Kinesthetic imagery: does it exist and how can we measure it?

[Introduction]: The emergence of sport psychology has influenced how athletes train and compete. Increasingly, coaches and athletes are incorporating mental as well as physical skills into their training programs and competition routines. Imagery is one such mental skill. To develop an imagery program tailored to the athlete three pieces of information are vital: the imagery ability of the athlete; the effect of imagery on performance; and the motive for using imagery. This paper explores measurement of the imagery ability of the athlete. Specifically, the aim was to create new and valid measures of kinaesthetic imagery and examine the relationship these measures share with existing measures of imagery

The impact of online peer mentoring on first year student transition, problem solving skills, and academic success

Transition to higher education is challenging, and first year students need support to facilitate a positive experience. Key issues include positive transition; problem-solving perceptions; and support from peers. This study examined relationships among student transition, problem-solving ability, and academic success. Student transition was measured using Lizzio's (2006) Student Transition Scale. problem-solving skills were measured by Beccaria and Machin's (2011) Problem-Solving Inventory-12-Item. Academic success was measured using grade point average and overall course grade. The current study (N = 171) involved foundation psychology students who received online peer mentoring from 34 third year students at the University of Southern Queensland (USQ) in Semester 1, 2012. Results indicated mentees achieved higher academic success and adjusted to university better than did non-mentees. Mentees also became more self-aware of their problem-solving ability, identifying strategies to improve overall university experience, including maximising opportunities for academic success. These findings indicate that peer support can facilitate student transition and enhance the first year student experience

The relationships between personality, approaches to learning, and academic success in first-year psychology distance education students

[Abstract]: The first aim of this study was to examine the relationships between the big five personality traits and approaches to learning in a sample of first-year psychology distance students. Approaches to learning are the intentions a student has when faced with a learning task. A deep approach reflects an intention to understand the material, a strategic approach reflects an intention to achieve the highest grades possible, and a surface approach reflects an intention to cope with the course requirements by memorising facts. Consistent with previous research of on-campus students, the Intellect trait predicted the deep learning approach; the Conscientiousness trait predicted the strategic learning approach; and the Emotional Stability trait negatively predicted the surface learning approach. The second aim of this study was to investigate whether approaches to learning predict academic success, as measured by grade point average. As expected, the surface learning approach negatively predicted achievement. However, contrary to expectations, neither the deep nor the strategic learning approach predicted academic success. This finding may partly be explained by these first-year distance students undergoing a transition to the expectations and requirements of their flexible learning environments. Further research is warranted to establish whether the deep and strategic learning approaches become more likely to predict academic success in the latter years of study, after distance students have adapted to the flexible delivery methods. To this end, a longitudinal study that tracks the academic performance of these students until they complete their degrees or leave the university is recommended

A study of the understanding of knowledge and learning of a cohort of mature age students

In 2005 the authors began a longitudinal research project to explore the factors that influence student success in the Master of Engineering Practice program which was offered for the first time in Semester 2, 2004. This distance education program enables experienced Engineering Technologists to use their workplace learning to gain a qualification at the Professional Engineer level. This research was initiated because the admission of some students into the program is based on the recognition of their prior workplace learning. Cantwell and Scevak (2004) highlighted the problems that students may encounter when they gain entry to a university on this basis. To explore this issue four previously validated questionnaires were used to gather data on: student approaches to learning, their epistemological beliefs, learning style preferences, and strategic flexibility. This paper reports on a preliminary analysis of the data gathered from the students who enrolled in the program during the period 2005-2009. In the longer term, when the sample size has grown and more students have graduated, the data will be analysed to explore the relationship between the measured factors and success at university

Emerging spheres of engagement: the role of trust and care in community-university research

Community-engaged research takes place at a complex social site that has both a history and a future as well as encompassing the project activities of the researchers and community members. We argue that a crucial methodological aspect of undertaking such research is the development of trust relationships between researchers and community. We propose that for each research project, this relationship can best be understood as a ‘sphere of engagement’, after Ingold’s ‘sphere of nurture’, and that trust and care are emergent and binding qualities of this sphere. Tracing the development of trust relationships in a case study, using the idea of security-based trust and harmony-based trust, we conclude that trust, and the related concept of care, bind together people, events, histories and futures beyond the dichotomous and time-delimited relationship of a research contract, and carry the sphere of engagement of researchers and community beyond the life of any one project

Enabling states, capitalising enterprise and confronting the social: issues and implications in researching contemporary social capital and enterprise

A key feature of late capitalism continues to be a complex reworking of previous approaches to the relationship between the state and business. This significant shift in the interplay between the public and private sectors has generated such developments as the privatisation of many services formerly provided by government and the growth of not-for-profit organisations seeking to fill gaps in service provision. These changes are highly significant for every citizen and community member and for all stakeholders. This first chapter in this book encapsulates these complex developments in terms of debates about the enabling imperatives of the contemporary state, the character of the intersection between capital and enterprise, and a timely confrontation of what is understood by “the social” in current discourses, policies and strategies. In presenting this distillation, the authors introduce the subsequent chapters in the book in terms of how each chapter, including this one, contributes new insights to the broader project of eliciting the issues and implications attendant on researching contemporary social capital and social enterprise. This project is crucial if we are to understand the ways in which social capital and social enterprise can work sustainably and transformatively with variously marginalised and vulnerable groups in our societies. It is vital also for understanding the ways that such work is constrained and limited in its effectiveness

Examining first year students' preparedness for studying engineering

The purpose of this paper is to report on initial descriptive data of this longitudinal project which will examine the knowledge, motivation, personality, and learning approaches of first year engineering students and how well they each predict subsequent retention and academic performance. These outcomes are yet to be achieved and are beyond the scope of this paper

Helping first year engineering students Get Set for success in their studies

The increasing diversity of the student population in higher education gives rise to issues relating to the ability to engage all students in productive and fulfilling learning experiences. With diversity comes an acknowledgement of the variety of learning spaces occupied by incoming students, and the need to ensure that those spaces become places of learning. The strategy proposed in this study to transform space into place is an online pre-test of first year engineering students, the Get Set quiz. This quiz enables commencing engineering students to self-test their readiness to study their chosen courses by measuring and providing individualised feedback on a number of cognitive and non-cognitive factors shown to be significant predictors of academic success. The best time for such self-assessment is prior to the commencement of their studies. Get Set helps set the scene for establishing place, by giving students the confidence that they have made an informed career choice, and/or by linking them with appropriate support mechanisms if necessary. Students are directed to support both on campus and online to help develop an individual study plan to address any knowledge and skills gaps. This proactive approach to independent learning improves students' self-awareness and helps them self-reflect on their approaches to learning, better preparing them for their studies