Examining the generalizability of the User Engagement Scale (UES) in exploratory search

The user experience is an integral component of interactive information retrieval (IIR). However, there is a twofold problem in its measurement. Firstly, while many IIR studies have relied on a single dimension of user feedback, that of satisfaction, experience is a much more complex concept. IIR in general, and exploratory search more specifically, are dynamic, multifaceted experiences that evoke pragmatic and hedonic needs, expectations, and outcomes that are not adequately captured by user satisfaction. Secondly, questionnaires, which are typically the means in which user’s attitudes and perceptions are measured, are not typically subjected to rigorous reliability and validity testing. To address these issues, we administered the multidimensional User Engagement Scale (UES) in an exploratory search environment to assess users’ perceptions of the Perceived Usability (PUs), Aesthetics (AE), Novelty (NO), Felt Involvement (FI), Focused Attention (FA), and Endurability (EN) aspects of the experience. In a typical laboratory-style study, 381 participants performed three relatively complex search tasks using a novel search interface, and responded to the UES immediately upon completion. We used Principal Axis Factor Analysis and Multiple Regression to examine the factor structure of UES items and the relationships amongst factors. Results showed that three of the six sub-scales (PUs, AE, FA) were stable, while NO, FI and EN merged to form a single factor. We discuss recommendations for revising and validating the UES in light of these findings.     

Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries

In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced (mediated) the effect of stress from student behavior and from workload on commitment in three of four contexts. Mediation tests with country as moderator revealed significant differences in the strength of the mediating effect across the four contexts. The results suggest that teachers’ self-efficacy changes the way in which work stress influences the commitment to continue teaching, although cultural milieu influences the nature of the relationship according to context.     

‘Frictional’ relationships … tension in the camp: focusing on the relational in under-represented students’ experiences in higher education

Drawing upon data collected as part of a research project exploring diversity in Irish higher education, this article focuses on the relational realm of under-represented students’ experiences. It commences with a brief overview of the background and context as well as the methodology of the study. The article then presents and explores a number of interrelated findings with regard to the relationships experienced by these undergraduates, both with other students and with their external friends and acquaintances. Friction was evident in the accounts of the respondents and this article argues that an increased focus on the relational is required by institutions, given the central role played by the social experience in the retention of students in higher education. Further, it is argued that education for diversity and inclusion be incorporated as an explicit and integrated component in all higher education curricula in order to foster mutual understanding and respect between student groups, within the broader educational community and ultimately in the wider society.     

Taxing times: an educational intervention to enhance moral reasoning in tax

This paper outlines the development and implementation of an online educational intervention designed to enhance moral reasoning in higher level tax students. Before decisions are made about how to behave ethically, cognitive moral reasoning takes place. The importance of education in developing morally sensitive individuals who use principled moral reasoning has been widely acknowledged. The literature contends that moral reasoning might be enhanced through certain forms of intervention studies. An online educational intervention designed to enhance moral reasoning in tax was developed and empirically tested for effectiveness through the use of a pre- and post-test and focus group feedback gathered from students. Students' contributions to ethical discussions were analysed to determine their perceptions of salient issues concerning ethics in tax. This paper will inform future educators and researchers designing effective ethics interventions.     

The impact of education level and type on moral reasoning

The importance of education in developing morally sensitive individuals who use principled moral reasoning when facing dilemmas has been widely acknowledged. In the context of the criticism levelled at the Irish higher education system for failing to fulfil the role of intellectual leader and moral critic within the public domain, this paper examines the impact of education level (both undergraduate and post-graduate) and type (arts or technical/profession-based) on moral reasoning using 311 Irish participants from a wide variety of educational backgrounds. An enhanced understanding of the impact of education on moral reasoning will facilitate the development of educational initiatives aimed at augmenting moral reasoning in higher-level students.     

The desire for longevity: Development of the Personal Longevity Scale

ABSTRACT

A new psychometrically acceptable measure of the desire to live a very long life was devised using two samples. In Study 1, initial exploratory analyses of the Personal Longevity Scale (PLS) scale revealed a two-factor structure. The Hope factor represents the hopefulness participants have with regards to their expectations about personal longevity. The second factor, Dread, represents the fear and uneasiness associated with self-perceptions of living a very long life. In Study 2, the bidimensional nature of the PLS measure was confirmed, and the scale was further refined to include a final of seven items. Four items represent Hope (α = .85), and three items represent Dread (α = .78). Theoretical rationales for the two-factor structure of personal longevity are discussed. In Study 3, the PLS was compared to three similar measures of attitudes about aging. The results indicate that the PLS has moderate levels of convergent and discriminant validity. Potential uses for the new scale are discussed.     

Using activity theory as a lens to analyse interaction in a university–school initial teacher education and training partnership

The development of beginning teachers' practice during a school placement is a multiplicity of mediated interactions between university- and school-based systems. Both systems have the common aim of training effective teachers. However, day-to-day internal institution matters can cause tension between the learning goals set out for the beginning teacher by the university and the schools' drive to ensure maximum student performance in ‘high stake’ national tests. This article reports on an intervention intended to equip beginning teachers with the capacity to learn, through purposive activity, in an authentic classroom environment. The context of the learning was to address the conceptual difficulties that secondary school pupils (aged 11-16) have in understanding scientific concepts within the constraints of a ‘curriculum delivery’ lead culture. The results show that beginning teachers are able to extract principles, which might assist them in new contexts in the future. The interactions which took place during the intervention within a school University Initial Teacher Education and Training partnership were analysed using activity systems.     

Exploring the Effect of Verbal and Nonverbal Cues on Perceptions of Deception

How impressions of credibility are formed in trial type settings is examined using 173 participants. It is hypothesized that the severity of the penalty faced by an accused individual will increase participant involvement with the accused's testimony. Involvement is predicted to interact with verbal and nonverbal cues associated with deception to influence jurors’ honesty judgments. Although penalty severity did not influence participant involvement, results indicate that involvement moderates the effect of verbal cues, but not nonverbal cues, on perceptions of deception.     

A Good Story: Children With Imaginary Companions Create Richer Narratives

In line with theories that children's pretend play reflects and extends their narrative skills, children with imaginary companions were predicted to have better narrative skills than children without imaginary companions. Forty-eight 5½-year-old children and their mothers participated in interviews about children's imaginary companions. Children also completed language and narrative assessments. Twenty-three of the children (48%) were deemed to have engaged in imaginary companion play. Children with and without imaginary companions were similar in their vocabulary skills, but children with imaginary companions told richer narratives about a storybook and a personal experience compared to children without imaginary companions. This finding supports theories of a connection between pretend play and storytelling by the end of early childhood.