Supervisors and Academic Integrity: Supervisors as Exemplars and Mentors

The inculcation of academic integrity among post-graduate students is an ongoing concern for universities across the world. While various researchers have focused on causal relations between forms of instruction, student characteristics, and possession of academic integrity, there is need for an increased examination of the role of supervisors in shaping student perceptions of academic integrity. Unlike the undergraduate level, where student interaction with professors is often limited, post-graduate students have an ongoing relationship with their supervisors, whether at the Masters or Doctorate level. In some ways like masters over apprentices, rather than teachers over students, supervisors engage in continued interaction with post-graduate students, shaping these students views not only on the substance of their research, but also in how researchers “should” act. As part of a larger project in examining post-graduate student opinions on academic integrity and research ethics, we conducted surveys to investigate the relationship between student perceptions of their supervisors and student perceptions of academic integrity. We use survey data from a population of post-graduate students at a comprehensive research university in Hong Kong to analyze student perceptions of academic integrity and how students might be influenced by their supervisors’ service as mentors and/or ethic exemplars.     

Gender in the college classroom: An assessment of the “chilly climate” for women

Previous research suggests that female students participate less often and less assertively than male students in college classrooms, and that teachers' discriminatory behaviors are partly responsible. Two in-class surveys of college students (N = 1375)—one at a university and one at a small college—assessed perceptions of student-teacher interaction. Factor analysis revealed a number of analytically distinct dimensions of classroom climate: what the class is like in general, what the class is like for the individual student, and what specific positive and negative teacher behaviors affect interaction. Class size affected each of these dimensions. Gender of student was significant only in the college survey, with males participating more, but this gender difference was not due to teachers' discrimination. Female teachers were more likely to create a participatory climate for all students. Creating a better classroom climate for female students creates a better learning environment for all students.We wish to thank Lawrence G. Rosenberg, Jean Dowdall, and Penelope J. Davis for their help and support during this research project. Mary Crawford was responsible for designing and carrying out the university survey, and Margo MacLeod for designing and carrying out the college survey.     

Methodological issues in Navy Surveys

A number of important methodological issues involving surveys have emerged in Navy research. One such issue is whether results from computer-administered sur- veys are equivalent to those obtained from paper-and-pencil surveys. After a review of relevant Navy studies, we concluded that computer and paper surveys generally yield equivalent results. The Navy's efforts and success at computerizing command- level equal opportunity surveys is described, and the advantages of this approach are discussed. The Navy's survey work on diversity issues (e.g., Hispanics, sexual harassment, and pregnancy) is described and the problems posed by attempting to use surveys to identify who is Hispanic and to determine accurate rates of sexual harassment and pregnancy are outlined. Future issues to be addressed by Navy survey research are discussed.     

How do students implement collaborative testing in real-world contexts?

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n = 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning.     

Self, Other, Positive, and Negative Affect Scales of the Self-Confrontation Method: factorial structure and unidimensionality

In the self-confrontation method, the rows of a grid consist of valuations (i.e. summaries of important personal narratives), while the columns contain affects grouped into four scales (see title). These affects (varying from 16 to 30) are rated on a 0–5 scale of intensity, resulting in an affect profile for each valuation. Principal components analysis on the affect profiles of a client sample, using a list of 30 affects, yielded a 3-factor solution, with 2 unipolar and 1 bipolar factor, in accordance with the four scales. On the basis of this analysis, a list of 24 affects was derived with six affects per scale. This list was then applied to a student sample to cross-validate the results. Unidimensionality of the four scales was found at the level of single grids, and across both client and student samples. It was concluded that the four scales of the 24-affect list appeared to be psychometrically sound and optimally suited for use in research and practice.     

Ethical Issues in the Use of Multiple Survey Reminders

This paper identifies and discusses ethical issues associated with the increasingly common use of multiple reminders in postal survey research. When undertaking postal surveys, it is common to improve response rates by contacting survey recipients multiple times encouraging them to complete the questionnaire. The ethical implications of the use of multiple reminders are rarely discussed in the literature advocating their use. The paper briefly reviews the arguments encouraging use of multiple reminders, and identifies and discusses the potential ethical issues raised by their use in postal surveys. A set of principles is then proposed for using multiple reminders in an ethically responsible way. It is argued that by following these principles, the use of multiple reminders should present no increased potential for harassment or coercion of survey recipients compared to alternative survey techniques. The use of these principles in a recent postal survey is then presented and discussed; a 60% response rate was achieved utilising multiple survey reminders in a way consistent with this set of principles.     

Using internet resources in a research methods course

Internet resources (a WWW home page, a Unix-based Listserv discussion list, and e-mail) were used to supplement traditional materials in a research methods course. The course also included word processing and computerized data analysis, and the student version of MEL was used as a research simulator. A computer usage survey was administered at the beginning and end of the semester. Analysis of the survey results indicated that students were more positive in their attitudes about computers as a helpful tool for psychologists at the end of the course than at the beginning. They did not show an increased appreciation for the usefulness of Internet and e-mail, however, which is probably the result of the text-based Internet browser and the slowness of the e-mail system used.     

Scientists Admitting to Plagiarism: A Meta-analysis of Surveys

We conducted a systematic review and meta-analysis of anonymous surveys asking scientists whether they ever committed various forms of plagiarism. From May to December 2011 we searched 35 bibliographic databases, five grey literature databases and hand searched nine journals for potentially relevant studies. We included surveys that asked scientists if, in a given recall period, they had committed or knew of a colleague who committed plagiarism, and from each survey extracted the proportion of those who reported at least one case. Studies that focused on academic (i.e. student) plagiarism were excluded. Literature searches returned 12,460 titles from which 17 relevant survey studies were identified. Meta-analysis of studies reporting committed (N = 7) and witnessed (N = 11) plagiarism yielded a pooled estimate of, respectively, 1.7 % (95 % CI 1.2–2.4) and 30 % (95 % CI 17–46). Basic methodological factors, including sample size, year of survey, delivery method and whether survey questions were explicit rather than indirect made a significant difference on survey results. Even after controlling for these methodological factors, between-study differences in admission rates were significantly above those expected by sampling error alone and remained largely unexplained. Despite several limitations of the data and of this meta-analysis, we draw three robust conclusions: (1) The rate at which scientists report knowing a colleague who committed plagiarism is higher than for data fabrication and falsification; (2) The rate at which scientists report knowing a colleague who committed plagiarism is correlated to that of fabrication and falsification; (3) The rate at which scientists admit having committed either form of misconduct (i.e. fabrication, falsification and plagiarism) in surveys has declined over time.     

University and student segmentation: Multilevel latent‐class analysis of students’ attitudes towards research methods and statistics

Background. It is often claimed that psychology students’ attitudes towards research methods and statistics affect course enrolment, persistence, achievement, and course climate. However, the inter‐institutional variability has been widely neglected in the research on students’ attitudes towards research methods and statistics, but it is important for didactic purposes (heterogeneity of the student population). Aims. The paper presents a scale based on findings of the social psychology of attitudes (polar and emotion‐based concept) in conjunction with a method for capturing beginning university students’ attitudes towards research methods and statistics and identifying the proportion of students having positive attitudes at the institutional level. Sample. The study based on a re‐analysis of a nationwide survey in Germany in August 2000 of all psychology students that enrolled in fall 1999/2000 (N= 1,490) and N= 44 universities. Methods. Using multilevel latent‐class analysis (MLLCA), the aim was to group students in different student attitude types and at the same time to obtain university segments based on the incidences of the different student attitude types. Results. Four student latent clusters were found that can be ranked on a bipolar attitude dimension. Membership in a cluster was predicted by age, grade point average (GPA) on school‐leaving exam, and personality traits. In addition, two university segments were found: universities with an average proportion of students with positive attitudes and universities with a high proportion of students with positive attitudes (excellent segment). Conclusions. As psychology students make up a very heterogeneous group, the use of multiple learning activities as opposed to the classical lecture course is required.     

How and when do students use flashcards?

Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.     

How and when do students use flashcards?

Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used as a way to monitor learning. Whereas previous surveys provide information about whether and why students self-test, they provide minimal information about how and when students choose to self-test. Accordingly, the primary purpose of the current survey was to explore how and when students engage in self-testing. We surveyed 374 undergraduates about the amount of practice and the timing of practice, two factors that strongly affect the efficacy of self-testing. Results indicate that students understand the benefits of practising to higher criterion levels (amount of practice) but do not typically implement or understand the benefits of practising with longer lags (timing of practice). We discuss practical implications for supporting more successful student learning.     

Sleep,sex, and the Web: Surveying the difficult-to-reach clinical population suffering from sexsomnia

One major advantage of Web-based research lies in its ability to reach and study people who have rare conditions of interest. Another advantage is that, due to the anonymity of the survey situation, the Internet is particularly suited for surveys on sensitive topics. Sexsomnia is a newly identified medical condition whose sufferers engage in sexual behavior during their sleep. Problematic cases are highly distressing and have forensic implications. The consensus among opinion leaders in sleep medicine is that sexsomnia may be quite common but that it often goes unreported because of shame and embarrassment. Thus, little is known about this condition’s demographics and clinical features. This article reports findings from a sample analysis of 20 years of research on sexsomnia and discusses the results, strengths, and weaknesses of a recent Web-based survey conducted on the difficult-to-reach clinical population that suffers from sexsomnia.     

Effects of question format and collection mode on the accuracy of retrospective surveys of health risk behavior: a comparison with daily sexual activity diaries.

OBJECTIVE: To use prospective diaries to assess the effects of alternative survey question formats and data collection modes on the accuracy of retrospective self-reports of sexual behavior for the same time period. DESIGN: Over a 3-month period, 493 adults completed and returned by mail daily diaries of their sexual activities. Participants then returned to complete a retrospective survey of their sexual activities during the same 3-month time period. Participants were randomized to 1 of 6 retrospective experimental survey conditions that represented the combinations of 2 question formats (in aggregate and by partner) and 3 collection modes (paper questionnaire, computer-assisted self-interview [CASI], and audio-enhanced CASI). MAIN OUTCOME MEASURES: Frequencies of sexual activities and condom use reported in surveys were compared with what participants had recorded in their prospective daily diaries. RESULTS: Relative to activity recorded in daily diaries, participants more often underreported than overreported (61% vs. 28%, p < .05) sexual behavior in retrospective surveys. Greater survey-to-diary consistency in reported behavior was achieved with by-partner question format (p < .032) and CASI collection modes (p < .05) used in surveys. However, median rates of error in survey-to-diary comparisons of reported behavior were as high as 40%. CONCLUSION: Even after refinements in survey question format and use of CASI techniques, there remained substantial error in participants' retrospective reports of sexual practices. These error rates may be comparable to, or even larger than, the expected effect size of some intervention studies. Further research is needed to improve the accuracy of sexual behavior reports.     

Do adolescents take "baby think it over" seriously?

Infant simulators are a popular means for providing a realistic experience of caring for an infant and are often used as a supplement in sexuality education programs. The goal of this activity is to help adolescents realize the enormous responsibility that raising a child entails and to motivate them to avoid risking pregnancy. The little research conducted to date on the effectiveness of infant simulators has yielded mixed results. The present study compared the reactions of 8th- and 10th-grade males and females at the end of their experience with infant simulators. Data were collected via student surveys and technical readouts from the simulators. Overall, the findings support the use of infant simulators, with the impact being greater for females and the younger group (8th graders). Data from the simulators were consistent with the self-reports. These promising results support the continued use of infant simulators, but further research with stronger experimental designs and long-term follow-up is needed.     

Teaching sensory processes with multimedia: One of my teaching assistants is a mouse

Experiences and lessons drawn from the author’s development and use of multimedia materials in a course on sensory processes are discussed. Results from surveys of student reactions to the effectiveness of multimedia in this course identify several potential pitfalls. Issues are identified on which research is needed.     

Illustrating a mixed-method approach for validating culturally specific constructs

The purpose of this article is to illustrate a mixed-method approach (i.e., combining qualitative and quantitative methods) for advancing the study of construct validation in cross-cultural research. The article offers a detailed illustration of the approach using the responses 612 Sri Lankan adolescents provided to an ethnographic survey. Such surveys offer a connection between the primary methodologies used (i.e., ethnographic and factor analytic approaches) as they are predicated on qualitative inquiry and allow for the application of factor analysis. If the qualitatively derived constructs are comparable to factor analytic results, then triangulation across methods is achieved and a survey can be developed that is sensitive to culturally specific phenomena. The illustration of this approach uses data from an ethnographic survey of self-concept, as defined by Harter (1999) [Harter, S. (1999). The construction of the self: A developmental perspective. New York: The Guilford Press]. The construction of the self: A developmental perspective. New York: The Guilford Press]. The overall finding is that three constructs emerged from the factor analysis and were reconciled with the ethnographic data.     

TelEMA: a low-cost and user-friendly telephone assessment platform

Ecological momentary assessment (EMA), or the repeated assessment of individuals’ behaviors and experiences over time, is a methodologically advantageous approach to the study of psychological constructs. Recently, advances in computer technology have allowed for EMA research to be conducted in a more convenient, automated, and secure manner by administering surveys on participants’ telephones and storing the results directly to a central server. The present article introduces TelEMA, an easy-to-use, low-cost telephone assessment platform for clinical and research applications. A single server running TelEMA can be shared among many experimenters, studies, and participants simultaneously. TelEMA routes telephone calls and text messages through a third-party service, so experimenters may conduct studies with no up-front cost or technical expertise. TelEMA provides a secure Web interface for experimenters or clinicians to design studies, enroll participants, monitor compliance, and collate response data from anywhere. Participants complete surveys using their own telephones. Surveys may contain keypress or voice recording questions, and the timing and content of each survey may be randomized and customized. A pilot study was conducted in which individuals used the TelEMA system to complete four randomly timed surveys per day for one week; the surveys assessed state affect and social anxiety. Results indicated that participants found TelEMA easy to use and secure, and compliance rates were on par with other EMA methods using mobile devices. Overall, TelEMA is a practical and robust system that enables fast and inexpensive deployment of EMAs.     

Clustering preference data in the presence of response-style bias

Preference data, such as Likert scale data, are often obtained in questionnaire-based surveys. Clustering respondents based on survey items is useful for discovering latent structures. However, cluster analysis of preference data may be affected by response styles, that is, a respondent's systematic response tendencies irrespective of the item content. For example, some respondents may tend to select ratings at the ends of the scale, which is called an ‘extreme response style’. A cluster of respondents with an extreme response style can be mistakenly identified as a content-based cluster. To address this problem, we propose a novel method of clustering respondents based on their indicated preferences for a set of items while correcting for response-style bias. We first introduce a new framework to detect, and correct for, response styles by generalizing the definition of response styles used in constrained dual scaling. We then simultaneously correct for response styles and perform a cluster analysis based on the corrected preference data. A simulation study shows that the proposed method yields better clustering accuracy than the existing methods do. We apply the method to empirical data from four different countries concerning social values.     

A scale to assess the restrictiveness of educational settings

The placement of students into educational settings is perhaps one of the most debated issues in special education, particularly for students with emotional and behavioral disorders (EBD). A primary consideration in this decision is the restrictiveness of the setting, yet no scale to assess restrictiveness of educational settings exists. We undertook two surveys that asked respondents to rate the restrictiveness of 18 educational placements. The first survey was sent to a national panel of experts, the second survey was sent to supervisors of programs for students with EBD. The results of the surveys led to the development of theScale to Assess Restrictiveness of Educational Settings. This scale is designed to provide a measure of restrictiveness of educational settings that can provide data to evaluate student progress and program outcomes.     

Student responses to a reflexive course evaluation

Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qualitative course evaluations can provide information about students’ understanding of their own learning that is difficult to uncover in a traditional survey. It is concluded that qualitative course evaluations would support the development of a student learner identity and help create a role for students as co-producers of knowledge.