Psychology

ABSTRACT This article will share the preliminary findings from a wider and ongoing interpretative synthesis of narrative identity literature. First, we provide the analogy of Dante’s journey through the “inferno” to contextualize the review. Second, we share interpretations of literature pertaining to how life stories create meaning and suggest polarity might play an important role in forming complex and coherent meanings of life and selfhood. Meaning making in life stories is seen as a dynamic position of equilibrium between polarities in experiences that lead to themes and patterns. We suggest as an example the interplay between self and the world creates a person’s sense of agency, the extent a person believes they create their world or are created by it. Third, we interpret literature pertaining to how meaning creates life stories and suggest some examples of practise that may increase complexity and coherence of the expression and embodiment of meaning. Finally, we consider if it is the balance between these different experiences of meanings that may provide a person with the greatest sense of who they are.

Aliyah, meaning to rise or ascend, refers to the phenomenon of ongoing predominately Jewish immigration to Israel for religious, sociocultural and idealistic reasons, or to escape cultural and religious persecution. Since research into the current demographic is limited, from both a cross-cultural and positive psychological perspective, the qualitative methodology and Interpretative Phenomenological Analysis, were employed to explore the lived experience of three women; recent lone immigrants to Israel from the UK or US, aged between 50 and 65. Semi-structured interviews were conducted, with analysis revealing five superordinate themes, common to all participants: life journey, acculturation, transcendence, intrinsic identity, and meaning and purpose. Subthemes were also common to all participants. Findings indicated that cultural adaptation was facilitated by the participants' perception of Aliyah as a positive psychological intervention; participants experienced greater well-b...

As a fundamental element of any psychology degree, the teaching and learning of research methods is repeatedly brought into sharp focus, and it is often regarded as a real challenge by undergraduate students. The reasons for this are complex, but frequently attributed to an aversion of maths. To gain a more detailed understanding of students’ relationship with psychological research methods, the current study used small, semi-structured focus groups to explore the experience of undergraduate students at the end of their first year of study. Following a detailed thematic analysis of the interview texts, five overarching themes emerged: prior knowledge of research methods; personal engagement with the module; enabling access to learning; supportive learning content; and personal development. Insights gained from the findings are discussed, including possible helpful interventions, but overall the results suggest a more positive outlook than may have been expected.

Faciometrics have widely been used in contemporary studies on gender-related behavioral traits, for example, perceived and actual aggression, co-operation and trustworthiness, prejudicial beliefs, unethical behavior, and achievement drive, as well as, but to a lesser degree, in nonhuman primates. For the large part, these studies have focused primarily on “student-aged” populations with little empirical scrutiny regarding the efficacy of applying these measures with older participants. This study therefore investigated sexual dimorphism across four age-groups (20s, 30s, 40s, and 50s) in 444 participants (225 men). The expected sexual dimorphism was seen in the youngest age group in three of the four indices. The facial width to height ratio, however, although most commonly used empirically, was not found to be significantly different between men and women, consistent with more recent literature. Importantly, as age increased, sexual dimorphism decreased, but this was not consistent ...

The inclusion of peer assessment in an overall programme of assessment can offer benefits to learning. In the current study students' perceptions of peer assessment were evaluated and their ability accurately to assess others' work measured. From a cohort of first-year undergraduate psychology students, data regarding positive and negative aspects of the peer assessment process allowed a 21 item peer assessment questionnaire to be developed. Fifty-seven participants completed the questionnaire, and two weeks later marks given by those students during a peer assessment exercise were compared to marks awarded by experienced tutors for the same pieces of work. Findings from a comparison of student and tutor marks are discussed in terms of students' critical evaluation skills.

An increasing body of research focusing on gender-related traits has utilized faciometrics in order to consider sexual dimorphism: Aspects as diverse as social heuristics, facial attractiveness, sexual orientation, aggression, and trustworthiness have all been investigated. However, the majority of these studies have tended to focus on White or Caucasian student populations and have paid little regard to either older populations or racial background. The current study therefore investigated sexual dimorphism in 450 participants (225 women) from a Black population across four age groups (20s, 30s, 40s, and 50s). In line with much previous research using White or Caucasian faces, the expected sexual dimorphism was seen in the younger age-group in three of the four indices (cheekbone prominence, facial width to lower facial height, and lower face height to full face height). However, consistent with more recent literature, the facial width to height ratio (fWHR) was not found to be sig...

The reticence of many students to engage with research methods is well documented. As an intrinsic element in the study of all social sciences, the effect this can have on their subsequent proficiency should be of concern both to those who teach it and others working in the social sciences. The current, longitudinal study aimed to assess the efficacy of a developing pedagogic regime. This moved from a didactic approach, where the balance of power resided with the teacher, to a more collaborative approach, where a more mutually supportive environment was created. While the former had encouraged a solitary learning experience, by using a more dynamic and motivational style, the latter worked towards a more interactive environment, designed to support optimal engagement. In conjunction with this new teaching approach, assessments were reduced in number and adjusted to promote more critical thinking. Formative assessments were included to encourage reflexive thinking and assimilation of material, also allowing students to engage with the more rigorous summative assessments. Exam results from first year psychology students, over three consecutive years, indicated a significant improvement in understanding [F(2,284) = 4.34, p < .05]. The synthesis of teaching techniques, instructor/student dynamics and method of assessment are discussed.

The challenge of teaching Research Methods to frequently unwilling undergraduate psychologists has long been recognised. Whilst a number of studies have sought to investigate and address the barriers to its effective teaching, few have taken a quantitative approach and fewer still a longitudinal design in order to examine the efficacy of specified interventions. This study employed such a design, the sample consisting of three cohorts of first-year psychology students (N=286) over three consecutive years who were undertaking Research Methods as a compulsory module. Changes were implemented in both the delivery and assessment regime to facilitate a more engaging delivery of the material and greater consolidation of basic principles though iterative classroom techniques and the use of formative and summative assessments. A significant improvement in student marks, despite an increase in the difficulty of the assessments, was found with overall marks increasing by a whole grade band. F...

Given the wealth of literature on appearance manipulation generally, it is, perhaps, surprising that cosmetic usage receives so little empirical attention, and perhaps reflects a patriarchal approach to "appropriate" research areas. Incorporating a postfeminist approach, the current study aims to address, in part, this lacuna by providing a contemporary synopsis of the various and diverse motivations for cosmetic usage. Online, written responses to a semi-structured questionnaire were collected. In response to six broad questions, for example, "Why do you currently use cosmetics?", respondents were encouraged to write, in as much detail as they liked, on their motivations for using cosmetics. Thematic analysis, using deductive and inductive approaches, revealed four main themes: "Multiple selves"-Conformity, Impression Management, and Judgment; Enhancement and Confidence; Fun, Creativity and Well-being; and Signification and Identity. Whilst some of the...

Given the wealth of literature on appearance manipulation generally, it is, perhaps, surprising that cosmetic usage receives so little empirical attention, and perhaps reflects a patriarchal approach to “appropriate” research areas. Incorporating a postfeminist approach, the current study aims to address, in part, this lacuna by providing a contemporary synopsis of the various and diverse motivations for cosmetic usage. Online, written responses to a semi-structured questionnaire were collected. In response to six broad questions, for example, “Why do you currently use cosmetics?”, respondents were encouraged to write, in as much detail as they liked, on their motivations for using cosmetics. Thematic analysis, using deductive and inductive approaches, revealed four main themes: “Multiple selves”—Conformity, Impression Management, and Judgment; Enhancement and Confidence; Fun, Creativity and Well-being; and Signification and Identity. Whilst some of these themes had been anticipated...