ORCID Profile
0000-0003-1233-6647
Current Organisation
University of South Australia
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Publisher: Queensland University of Technology
Date: 13-07-2023
DOI: 10.5204/SSJ.2883
Abstract: Starting university is challenging. Students require resilience to face the inevitable challenges of university life, yet many may not be equipped with the strategies they need. In this research, we explored changes in resilience following the delivery of a resilience building module within a core first-year university course. Psychology students at the University of South Australia completed the adapted Resilience at Work Scale at two separate time points and undertook a resilience building module. Pre- and post-scores were obtained for students’ resilience (n = 205 n = 100 respectively) overall and components. On average, students had good levels of resilience at commencement, yet scores increased significantly across most components following completion of the module. Additionally, students who reported implementing resilience strategies experienced significantly higher score increases than their peers who did not. These findings hold important implications for staff across universities in relation to embedding resilience building programs into curriculum.
Publisher: Queensland University of Technology
Date: 24-06-2014
Publisher: Society for Vector Ecology
Date: 23-05-2013
DOI: 10.1111/J.1948-7134.2013.12016.X
Abstract: Variability between Aedes aegypti populations in north Queensland, Australia, has the potential to impact the successful implementation of new population replacement mosquito releases for dengue control. Four Ae. aegypti colonies originating from different locations (Cairns, Mareeba, Innisfail, and Charters Towers), along with one F1 field-derived population from Cairns, were inter-crossed to determine any incompatibilities in copulation, insemination, and production of viable offspring. Greater copulation and insemination rates were observed when males recently introduced from the wild ('Cairns-Wild' population) were mated with long-term laboratory females. Egg viability rates for all crosses ranged from 90.2-98.2%, with no significant differences observed between crosses. Greater egg production was seen in some populations, and when corrected for wing-length, egg production was greatest in a Mareeba x Innisfail cross (19.55 eggs/mm wing length) and lowest for the Charters Towers intra-population cross (14.35 eggs/mm). Additionally, behavioral differences were observed between laboratory and wild mosquitoes from the Cairns location, suggesting possible laboratory conditioning. Finally, despite controlled larval rearing conditions, size differences between populations existed with Charters Towers mosquitoes consistently smaller than the other populations. The spread of genes or bacterial symbionts between these populations is unlikely to be hindered by pre-existing reproductive barriers.
Publisher: Queensland University of Technology
Date: 06-08-2018
Abstract: Starting university changes the way students must structure their day. This study describes the patterns of time use of 444 Australian first year students and explores differences between gender and age groups. Overall, students were studying on average four hours per day (h/day), sleeping eight h/day and meeting Australian physical activity guidelines. A sizable portion of students’ days were spent engaging in ‘non-modifiable’ activities including self-care, chores and travel. Stereotypical gender and age differences were observed, with males accumulating significantly more screen-time (+68 minutes per day [min/d]) and physical activity (+21 min/d), while females did more chores (+18 min/d) and self-care (+26 min/d). Younger students slept more (+42 min/d), and did fewer chores (-43 min/d). Given there are strong associations between how students use their time and health, well-being and academic success, a better understanding of how students allocate their time on a day-to-day basis will enable more effective support for students in making these changes.
Publisher: Queensland University of Technology
Date: 26-04-2023
DOI: 10.5204/SSJ.2825
Abstract: Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students’ SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students’ self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ) strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-s les t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students’ SRL development for flipped classroom learning.
Publisher: Queensland University of Technology
Date: 25-07-2012
No related grants have been discovered for Amanda J. Richardson.