https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:5844 Wed 11 Apr 2018 17:18:51 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:29128 n = 475) used a series of scenarios as the hurtful stimulus while Study 2 (n = 380) used a number of recalled hurtful events. Both studies replicated previous bivariate relationships between perpetrator importance and hurt-proneness and the intensity of hurt, while the first study also demonstrated a significant effect for type of hurtful event. Both studies also found a significant three-way interaction between these variables, indicating that victim hurt-proneness only predicted the intensity of hurt at lower levels of event severity and perpetrator importance. It is concluded that the experience of hurt is multidimensional and contextual. Future directions for research involving gender differences and interventions for individuals and couples are discussed.]]> Wed 11 Apr 2018 14:01:03 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:39239 Tue 05 Sep 2023 14:52:48 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:40961 Thu 21 Jul 2022 08:31:15 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:36090 Thu 17 Mar 2022 14:39:03 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:43285 Thu 15 Sep 2022 12:30:25 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:18277 Sat 24 Mar 2018 08:04:24 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:27210 Sat 24 Mar 2018 07:32:26 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:31034 n = 1390) completed a suite of metacognitive questionnaires indicating management of affective, intellectual and contingency demands in learning. Responses to the questionnaires were analysed for evidence of individual differences in reported metacognitive behaviours. Three patterns of metacognitive response to doctoral learning were identified through cluster analysis: Constructive Engagement, Struggling to Engage and Disengaged. Central to these clusters was the quality of each student's underlying epistemic framework, and the appropriateness of that framework for doctoral study. Cluster membership was broadly independent of demographic and candidate factors. It is concluded that interventions (supervisory or institutional) need to focus on more than technical aspects of candidacy, and give explicit support to underlying epistemic growth.]]> Sat 24 Mar 2018 07:25:46 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:4889 Sat 24 Mar 2018 07:21:59 AEDT ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:31983 Mon 23 Sep 2019 12:38:02 AEST ]]> https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:40908 Mon 13 Nov 2023 14:31:28 AEDT ]]>