Isabeau K. Tindall

Bio: Isabeau K. Tindall is an academic researcher from University of Western Australia. The author has contributed to research in topics: Somatic anxiety & Anxiety. The author has an hindex of 2, co-authored 4 publications receiving 20 citations. Previous affiliations of Isabeau K. Tindall include Murdoch University & Curtin University.

Negative Emotionality Predicts Attitudes Toward Plagiarism

Abstract: Higher education students experience high rates of negative emotions such as stress, anxiety, and depression. Although emotions are known to influence attitudes per se, previous research has not examined how emotionality may relate to attitudes toward plagiarism. This study sought to examine how positive and negative emotionality relates to students’ positive attitudes, negative attitudes, and subjective norms concerning plagiarism. University students (N = 685) completed the Attitudes Toward Plagiarism questionnaire and measures of anxiety, stress, depression, and negative and positive affect. Extending on previous research, it was found that a lack of positive affect and negative emotionality, specifically stress, were significant predictors of attitudes toward plagiarism. Emotionality predicted 8.9% and 10% of the variance in positive plagiarism attitudes and subjective norms, respectively. Interestingly, gender was unable to predict subjective norms relating to plagiarism. Support for negative and positive emotionality predicting attitudes toward plagiarism challenges the assumption that emotions do not predict attitudes within the plagiarism context. These findings are practically relevant, as they highlight the necessity of implementing interventions directly targeting mental health within the higher education setting.

Validation of the Measurement of Need Frustration.

Abstract: Until recently, need frustration was considered to be the absence of need satisfaction, rather than a separate dimension. Whilst the absence of need satisfaction can hamper growth, experiencing need frustration can lead to malfunctioning and subsequent psychopathology. Therefore, examining these constructs separately is vital, as they produce different outcomes, with the consequences of need frustration potentially more severe. This study sought to examine predictors of need frustration using undergraduate students and individuals from the wider community (N = 510, females N = 404, Mage = 24.15). Participants completed the new need satisfaction frustration scale and measures of anxiety, stress, depression, and negative and positive affect. Support for the position that need frustration is separate to Need Satisfaction and is related to psychological health problems (i.e., ill-being) was found. However, autonomy frustration was not found to be a significant predictor of ill-being. Extending previous research, this study found relationships of stress and somatic anxiety with need frustration. Further, a relationship between need frustration with anxiety and depression occurred, when these symptom dimensions were examined separately, through distinct questionnaires. Support for the construct of need frustration highlights the necessity of examining need frustration in addition to need satisfaction within future studies. Interventions specific to reducing need frustration, specifically competence and relatedness frustration within both the educational and workplace setting are outlined.

Dimensionality and Measurement Invariance of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA) and Validity Comparison With Measures of Negative Emotionality.

Abstract: This study explored the factor structure of the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA) and measurement invariance between genders. We also measured concurrent and divergent validity of the STICSA as compared to the State-Trait Anxiety Inventory (STAI). A sample of 1064 (N Females = 855) participants completed questionnaires, including measures of anxiety, depression, stress, positive and negative affect. Confirmatory factor analyses supported the original factor structure of the STICSA, which was invariant between genders. Overall, the STICSA had superior concurrent and divergent validity as compared to the STAI. The somatic subscales were also significantly less correlated with depression, and positive and negative affect. Further, the somatic, as compared to cognitive anxiety STICSA subscales were less correlated with depression. This suggests that the STICSA, especially the somatic anxiety subscales, might hold the key to distinguishing between different types of anxiety, as well as between anxiety and depression.

Can anxiety and race interact to influence face-recognition accuracy? A systematic literature review.

Abstract: Wrongful convictions continue to occur through eyewitness misidentification. Recognising what factors, or interaction between factors, affect face-recognition is therefore imperative. Extensive research indicates that face-recognition accuracy is impacted by anxiety and by race. Limited research, however, has examined how these factors interact to potentially exacerbate face-recognition deficits. Brigham (2008) suggests that anxiety exacerbates other-race face-recognition deficits. Conversely, Attentional Control Theory predicts that anxiety exacerbates deficits for all faces. This systematic review examined existing studies investigating the possible interaction between anxiety and face-race to compare these theories. Recent studies included in this review found that both anxiety and race influence face-recognition accuracy but found no interaction. Potential moderators existing in reviewed studies, however, might have influenced their results. Separately, in some studies reviewed, anxiety induced during retrieval impacted recognition, contrasting with the conclusions of previous reviews. Recommendations for future research are given to address moderators potentially impacting results observed previously.

Physical Distancing and Mental Health During the COVID-19 Pandemic: Factors Associated With Psychological Symptoms and Adherence to Pandemic Mitigation Strategies

Abstract: In this epidemiological investigation, we assessed the prevalence of depression and anxiety symptoms during the COVID-19 pandemic. A total of 10,061 adults participated in the study. Symptoms of de...

Negative Emotionality Predicts Attitudes Toward Plagiarism

Abstract: Higher education students experience high rates of negative emotions such as stress, anxiety, and depression. Although emotions are known to influence attitudes per se, previous research has not examined how emotionality may relate to attitudes toward plagiarism. This study sought to examine how positive and negative emotionality relates to students’ positive attitudes, negative attitudes, and subjective norms concerning plagiarism. University students (N = 685) completed the Attitudes Toward Plagiarism questionnaire and measures of anxiety, stress, depression, and negative and positive affect. Extending on previous research, it was found that a lack of positive affect and negative emotionality, specifically stress, were significant predictors of attitudes toward plagiarism. Emotionality predicted 8.9% and 10% of the variance in positive plagiarism attitudes and subjective norms, respectively. Interestingly, gender was unable to predict subjective norms relating to plagiarism. Support for negative and positive emotionality predicting attitudes toward plagiarism challenges the assumption that emotions do not predict attitudes within the plagiarism context. These findings are practically relevant, as they highlight the necessity of implementing interventions directly targeting mental health within the higher education setting.

Academic dishonesty among university students: The roles of the psychopathy, motivation, and self-efficacy

Abstract: Academic dishonesty is a common problem at universities around the world, leading to undesirable consequences for both students and the education system. To effectively address this problem, it is necessary to identify specific predispositions that promote cheating. In Polish undergraduate students (N = 390), we examined the role of psychopathy, achievement goals, and self-efficacy as predictors of academic dishonesty. We found that the disinhibition aspect of psychopathy and mastery-goal orientation predicted the frequency of students' academic dishonesty and mastery-goal orientation mediated the relationship between the disinhibition and meanness aspects of psychopathy and dishonesty. Furthermore, general self-efficacy moderated the indirect effect of disinhibition on academic dishonesty through mastery-goal orientation. The practical implications of the study include the identification of risk factors and potential mechanisms leading to students' dishonest behavior that can be used to plan personalized interventions to prevent or deal with academic dishonesty.

Attitudes and understanding are only part of the story: self-control, age and self-imposed pressure predict plagiarism over and above perceptions of seriousness and understanding

Abstract: Although individual and socio-demographic factors are known to affect student plagiarism there is little research conducted to show how the milieu of factors interact with each other to influence p...

Is plagiarism really on the rise? Results from four 5-yearly surveys

Abstract: Historical trends in plagiarism are often estimated by comparing survey results from a diverse range of samples, institutions, and measures. However, in multi-institution multi-method comparisons c...