Lorelle J. Burton

The factor structure of visual imagery and spatial abilities

The main aim of the present study was to examine whether a primary imagery (IM) factor can be identified as a separate dimension of individual differences in the spatial ability domain. A sample of 213 participants was tested. The test battery comprised 26 markers of cognitive ability, 5 self-report visual imagery questionnaires, 7 experimental imagery tasks (accuracy and latency measures), and 2 creative imagery tasks. Confirmatory factor analysis of this data set supported a five-factor oblique model with latent dimensions corresponding to visualisation, speeded rotation, speed of closure, and visual memory spatial primaries, and a combined perceptual speed-closure flexibility factor. Principal axis factor analysis of the visual imagery data set indicated the existence of three first-order IM factors, labelled IM quality (defined by accuracy measures), IM self-report (defined by the self-report measures), and IM speed (defined by latency measures). A second-order confirmatory factor analysis of these constructs suggested that the visual imagery dimensions can be located within the spatial ability domain. The implications of these findings are discussed.

Individual differences in age and self-efficacy in the unemployed

The purpose of the present study was to investigate the role of age in influencing the relationships among general self-efficacy, proactive attitude, and proactive coping in unemployed people. The sample consisted of 55 male and 49 female unemployed Australians participating in Job Search Training courses. They completed the General Self-Efficacy (GSE) Scale, the Proactive Attitude (PA) Scale, and the Proactive Coping (PC) Scale. The GSE, PA, and PC scores were found to be correlated, and a moderating effect for age was found on the relationship between PA and GSE. Regression analysis indicated that the moderation process could be explained by a mediating effect of PC. The results are discussed in terms of social learning theory, and implications are drawn regarding customisation of training programs for the unemployed.

A Short Form of the Career Futures Inventory

The purpose of this study was to test the international transferability and structural validity of the Career Futures Inventory (CFI) in a sample of Australian university students (N = 1,566). Exploratory factor analysis of the data from a random half-split of the sample supported a three-factor solution equivalent to the original CFI subscales, Career Optimism, Career Adaptability, and Perceived Knowledge. Confirmatory factor analysis of the data from the remaining random half-split supported the structural validity of a short form, the CFI-9. The subscales of the CFI-9 had acceptable internal consistencies and correlations with measures of academic major satisfaction, career choice satisfaction, and generalized self-efficacy. It was concluded that the properties of the CFI and the CFI-9 were sufficient to explore their application as measures of perceptions of employability. It was suggested that the CFI-9 has potential as a diagnostic screening tool for counseling and educational interventions.

Examining the Relation between Visual Imagery and Spatial Ability Tests.

Research evidence indicates that self-report imagery ability is psychometrically distinct from objective, spatial test measures. One hypothesis put forward in the literature to explain this finding is that the nature of the stimulus is important. The aim of this article was to examine the relation between spatial abilities and measures of visual imagery obtained using different types of stimulus material. The main finding was that imagery tasks that required the mental synthesis or transformation of visual forms, such as alphanumeric characters and simple geometric shapes, correlated strongly with tests of spatial ability. In contrast, images of familiar items retrieved from long-term memory did not correlate with spatial test performance. It is argued that tasks that better control the stimuli imagined and the standards used to rate the quality of the image provide more objective measures of imagery ability. The implications of these findings are discussed.

Digital literacy in higher education: the rhetoric and the reality

Two interrelated myths arise from the way practitioners in higher education respond to an increased emphasis on technological delivery. One myth stems from the view that tertiary education students are digital natives who have universal and uniform digital experiences. This myth presumes that the technological experiences of these students are homogeneous and linked to a sophisticated knowledge and understanding of information and communication technologies (ICTs). The second myth emanates from the idea that the Internet is a panacea for the issues of increasing costs of higher education and increasing demand by students for authentic and interactive learning opportunities. The assumption here is that technology underpinning online learning is quick, easy to use, can be accessed by everyone, and is appropriate for all learning activities.

Transnational Pedagogy from Policy to Practice: Beginnings of the Journey

Abstract In 2005, the University of Southern Queensland (USQ) declared its vision to be Australia’s leading transnational educator. To define and develop USQ’s ‘transnational pedagogy’, the then Pro Vice-Chancellor (Regional Engagement and Social Justice) initiated a consultative project team from across the university community, consisting of Excellence in Teaching Award winners and noted teachers nominated by their Faculties. This paper describes this attempt to operationalise the transnational agenda ‘glocally’ by considering the ‘global’ within ‘local’ contexts. A genealogical approach was used as a diagnostic tool to facilitate and problematise the stages along the journey. The approach involved consultation and collaboration, from the early stages of problematising and conceptualising transnational pedagogy to developing the USQ transnational framework of principles and strategies for learning and teaching. The six stages described in the paper include: problematisation, reflection on past and present practices, re-evaluation of truths, development of shared understandings, evolution of processes, and identification of future possibilities. The paper reports on these processes of collaboration and outlines how the conceptual framework of transnational teaching and learning was disseminated throughout the USQ community.

Peer Mentoring to Develop Psychological Literacy in First-Year and Graduating Students

First- and final-year undergraduate students have unique transition issues. To support both the transition of first-year students into the program, and the transition of third-year students out of the program and into the workforce or further study, a face-to-face peer mentoring program was embedded into the first-year psychology curricula at RMIT University, Melbourne, Australia. The 34 peer mentors, third-year students taking a course on mentoring and career preparation, worked in pairs with small groups of first-year students (N = 231) in class time to help them develop study skills that underpin the first-year assessment tasks. This article reports on a peer mentoring program designed to develop and consolidate psychological literacies of both first- and third-year students. Comparing pre-and post-tests for first-year students, there was a significant increase in self-ratings across 8 of the 9 ability areas used to measure psychological literacy. In contrast, third-year mentors only showed significant change in the ability to understand basic psychological concepts. Correlational data reveal, for mentees, final course grades were significantly correlated with domain-specific psychological literacy, comprising knowledge and understanding of basic psychological concepts, scientific research practices, application of psychology, and ethics; for mentors, final course grades were significantly correlated with general psychological literacy, comprising cultural competence, critical thinking, problem solving, communication, and self-awareness skills. While first-year students indicated an overall positive experience with the mentoring program, the third-year mentors showed strong support for the program. The key implications are discussed.

Psychometric properties of the Meaning in Life Questionnaire (MLQ) in a sample of Australian adolescents

Abstract This study examined the psychometric properties of the Meaning in Life Questionnaire (MLQ) using an Australian adolescent sample (n = 135). The MLQ is made up of two, five-item subscales – Presence (how meaningful one considers his/her life to be) and Search (a desire to discover more or new meaning in one’s life). A convenience sample of 135 high school students aged 12–18 years (M = 15.18 years, SD = 1.42) completed the questionnaire. Scale analysis results indicated the measure had satisfactory internal consistency, and confirmatory factor analysis results showed support for the proposed two-factor model. The MLQ appears to be a valid instrument for measuring life meaning in Australian adolescents. The key implications are discussed.

Establishing and maintaining social connectivity: An understanding of the lived experiences of older adults residing in regional and rural communities.

OBJECTIVE To better understand how to plan for an ageing demographic that resides in ever-changing community typologies. DESIGN Semi-structured in-depth interviews. SETTING Community settings in rural and regional towns in Queensland. PARTICIPANTS Twenty-two people aged over 65 years living in regional and rural Australia. INTERVENTIONS Qualitative study of social connectedness. MAIN OUTCOME MEASURE(S) Thematic qualitative analysis. RESULTS Formal and informal social contact, through family, friends and social groups, was found to be important to the everyday lives of the participants. CONCLUSIONS Social connections for older adults are important in maintaining independence and community engagement.

Waiting, power and time in ethnographic and community-based research

Waiting is one of the most common phenomena in ethnographic and other community-based research. Nevertheless, it remains under-explored in academic writing about the theoretical and methodological aspects of fieldwork. While waiting time often allows new data or information to emerge, we argue that such times have a significance independent of knowledge outcomes. We review various conceptions of waiting: as a time for self-awareness; the use of enforced waiting to exert power over the disadvantaged; and its obverse, the choice by the more powerful to ‘wait upon’ another’s needs and priorities. We use stories from our own fieldwork experience to suggest that in the particular context of ethnographic or community-based research, the choice to ‘wait upon’ others is a form of researcher reflexivity that can partially redress historical or current power imbalances.