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Investigating the stability of conspiracy mentality versus specific conspiracy belief : a longitudinal perspective : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Te Kunenga Ki Pūrehuroa - Massey University, Albany, New Zealand
(Massey University, 2026) Bale, Kelly
Conspiracy mentality and specific conspiracy beliefs are often treated interchangeably, yet theories suggest that they differ in both conceptual scope and temporal stability. Conspiracy mentality is thought to reflect a broad, trait-like worldview, whereas specific conspiracy beliefs arise from this mentality and are more closely tied to particular events or actors. Imhoff and colleagues argue that a conspiracy mentality should be more temporally stable, given its similarity to a personality trait, while specific conspiracy beliefs should fluctuate with changing contexts. The present study directly compared the stability of these constructs using 25 monthly waves of longitudinal survey data collected from 986 participants across Australia, New Zealand, and the United Kingdom. Conspiracy mentality was measured using the Conspiracy Mentality Questionnaire, and specific conspiracy beliefs were assessed using 11 contemporary items. Stability was evaluated using descriptive analyses, intraclass correlations (ICCs), which quantify the proportion of total variance attributable to between- versus within-person differences, and a multilevel structural equation model (MSEM) that separates within-person fluctuations from stable between-person differences. Both constructs showed high temporal stability at the item and latent levels. Item-level ICCS ranged from .73 to .83 for conspiracy mentality and from .76 to .86 for specific conspiracy beliefs, with average ICCs of .88 and .93, respectively. MSEM variance estimates similarly indicated that most variance occurred between individuals rather than within individuals over time. Conspiracy mentality showed a latent ICC of .91. In contrast, specific conspiracy beliefs demonstrated even greater stability at .96. These patterns held when CMQ responses were rescaled to match the specific conspiracy belief response format. Across analyses, specific conspiracy belief exhibited slightly higher stability than conspiracy mentality, suggesting that an individual’s endorsement of specific narratives is at least as trait-like as the broader conspiratorial worldview. These findings challenge the assumption that specific conspiracy beliefs are more context-dependent and malleable than general conspiracy mentality. Instead, both constructs appear highly stable over time. Limitations include the low endorsement of 3 some specific beliefs, the two-year timeframe, and the possibility that the findings reflect features of the measures rather than the constructs. Nevertheless, there are practical implications for measurement, theory, and intervention design.
Fostering toddlers’ emotion knowledge through storybook reading and collaboration with whānau : a thesis presented in partial fulfilment of the requirement for the degree of Master of Education (Early Years) at Massey University, Manawatū, New Zealand
(Massey University, 2026) Saladin, Andrea Erika
Emotion knowledge develops rapidly throughout the early years and is an integral part of the emotional competencies required as a foundation for all future learning. Toddlerhood is a particularly important time for emotion knowledge as toddlers begin to notice, name, and make sense of feelings in themselves and others. Multiple strategies can be used to strengthen toddlers’ emotion knowledge. These include teachers’ use of intentional and responsive pedagogy and high-quality parent–teacher relationships in which emotion learning is supported at home and in education settings. Effective interventions must be responsive to toddlers’ diverse learning trajectories, engage toddlers’ interests and be feasible for teachers and families to implement. Tiered intervention models, such as Te Tūāpapa o He Pikorua, that help inform universal, targeted and tailored strategies, can support equitable outcomes and educational success. Prompted by this understanding, this study explored how a tiered storybook reading intervention that uses shared reading (universal), dialogic reading (targeted) and social story reading (tailored) across toddlers’ early childhood education (ECE) setting and homes supports emotion knowledge learning and influences parent–teacher relationships. Situated in the toddler room of an ECE setting in Aotearoa New Zealand, this study used a single group mixed methods intervention design. A range of data was collected to explore toddlers’ emotion knowledge, parent–teacher collaboration and parents’ and teachers’ perceptions. Findings suggest that toddlers’ emotion knowledge was supported by continuity and cohesiveness through bridged environments, and a structured yet flexible approach to intervention. The intervention was guided by a range of assessments to determine the use of specific and responsive strategies, ultimately supporting positive outcomes for all participating toddlers. Additionally, parent teacher relationships and communication were supported through a shared focus on learning. A ripple effect that extended to other whānau and children was identified in the data. The study offers a unique demonstration of tiered storybook reading intervention guided by Te Tūāpapa o He Pikorua. Drawing on this single-site demonstration, key mechanisms that influenced toddlers’ learning and parent–teacher collaboration are explored, and implications for future practice, policy, and research are discussed. Importantly, the research highlights positive learning for toddlers, parents, and teachers when an intentional, collaborative and responsive approach to learning is provided.
“The natural highs, the opening gate, the stile to another somewhere…: A single case study of one client’s experience of walk and talk therapy
(John Wiley & Sons Ltd, 2026-03-19) Revell S; McLeod J
Background: Interest in and the provision of therapeutic methods that integrate the beneficial effects of nature to support overall mental health and well-being is growing. Walk and talk therapy is a therapeutic activity that combines walking in an outdoor setting with traditional counselling and psychotherapy practice. Distinctive change processes associated with walk and talk therapy are not yet fully understood. This study reports on the findings from a narrative case study of one client's experience. Method: This study utilised a walk and talk interview to generate a nuanced and place-specific understanding of the process of change within one client's experience of walk and talk therapy. Findings are creatively presented with the use of stanza and reflective researcher accounts of the process. Findings: The outdoor setting, physicality and metaphor were key elements of a therapy experience that was highly meaningful and helpful for this client. Conclusion: This study provides contextual understanding of one person's experience of walk and talk through the novel approach of a walking interview. Findings highlight the important relationship between therapy and place, which incorporate client preferences. Implications for further research are discussed along with suggestions for therapists, who might like to integrate this therapeutic activity within their practice.
Investigating the built environment’s resilience and sustainability paradox
(MDPI AG, 2026-05-06) Perera S; Siriwardana C; Shahzad WM; Rotimi JOB
Social influences on behavioural response to earthquake shaking: evidence from CCTV footage
(Springer Nature, 2026-04-01) Vinnell LJ; Inch P; Horspool N; Johnston DM
Decades of research has demonstrated that people look to those around them for behavioural cues in novel or uncertain situations, including emergencies. One such context in which the role of social influence has largely not been explored is earthquake shaking. Earthquakes are sudden and extreme events which can be disconcerting for those experiencing them. Many earthquake injuries in countries such as Aotearoa New Zealand result from people either not taking the recommended protective actions (Drop, cover, and hold) or taking other actions which can increase their injury risk. While education efforts such as the annual ShakeOut earthquake drill in Aotearoa New Zealand have been shown to improve knowledge of protective actions, the rates of use of these actions in real earthquake events could be improved. Instead, people often hesitate before acting, perhaps because they are unsure of how to respond given the (relative) infrequency of earthquakes. In such situations, people might look to those around them for behavioural cues. To test this idea, we examined Closed-Circuit Television Footage from Wellington International Airport during the M7.8 2016 Kaikōura earthquake. While the time of the earthquake (12.02am) meant there were only approximately 70 observable individuals, there were several noticeable and notable behaviours. In this paper, we present and discuss apparent social influences on people’s response to the shaking. In some instances, this influence was beneficial, but in many cases it was either neutral or potentially detrimental. Implications for ongoing education efforts and potential earthquake early warning messages are discussed.