Elizabeth A. Bates

The impact of higher fees on psychology students’ reasons for attending university

Abstract The introduction of the new UK tuition fees resulted in concerns about the impact on higher education (HE) uptake, and raised questions regarding students’ motivations for attending university. The current study explored first-year undergraduate psychology students’ (N = 56) reasons for attending HE through a series of focus groups. These were undertaken both before (n = 21) and after (n = 35) the rise in fees, providing a pre–post comparison of potential changes. Results from the pre-fee rise sample showed that general reasons for attending HE reflected wider, contextual factors, drawing on socio-cultural influences. However, the post-fee rise data suggested that HE uptake was largely motivated more by career opportunities associated with degree-level education. Similarly, reasons for choosing psychology-based courses was related to vocational interest, suggesting strategic decision-making processes of students embarking on HE. The findings present new evidence of the role of financial investment in HE on general and course-specific motivation. Implications of the findings are discussed, with particular reference to the development of relevant employability initiatives within HE curricula.

Do the same risk and protective factors influence aggression toward partners and same-sex others?

The current studies examined whether several risk and protective factors operate similarly for intimate partner violence (IPV) and same-sex aggression (SSA) in the same sample, and to assess whether they show similar associations for men and women. Study 1 (N = 345) tested perceived benefits and costs, and instrumental and expressive beliefs about aggression: perceived costs predicted IPV and SSA for both men and women. Expressive beliefs predicted IPV (more strongly for women), and instrumental beliefs predicted SSA. Study 2 (N = 395) investigated self-control, anxiety and empathy, finding that self-control strongly predicted both types of aggression in both sexes. Study 3 (N = 364) found that primary psychopathy (involving lack of anxiety) was associated with IPV for men and SSA in both sexes, whereas secondary psychopathy (involving lack of self-control) was associated with IPV and SSA in both sexes. Overall there were both similarities and differences in the risk factors associated with IPV and SSA, and for men and women. The implications of the findings for theoretical debates about the study of IPV are discussed. Aggr. Behav. 43:163-175, 2017.

Is the presence of control related to help-seeking behavior? A test of Johnson's assumptions regarding sex differences and the role of control in intimate partner violence

The aim of this study was to test 2 of Johnson’s (1995) assumptions regarding intimate partner violence (IPV), namely, that there are sex differences in the type of physical aggression men and women use and that controlling aggression is more problematic and requires more outside intervention than noncontrolling aggression. These assumptions were tested using survey data from the 13th cycle of the General Social Survey in Canada, which was a telephone survey that asked crime victimization questions in several areas. There were no sex differences in the use of controlling behavior or physical aggression. Controlling aggression did not have an effect on problem presentation when compared with relationships low in controlling behaviors. There was mixed support for Johnson’s work and the utility of his typology is questioned.

“Beyond words”: a researcher’s guide to using photo elicitation in psychology

ABSTRACT The use of photo elicitation is limited within the field of psychology despite its theoretical and practical potential. It offers significant benefits as a qualitative method that could present a new and interesting way of exploring previously understood topics within the discipline. Within our discussion, we present a step-by-step guide outlining the key practical stages and ethical assurances involved in photo elicitation research, using our ongoing research as an illustrative example. It is intended that this could be used as a model of good practice for developing research paradigms beyond those typically used within the psychology discipline.

A snapshot of the student experience: Exploring student satisfaction through the use of photographic-elicitation

Abstract Student satisfaction is both an important and yet controversial issue within the higher education sector, which is typically measured through policy-driven metrics such as the National Student Survey. However, less is understood about the qualities of a satisfying student experience ‘as lived’ from the perspective of the student, thus questioning the adequacy of such measures. In response to this, the current study used student-driven photographic elicitation as a means of more adequately capturing the holistic student experience. This entailed nine final-year undergraduate psychology students who each gathered a series of photos, which formed the basis for discussion in an interview. Thematic analysis of the narratives of the interview discussions revealed several main themes surrounding their experiences. These were: ‘Learning Environment’, ‘Work–Life Balance’ and ‘Wider University Community’. Findings are discussed with reference to the implications of student satisfaction, and national metrics used for measuring it, for institutional policies of recruitment and retention.

Transitioning in higher education: An exploration of psychological and contextual factors affecting student satisfaction

Abstract In view of recent changes in the higher education sector, such as increased tuition fees, a greater focus has been placed on widening participation initiatives and monitoring student satisfaction. The aims of the current study were twofold: (1) to explore whether pre-entry programmes foster successful transition to higher education, and (2) to examine longitudinally the factors associated with course satisfaction. Eighty-eight first-year psychology students completed a questionnaire measuring academic self-efficacy, social identity and student satisfaction at the start (Time 1, November 2015) and end (Time 2, March 2016) of the academic year. Findings indicated that students who participated in a pre-entry programme reported higher academic self-efficacy and satisfaction compared to typical route students. Moreover, academic self-efficacy predicted student satisfaction at the start of the academic year, whereas in-group affect (a facet of social identity) predicted this at the end of the academic year. The current findings indicate that pre-entry programmes may have a positive impact on students’ sense of academic self-efficacy. On a more general level, the findings also suggest that academic self-efficacy and social identity may be key indicators of student satisfaction. This highlights the complexities of the concept of ‘student satisfaction’, and demonstrates the utility of examining multiple factors relating to student satisfaction across different time points.

Current Controversies within Intimate Partner Violence: Overlooking Bidirectional Violence

There is a wealth of research that details the bidirectional nature of the majority of intimate partner violence (IPV; Langhinrichsen-Rohling et al. Partner Abuse, 3(2), 199–230, 2012). However, there is a tendency for interventions to treat perpetrators and victims unilaterally from a gendered standpoint. The current paper discusses the evidence to date that illustrates the extent of the problem, including frequency within several samples and the severity of outcomes. It further argues that the only way to develop effective interventions is to acknowledge that many perpetrators may also be victims, and the need to understand the context in which the violence occurs.

‘That extra sparkle’: students’ experiences of volunteering and the impact on satisfaction and employability in higher education

Abstract Research suggests that students entering Higher Education are doing so with greater expectations around their graduate employability. Students’ volunteering activities have been of interest to academics, but the impact of these activities on learning, employability and student satisfaction has been neglected. The current study investigated whether students who volunteered felt it benefited them, whether they felt they were more employable and whether they perceived their course as satisfying in combination with their volunteering. This small-scale qualitative study used a sample of psychology undergraduate students in focus groups (n = 11), and also a number of psychology graduate interviews (n = 6) from one UK university. Thematic analysis produced several key themes including students’ motivations to begin volunteering, which were mainly career-oriented; their motivations to continue, which included rewarding feelings and personal development; the impact of volunteering on their psychology degree, which included situated learning; and their perceptions of their volunteering and its impact on their employability. The findings indicated many reasons for both starting and continuing with volunteering activities with a clear narrative among this sample that volunteering enhanced their employment and postgraduate prospects. Findings are discussed in line with the current context of Higher Education and the implications for both students and Higher Education Institutions.

Psychological Intimate Partner Violence and Childhood Cumulative Trauma: The Mediating Role of Affect Dysregulation, Maladaptive Personality Traits, and Negative Urgency:

The current study examined the mediating role of affect dysregulation, maladaptive personality traits, and negative urgency in the association between childhood cumulative trauma (CCT) and psychological intimate partner violence (IPV). A total of 241 men and women from the general population answered self-report questionnaires assessing these variables. Results indicated that 70% of participants reported at least two different types of childhood trauma, while, over the past year, 80% indicated having perpetrated or experienced psychological IPV. Path analyses of a sequential mediation model confirmed that the CCT-IPV association is explained by affect dysregulation, maladaptive personality traits, and negative urgency. These findings support the need to assess affect regulation and personality traits in CCT survivors. Psychosocial interventions should aim to increase self-soothing skills and decrease negative urgency to prevent psychological IPV.

How Dark Personalities Perpetrate Partner and General Aggression in Sweden and the United Kingdom

Research has demonstrated, in Western nations, men and women are both perpetrators and victims of intimate partner violence (IPV). However, to the best of our knowledge, IPV and the Dark Tetrad (Machiavellianism, subclinical narcissism, subclinical psychopathy, and subclinical sadism) have not been included in this research fully. We investigated how these dark personalities influenced the perpetration of IPV in a cross-cultural study between Sweden and the United Kingdom through surveys with university students. We furthermore compared IPV perpetration with same-sex aggression of a non-romantic partner to explore sex- and aggression-specific effects. In a sample of 342 participants, our main findings were the following: (a) the only significant difference in IPV perpetration was women were more verbally aggressive; (b) men reported more verbal and physical same-sex aggression of a non-romantic partner; (c) men scored higher on all the Dark Tetrad personalities regardless of culture, while the Swedish sample scored significantly higher on subclinical narcissism and sadism; (d) the Dark Tetrad and aggression perpetration were significantly correlated; (e) different Dark Tetrad personalities predicted different forms of aggression perpetration with some gender differences; and (f) being high on subclinical psychopathy predicted most types of aggression regardless of target. Our study highlights that dark personalities engage in particular types of aggression, which helps to determine how and when distinctive personalities aggress for potential interventions.