Journal Articles
Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915
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Item Social psychology for social change: Foundations for and introduction to a program of action-oriented research(Cambridge University Press, 12/12/2014) Liu JH; Bernardo ABICopyright © The Author(s) 2014.The Special Issues series on social psychology of social change will provide a forum for research on the science and practice of interventions for social change that benefit individuals, organisations and society. This effort takes up Lewin's call for scientific research aimed towards solving social problems and generating new knowledge, but with a theory and practice of culture and cultural change at its centre. The effort elevates the dominant research approach in developing countries in Asia where there is more concern about opportunities for training and engaging in and publishing more applied work. The emphasis both on research excellence and on a holistic concern for society as central components for theorising about effective modes of realising social change in Asia and the Pacific is a long-term project that begins with the seven diverse articles in the special issue, which span different stages in the project - from clarifying its Asian philosophical basis, to empirical analysis of the problem and levers of change, to evaluation of the outcomes of action research.Item Academic dishonesty, self-control, and general criminality: A prospective and retrospective study of academic dishonesty in a New Zealand university(Routledge Taylor & Francis Group, 2012) Williams MM; Williams MNAcademic dishonesty is an insidious problem that besets most tertiary institutions, where considerable resources are expended to prevent and manage students’ dishonest actions within academia. Using a mixed retrospective and prospective design this research investigated Gottfredson and Hirschi’s self-control theory as a possible explanation for academic dishonesty in 264 university students. The relationship between academic dishonesty and general criminality was also examined. A significant but small to moderate relationship between academic dishonesty and general criminality was present, including correlations with general dishonesty, violent crime and drug offending subcategories. These findings suggested that a general criminological theory may be of use in explaining academic dishonesty, but the overall ability of self-control variables to explain academic dishonesty was not strong. Controlled logistic regressions indicated that a significant positive association with academic dishonesty was only present for one of 6 self-control subscales (self-centeredness), and even this association was only present in the prospective study component. A strong relationship between past and future academic dishonesty was present. Implications of the study for institutions are discussed.Item The meaning of significance in data testing.(FRONTIERS MEDIA SA, 2015) Perezgonzalez JDItem With the focus on the I/Eye: Shame and narcissism in Ángel Lozada's no quiero quedarme sola y vacfa (2006)(HUNTER COLLEGE-CUNY, CENTER PUERTO RICAN STUDIES, 1/03/2012) Bortolotto MCThis analysis focuses on the novel's protagonist, la Loca, and his narcissistic attempts to negotiate selfhood in narratives where he finds himself repeatedly inscribed in shame. Psychoanalytical theories of shame inform the study of la Loca and the close relationship between shame and narcissism. Ultimately, though, the work uses this character as an entry point to unveil Lozada's acute satire of rigid conceptions of identity, attractiveness, desire, and success as defined by the prevailing narratives of capitalist consumerism, identity politics, and homophobic nationalism in the contemporary United States and the island of Puerto Rico.Item Fisher, Neyman-Pearson or NHST? A tutorial for teaching data testing.(FRONTIERS RESEARCH FOUNDATION, 2015) Perezgonzalez JDDespite frequent calls for the overhaul of null hypothesis significance testing (NHST), this controversial procedure remains ubiquitous in behavioral, social and biomedical teaching and research. Little change seems possible once the procedure becomes well ingrained in the minds and current practice of researchers; thus, the optimal opportunity for such change is at the time the procedure is taught, be this at undergraduate or at postgraduate levels. This paper presents a tutorial for the teaching of data testing procedures, often referred to as hypothesis testing theories. The first procedure introduced is Fisher's approach to data testing-tests of significance; the second is Neyman-Pearson's approach-tests of acceptance; the final procedure is the incongruent combination of the previous two theories into the current approach-NSHT. For those researchers sticking with the latter, two compromise solutions on how to improve NHST conclude the tutorial.Item Framing student engagement in higher education(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 1/06/2013) Kahu ERStudent engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.Item P-values as percentiles. Commentary on: "Null hypothesis significance tests. A mix-up of two different theories: the basis for widespread confusion and numerous misinterpretations".(FRONTIERS RESEARCH FOUNDATION, 2015) Perezgonzalez JDItem The engagement of mature distance students(Routledge Taylor & Francis Group, 2013) Kahu ER; Stephens C; Leach L; Zepke NAn increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.Item Confidence intervals and tests are two sides of the same research question.(FRONTIERS RESEARCH FOUNDATION, 2015) Perezgonzalez JDItem Gender and ethnicity differences in the prevalence of traumatic events: Evidence from a New Zealand community sample(John Wiley and Sons, Ltd, 2004) Flett RA; Kazantzis N; Long NR; MacDonald C; Millar MOne thousand five hundred community residing New Zealand adults were assessed regarding their experience of traumatic events. Sixty-one per cent of those surveyed reported exposure to a traumatic event during their lifetime. Unexpected death of a close friend or relative was the most prevalent traumatic experience for the present sample, whereas combat and natural disasters were the least prevalent traumatic events. Consistent with prior research demonstrating gender differences in exposure to traumatic events, child and adult sexual assault was more common among women, and motor vehicle accidents and combat were more common among men. The present study also found that Maori individuals (indigenous people) had experienced a number of traumatic events to a greater extent than their European counterparts. These results are discussed within the New Zealand social context. Copyright © 2004 John Wiley & Sons, Ltd.
