocated to one of three conditions: an anonymous condition where they were not visible to one another, an identifiable condition where they were visible to one another, or an external condition where they completed the study outside of a controlled laboratory environment. Participants first read a short news article before interacting in an online group discussion where participants could chat freely. The first comment participants wrote was later coded for trolling. Participants also completed assessments of psychopathy, sadism, and a global assessment of trolling. As predicted, participants in the anonymous condition trolled more than those in the identifiable condition. No differences were seen between these two conditions and the external condition. Analyses also revealed that sadism and global trolling were positively associated with trolling in the chat room, but psychopathy showed no association. These results demonstrate the importance of both individual differences and the disinhibiting effects of anonymity when investigating the complex nature of trolling.

Reliability and Validity Evidence of Two Distance Education Learning Environments Scales​

ABSTRACT Students more than ever are completing their university studies online. At the onset of the Covid-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students’ online learning experiences. The reliability and validity properties of the Distance Education Learning Environments Scale (DELES) and Student Engagement in the e-Learning Environment Scale (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to Covid-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from .68 to .93 and .75 to .96 for the DELES subscales. The within subscale correlations ranged from .29 to .66 for the SELES (p < .001) and .30 to .68 for the DELES (p < .001) and the between subscale correlations ranged from .18 to .75 (p < .001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES.

Beyond desirable: preferences for thinness and muscularity are greater than what is rated as desirable by heterosexual Australian undergraduate students

ABSTRACT Objective The present study sought to examine self-ratings of actual and ideal bodies,as well as attractiveness ratings of other bodies in an Australianundergraduate sample. Additionally, associations between body preferences andself-body ratings in men and women were explored. Method Five-hundred-and-seventy heterosexual men and women selected their actual and ideal body, and the body they found most attractive utilizingbi-dimensional figural rating scales. Results Results showed that on average both men and women wanted to have less bodyfat and more muscularity than they perceived that they had. Additionally,results showed that women’s body fat ideals are thinner than men prefer, buttheir ideal muscularity was congruent with what men selected as mostattractive. Men, however, showed exaggerated thinness and muscularity comparedto female preferences. Results alsoshowed small to moderate positive correlations between both men and women’sperceived actual body, and the bodythey found most attractive in a different gender for body fat and muscularity,respectively. Conclusions These results add to the evidence of discrepancy between perceived actual and ideal bodies for men andwomen, and ideal bodies and what is attractive to others. Additionally, resultshighlight the significance of perceived body characteristics in influencingattraction. KEY POINTS What is already known about this topic: (1) In Western samples, past research has shown that women tend to want less body fat than they perceive they have. (2) Limited studies have shown that in Western samples, men tend to want less body fat and greater muscularity than they perceive they have. (3) Prior studies have also shown that there tends to be a mis-match in terms of what body type prospective romantic partners believe other people find attractive, and what body type prospective romantic partners actually find attractive. What this topic adds: (1) Our study presents an examination of perceived actual and ideal body fat and muscularity in an undergraduate sample of Australian heterosexual men and women, finding that on average both men and women wanted to have less body fat and more muscularity than they perceived that they had. (2) Our study also found that women’s body fat ideals are thinner than men prefer, but their ideal muscularity was in line with what men found most attractive. Men, however, wanted less body fat and greater muscularity than women found attractive. (3) Our study also found that there was a positive association between participants’ own level of body fat, and the level of body fat that they found most attractive.

Mind the Gap: Internet Pornography Exposure, Influence and Problematic Viewing Amongst Emerging Adults

IntroductionCharacterised by both exploration and engagement in risky behaviours, late adolescence and emerging adulthood are periods of particular vulnerability to dysregulated behaviours. One such behaviour less well explored is that of problematic Internet pornography (IP) viewing, despite viewing explicit online material becoming increasingly pervasive and normative.MethodIn 2020, 385 (270 females, 110 males) Australian undergraduate students (aged 17–25 years) completed an online survey assessing exposure to IP, affective and cognitive responses to IP, IP-related sexual beliefs, self-assessed problematic IP viewing and key psychological vulnerability factors. Correlational and regression analyses were utilised to assess the relationships between variables.ResultsMost male (57.3%) and female (33.7%) respondents recalled their first exposure to IP as occurring between 12 and 14 years; however, 28.2% of males and 23.7% females recalled their exposure as occurring between 9 and 11 years, and a small proportion were exposed even earlier. Higher IP viewing frequency, positive affective responses to IP at current exposure, elevated sexual impulsivity and the endorsement of IP-related sexual beliefs were all found to be associated with self-assessed problematic IP viewing.ConclusionsFindings suggest that both person and situational factors may contribute to problematic IP viewing patterns. IP viewing may also be shaping the sexual beliefs and behaviours of some viewers.Policy ImplicationsThere is little consensus on the factors that may lead IP viewing to become problematic, which limits the ability of clinicians to identify more susceptible individuals. These findings suggest that in addition to dysregulation factors such as sexual impulsivity, dissociation and depression, affective responses to IP and IP-related beliefs may also be important to consider when assessing for whom IP viewing may become problematic.

Attitudes and experiences among first-year regional Australian undergraduate students toward the study of chemistry

Both attitude and previous experiences play a large role in shaping a student’s approach to and achievement in a given subject. Similarly, students’ enjoyment of their learning experiences is an important factor in determining their retention in their course of choice. Here, we explore the attitudes toward the study of chemistry amongst a cohort of first-year undergraduate students at a regional Australian university, including assessing these parameters at the beginning of their first term, the end of the first term and the end of their second term. In addition, metrics on the students’ experiences of studying chemistry were collected at the latter two timepoints. Generally, student attitudes toward chemistry were positive, as were student learning experiences in most instances. Two-step cluster analysis revealed the presence of two distinct clusters of students within the data, differing significantly in their overall attitude toward the study of chemistry. Students who had studied chemistry in Year 12 did not show any significant differences in their attitudes toward chemistry, when compared to students who had not studied Year 12 chemistry; however, their learning experiences in first-year chemistry were rated as being significantly more positive. We attribute this to their increased ability to engage with and successfully learn from the topic material presented in lectures and tutorials, as their previous exposure to the ‘language’ of chemistry may provide them with an advantage over chemistry-naïve students.

Attitudes and experiences among first-year regional Australian undergraduate students toward the study of chemistry

Attitudes and experiences among first-year regional Australian undergraduate students toward the study of chemistry

Mental health training for Australian undergraduate paramedic science students: a review

PurposeThis paper aims to present the current state of evidence regarding the mental health literacy of paramedics and student paramedics and whether mental health literacy affects the care that paramedics provide to their patients with mental illness.Design/methodology/approachEmbase, PubMed, Medline and Google Scholar were searched for recent (2010–2020) English language published articles using the key phrases paramedic AND/OR ambulance AND mental health AND mental health literacy. Additional searches of the reference lists of included articles were undertaken. A descriptive thematic analysis was used to arrive at a narrative synthesis of the study findings.FindingsThe emergency medical services system has taken a primary role in the care of patients with mental illness but has limited capacity for non-emergency psychosocial situations. Negative and judgemental attitudes amongst paramedics towards patients with mental illness is a significant issue and remains a barrier to patients seeking medical care for mental illness. Improved care provision and patient engagement might result from specific education aimed to better enhance paramedics’ mental health literacy.Originality/valueThis literature review provides insights into the current practice of mental health training for Australian undergraduate paramedic science students and the implications for patient care. Recommendations for educational strategies are provided.

Exploring anti-asexual bias in a sample of Australian undergraduate psychology students

ABSTRACT Research on attitudes towards asexual people is a relatively new focus within the discipline of psychology, and to date has not been a topic of focus in the Australian context. This study focused on Australian undergraduate psychology students, and their attitudes towards asexual people. The study recruited 231 participants from undergraduate psychology programmes to complete an online survey assessing their attitudes towards asexual people, bias against single people, and gender ideologies. In addition, participants rated how comfortable and confident they felt about working with asexual people within mental health settings in the future. Participants who reported greater endorsement of traditional gender role ideology, and negative bias against singles, also reported greater levels of anti-asexual bias. Participants who hoped to pursue a career in psychology reported lower levels of anti-asexual bias and less negative attitudes towards single people, and reported moderate levels of both comfort in working with asexual people in the future, and capacity to provide safe care to asexual people in the future. Drawing on these findings, the paper concludes by discussing areas that require ongoing attention in the study of anti-asexual bias, and makes recommendations for the training of psychology students and clinicians.

The joint influence of regulatory and social cues on consumer choice of gambling websites: preliminary evidence from a discrete choice experiment

ABSTRACT Authorities regulate online transactions to protect consumers from unintended negative consequences. Regulatory cues (e.g. certifications) enable consumers to identify formally approved online gambling offers where unauthorized products are available and blocking access is difficult. However, consumers who gamble online are also influenced by peer endorsement and frequently search for peer usage information to make decisions. This study investigates the interaction of regulatory and social cues and shows that these can be either complementary or substitutionary from a consumer perspective. Australian undergraduate students (N= 195, 72.3% female) indicated preferences toward fictitious online gambling websites in a discrete choice experiment involving active searching for cues. The impact of regulatory cues on decision-making increased when social cues indicated high quantities of website users, and when respondents lacked general trust toward gambling websites, but decreased when user social proximity was signaled. Our preliminary findings suggest regulatory cues should be prominent, and policies could aim to heighten mistrust in unauthorized sites. This study provides a foundation for further research designed to inform consumer protection agencies about how to influence consumer choice of online gambling websites in settings where regulatory and social cues may compete.

The impact of the COVID-19 pandemic on current tertiary aviation education and future careers: Students’ perspective

This study investigates Australian undergraduate tertiary aviation students' perceptions of the aviation industry and skills required to succeed following the COVID-19 pandemic. By developing an understanding of the skills students perceive to be necessary for their careers following the COVID-19 pandemic, comparisons can be drawn with industry perspectives to determine whether these perspectives align and, more importantly, support students’ successful development of skills as sought by the industry. An online survey of current undergraduate tertiary aviation students at Australian universities was conducted to determine the perceived impediments, additional skills required, post-graduation plans and how university courses should evolve post-COVID-19. The results show that students are cognisant of the current oversupply of aviation professionals due to the downturn in the industry and are seeking further support with the development of non-technical skills to better prepare themselves to be competitive following graduation. These findings have implications for both undergraduate aviation students and universities offering an undergraduate aviation program. By considering these findings universities can adapt their programs to better prepare students and support the development of skilled aviation professionals, equipped to deal with challenges of the post-COVID-19 aviation industry.