Elizabeth R. Peterson

The reliability of Riding’s Cognitive Style Analysis test

Abstract The reliability of Riding’s popular Cognitive Styles Analysis test (CSA) was examined by comparing performance on the original CSA test and a new parallel version. Fifty participants completed both test versions twice, with the second sitting approximately a week later. Reliability was measured using parallel forms, test–re-test, and split-half analysis. Correlations of the verbal–imagery (VI) and wholist–analytic (WA) ratios from both test versions (original and parallel) were low (Range r=0.07 to r=0.36, Mean r=0.24). When the CSA and parallel form data were combined however, split-half analysis of the WA style ratio was stable (Mean r=0. 69) but the VI style ratio remained unreliable (Mean r=0.36).

Cohort Profile: Growing Up in New Zealand

Centre for Longitudinal Research – He Ara ki Mua, University of Auckland, Auckland, New Zealand, Growing Up in New Zealand, University of Auckland, Auckland, New Zealand, School of Medicine, University of Auckland, Auckland, New Zealand, Starship Children’s Hospital, Auckland District Health Board, Auckland, New Zealand, School of Population Health, University of Auckland, Auckland, New Zealand, Department of Public Health, School of Medicine and Health Sciences, University of Otago, Wellington, New Zealand, Office of the Deputy Vice-Chancellor (Māori), Massey University, Wellington, New Zealand, Bioinformatics Institute, University of Auckland, Auckland, New Zealand, Ministry of Pacific Island Affairs, Auckland Office, Auckland, New Zealand, Department of Psychology, University of Auckland, Auckland, New Zealand, Roy McKenzie Centre for the Study of Families, Victoria University, Wellington, New Zealand, Department of Psychology, University of Otago, Dunedin, New Zealand and School of Medical Sciences, University of Auckland, Auckland, New Zealand

Expectations of achievement: Student, teacher and parent perceptions

M (1948) proposed the self-fulfi lling prophecy over half a century ago and twenty years later this concept was applied to teachers (Rosenthal and Jacobson, 1968). The proposition was that when teachers expected their students to do well they interacted with them in ways that led to their expectations being fulfi lled. Since then the research has consistently explored teacher expectations; expectations of signifi cant others for student outcomes have been largely ignored. For example, while teachers clearly hold expectations for students, students will have self-expectations and parents will also have expectations for their children. Furthermore, parents, students and teachers will have expectations of each other. Yet these various perceptions have been little explored, and where they have, at most, expectations of two parties have been included (see Benner and Mistry, 2007, for a recent example). The primary aim of the current research was to explore expectations students, teachers and parents have for one another. An extensive literature search has not located any other studies that have explored these various perspectives in one study.

On the assessment of cognitive style: four red herrings

Abstract This paper is a reply to Ridings (2002) four main comments on Peterson, Deary, and Austins (2002) paper ‘The Reliability of Ridings Cognitive Style Analysis Test.’ Ridings comments centre around Peterson et al.s sample size, sample composition, test interval, and the alleged use of a different test from the original. We argue that the first three of these comments are incorrect and the fourth is disingenuous and that they merely distract from, rather than criticise, our simple, novel, positive finding that the reliability of the wholistic–analytic dimension of the Cognitive Styles Analysis (CSA) test can be improved.

Bystander Intervention, Bullying, and Victimization: A Multilevel Analysis of New Zealand High Schools.

This study examines the association between schools and student bullying behaviors and victimization among a nationally representative sample (N = 9,107) of New Zealand high school students. In particular, the study sought to explore the role of characteristics of schools and school culture with respect to bystander behavior, while controlling for individual student factors related to victimization and bullying behaviors. Results indicated that a total of 6% of students report being bullied weekly or more often and 5% of students reported bullying other students at least weekly. Results of multilevel analyses suggested that schools characterized by students taking action to stop bullying were associated with less victimization and less reported bullying among students. In contrast, in schools where students reported teachers take action to stop bullying, there was no decline in victimization or bullying. Overall, these findings support whole-school approaches that aid students to take action to stop bullying.

Understanding and defining cognitive style and learning style: a Delphi study in the context of educational psychology

This report outlines the findings from a Delphi study designed to establish consensus on the definitions of cognitive style and learning style amongst an international style researcher community. The study yields long-needed definitions for each construct that reflect high levels of agreement. In a field that has been criticised for a bewildering array of definitions and a proliferation of terms and concepts, this study represents an important step to address confusion in the meaning of the two terms. New researchers interested in styles are encouraged to draw on these definitions when developing new research agendas aimed at deepening our understanding of style as a core construct in educational psychology.

Depression symptoms during pregnancy: Evidence from Growing Up in New Zealand

BACKGROUND Depression during pregnancy has significant implications for pregnancy outcomes and maternal and child health. There is a need to identify which family, physical and mental health factors are associated with depression during pregnancy. METHODS An ethnically and socioeconomically diverse sample of 5664 pregnant women living in New Zealand completed a face-to-face interview during the third trimester. Antenatal depression (AD) symptoms were assessed using the Edinburgh Postnatal Depression Scale (EPDS). Maternal demographic, physical and mental health, and family and relationship characteristics were measured. The association between symptoms of AD and maternal characteristics was determined using multiple logistic regression. RESULTS 11.9% of the participating women had EPDS scores (13+) that indicated probable AD. When considering sociodemographic predictors of AD symptoms, we found that women from non-European ethnicities, specifically Pacific Islander, Asian and other, were more likely to suffer from AD symptoms. Greater perceived stress during pregnancy and a diagnosis of anxiety both before and during pregnancy were also associated with greater odds of having AD according to the EPDS. LIMITATIONS The women were in their third trimester of pregnancy at the interview. Therefore, we cannot discount the possibility of recall bias for questions relating to pre-pregnancy status or early-pregnancy behaviours. CONCLUSIONS AD is prevalent amongst New Zealand women. Ethnicity, perceived stress and anxiety are particularly associated with a greater likelihood of depression during pregnancy. Further attention to supporting maternal mental health status in the antenatal period is required.

Who Is to Blame? Students, Teachers and Parents Views on Who Is Responsible for Student Achievement.

Elizabeth R. Peterson Department of Psychology, University of Auckland Christine M. Rubie-Davies Faculty of Education, University of Auckland Margaret J. Elley-Brown Centre for Child and Family Policy Research, University of Auckland Deborah A. Widdowson Centre for Child and Family Policy Research, University of Auckland Robyn S. Dixon Centre for Child and Family Policy Research, University of Auckland S. Earl Irving Faculty of Education, University of Auckland

How to Get Focus Groups Talking: New Ideas That Will Stick

In this article the authors outline an innovative way of using sticky notes, such as Post-its, within focus groups to help facilitators stimulate discussion, draw out reluctant participants, structure information, and help produce a group outcome that all members feel they own. They outline how sticky notes can be used to generate information, check for understanding, and group and sort ideas.

Paternal Depression Symptoms During Pregnancy and After Childbirth Among Participants in the Growing Up in New Zealand Study

Importance Antenatal and postnatal depression are known to be common and associated with poor outcomes for women and their children. There is little evidence on depression symptoms among men during the perinatal period. Objective To identify characteristics associated with depression symptoms among men whose partners were pregnant and subsequently gave birth. Design, Setting, and Participants A longitudinal cohort study provided data from a demographically diverse sample of 3523 New Zealand men who completed interviews during their partner’s pregnancy and 9 months after the birth of their child. Participants were drawn from a cohort whose partners were pregnant women with a due date between April 25, 2009, and March 25, 2010, who were enrolled in the Growing Up in New Zealand study. Data analysis was conducted from September 1, 2015, to January 8, 2016. Main Outcomes and Measures Depression symptoms were measured using the Edinburgh Postnatal Depression Scale and the 9-item Patient Health Questionnaire; elevated depression symptoms were defined as scores higher than 12 and 9, respectively. Results The mean (SD) age of the participants at the antenatal interview was 33.20 (6.25) years (range, 16-63 years). Elevated antenatal paternal depression symptoms affected 82 fathers (2.3%) and were associated with perceived stress (odds ratio [OR], 1.38; 95% CI, 1.30-1.47) and fair to poor health during their partner’s pregnancy (OR, 2.06; 95% CI, 1.18-3.61). Elevated postnatal paternal depression symptoms affected 153 (4.3%) of fathers and were associated with perceived stress in pregnancy (OR, 1.12; 95% CI, 1.08-1.17), no longer being in a relationship with the mother 9 months after childbirth (OR, 6.36; 95% CI, 2.28-17.78), having fair to poor health at 9 months (OR, 3.29; 95% CI, 2.10-5.16), being unemployed at 9 months (OR, 1.86; 95% CI, 1.11-3.10), and a history of depression (OR, 2.84; 95% CI, 1.69-4.78). Conclusions and Relevance Expectant fathers were at risk of depression symptoms if they felt stressed or were in poor health. Rates of elevated depression symptoms were higher during the postpartum period and were associated with adverse social and relationship factors. Identifying fathers most at risk of depressive symptoms and when best to target interventions (antenatal or postnatal) may be beneficial to men and their families.