“Hit me up and we can get down” U.S. youths’ risk behaviors and sexual self-disclosure in MySpace profiles

Young people’s sexual self-disclosures in social media profiles can be problematic for those who produce them and for those who consume them. This study merged a content analysis with survey data to identify the characteristics of youth who engaged in online sexual self-disclosure. MySpace profiles belonging to 560 National Study of Youth and Religion respondents in the United States (18 to 23 years old) were analyzed (56,462 content units). A third of the profiles contained at least one sexual self-disclosure; their average incidence was less than one per profile. Online sexual self-disclosure was associated with offline sexual risk behaviors (e.g., sex with casual partners), and with increased frequency of alcohol consumption. Among sexually active females, it was associated with early sexual debut. In light of problem behavior theory, these findings suggest that online sexual self-disclosure may be considered a sexual risk behavior

Assessing Causality in the Relationship Between Adolescents’ Risky Sexual Online Behavior and Their Perceptions of this Behavior

The main aim of this study was to investigate the causal nature of the relationship between adolescents’ risky sexual behavior on the internet and their perceptions of this behavior. Engagement in the following online behaviors was assessed: searching online for someone to talk about sex, searching online for someone to have sex, sending intimate photos or videos to someone online, and sending one’s telephone number and address to someone exclusively known online. The relationship between these behaviors and adolescents’ perceptions of peer involvement, personal invulnerability, and risks and benefits was investigated. A two-wave longitudinal study among a representative sample of 1,445 Dutch adolescents aged 12–17 was conducted (49% females). Autoregressive cross-lagged structural equation models revealed that perceived peer involvement, perceived vulnerability, and perceived risks were all significant predictors of risky sexual online behavior 6 months later. No reverse causal paths were found. When the relationships between perceptions and risky sexual online behavior were modeled simultaneously, only perceived peer involvement was a determinant of risky sexual online behavior. Findings highlight the importance of addressing peer involvement in future interventions to reduce adolescents’ risky sexual online behavior

Development of a multi-dimensional measure of resilience in adolescents: the Adolescent Resilience Questionnaire

Background: The concept of resilience has captured the imagination of researchers and policy makers over the past two decades. However, despite the ever growing body of resilience research, there is a paucity of relevant, comprehensive measurement tools. In this article, the development of a theoretically based, comprehensive multidimensional measure of resilience in adolescents is described.Methods: Extensive literature review and focus groups with young people living with chronic illness informed the conceptual development of scales and items. Two sequential rounds of factor and scale analyses were undertaken to revise the conceptually developed scales using data collected from young people living with a chronic illness and a general population sample.Results: The revised Adolescent Resilience Questionnaire comprises 93 items and 12 scales measuring resilience factors in the domains of self, family, peer, school and community. All scales have acceptable alpha coefficients. Revised scales closely reflect conceptually developed scales.Conclusions: It is proposed that, with further psychometric testing, this new measure of resilience will provide researchers and clinicians with a comprehensive and developmentally appropriate instrument to measure a young person&rsquo;s capacity to achieve positive outcomes despite life stressors.<br /

The awarding of honours in Australian engineering programs: is diversity desired?

Abstract not available

The awarding of honours in Australian engineering programs: is diversity desired?

An honours degree is an important step on the pathway to research and is likely to improve employment opportunities. Accordingly, the awarding of the final honours grade can have significant consequences which can potentially determine students' likelihood of continuing on a research trajectory and gaining desired employment. In addition, the awarding of grades for honours may impact on: the reputation of a university; the disjunction, or conjunction, with other universities; the advantaging, or disadvantaging, of students when applying for post graduate scholarships and employment; students' satisfaction ratings, which in Australia, will impact on the university's Learning and Teaching Performance Fund [L.T.P.F.] ranking; and the ability to attract and retain quality research students, which will in turn influence the university's Research Quality Framework [RQF] rating. For the current paper, every university in Australia was contacted. Of the universities that responded, the manner in which they award engineering honours was examined in an attempt to determine consistencies between universities. It was quickly apparent that the programs varied on eight domains and there was substantial diversity. While Engineers Australia indicated that diversity was acceptable, they also felt that enhanced consistency may be preferable. In an attempt to identify patterns in the manner in which honours is awarded in Australia it was noted that a greater proportion of universities utilise percentages rather than a Grade Point Average [GPA] (only very slightly more), weight their honours percentage, use all years to determine the honours score, award an H1 at 80%, an H2A at 70-9%, and an H2B at 60-9%, with a pass degree being awarded below 60 and above 50 percent. For those who use the GPA method, the most common pattern is to award an H1 at 6+, while there is very little consistency at the second-class honours level. Five universities use a GPA, or course average, and a project mark to assess the grade. Most universities do not utilise the H3 grade. Overall, the most common model for awarding of engineering honours grades is: an H1 at 80%, an H2A at 70%, and an H2B at 60%, with no utilisation of the H3 option. This method is utilised by five universities. Of these five universities, four weight their honours scores, albeit all in different ways. In addition, the universities tend to vary on the years included in the calculation. The current paper explicates the diversity that exists between the Bachelors of Engineering honours degrees in Australian universities and considers if this multiplicity is desired, or if it impedes the reputation of the profession of engineering

Shame and boundary regulation in straight and gay men's friendships

No abstract availabl

Finding love online: the nature and frequency of Australian adults? internet relationships

In a telephone survey of 1013 Australian adults Elizabeth Hardie and Simone Buzwell fond that 78 per cent had used the internet, 13 per cent to form online social relationships. Those forming online relationships tended to be students, young, single, comfortable with new technology, likely to vote Green and unlikely to vote Liberal. When this group was broken down into those who formed online friendships or online romantic relationships close examination of the latter revealed an interesting profile. Those who experienced online romance spanned all age, gender, political and religious groups. Most met their cyberpartner face to face on many occasions and relationships tended to be lasting. Equal proportions of single and partnered individuals admitted they had experienced online romance, indicating that many cyberdaters may be cybercheaters. It appears that the internet is replacing traditional routes to friendship and romance, but further research is needed to clarify the nature and impact of online relationships

Preventing probation: disengaged students' visions for the future of Australian higher education

Higher education institutions throughout the world are trying to accommodate new ways of learning using digital and Web technologies, while at the same time meet students' shifting aspirations and expectations (Romenska at. al., 2011). Unfortunately, for a proportion of students, universities do not meet their needs and these students fail subjects leading to being put on probation. In this Office of Learning and Teaching funded project, the voice of probationary students are engaged, utilising creative techniques to explore how they would redesign teaching and learning in higher education. In particular, the probationary students consider what Higher Education future would engage students and reduce the number of students not progressing in their academic studies. In this poster, the initial findings and techniques are displayed and suggestions are presented for exploring this issue in other institutions. Further, an invitation to join a community of practice is issued to interested parties

Valuing student voices when exploring, creating and planning for the future of Australian higher education: results from a sample of first year students

The higher education landscape is changing, with the introduction of new digital and web technologies (e.g., MOOCs), shifts in the student demographics (e.g., more inclusive 1st year intakes) and institutional changes (e.g., faculty restructures). Planning ahead in this complex and shifting environment is difficult, and increasingly so because there is a paucity of research examining the expectations of learners. Discovering what learning expect will help us plan for the changes ahead, informing the reworking of the curriculum and the revision of learning materials and approaches. In this project, a sample of incoming first year students was be engaged in a creative event, designed to provide students with a platform for elucidating their preferences for the future of higher education. The poster communicates the findings of the project and implications for HEd policy