5 10 45 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource National Identity of chinese overseas student Creator An entity primarily responsible for making the resource Yisu Hu Date A point or period of time associated with an event in the lifecycle of the resource 2013 Description An account of the resource Since 21st century, with the development of global and China’s economy, an increasing number of Chinese students preferred study abroad. Chinese oversea students are very special group. They were influenced by the traditional Chinese culture and education. They also accept Western education and thought. This research aims to investigate whether the study-abroad experience will affect Chinese oversea students’ national identity. 35 Chinese students who are studying in UK and 35 Chinese students who are studying in China completed the questionnaire which assessed national identity. All questionnaires sent to the participants by email. According to the results of this study, Chinese students who are studying in UK did not show significant differences in national identity by compared with the Chinese students who are studying in China. Results of current study also indicated that Chinese students’ ethnocentrism scores were marginally higher than Chinese oversea students. Source A related resource from which the described resource is derived The national identity was assessed using the National Identity Scale. The National Identity Scale has five factors: membership, private, public, Identity and comparison. On a 7-point Liker Scale, participants reported their agreement (1 = strongly disagree, 7 = strongly agree) with items. Ethnocentrism was measured with the Revised Ethnocentrism Scale, on a 5-point Liker scale, participants indicated their agreement (1 = strongly disagree, 5 = strongly agree) with statements. Publisher An entity responsible for making the resource available Lancaster University Identifier An unambiguous reference to the resource within a given context Xu2013 Contributor An entity responsible for making contributions to the resource Eleni Sevastopoulou Language A language of the resource English Type The nature or genre of the resource Data LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Tamara Rakic Project Level Project levels should be entered as UG or MSC MSc Sample Size Two groups of participants took part in this research. One group is the students who studying in the United Kingdom, they are from the Mainland of China, were studying in a one year taught Master’s course and had no previous experience of learning in any western countries. 50 Chinese oversea students who are studying in UK were invited to take part in this research, and 40 of these students done the questionnaire, 5 of the 40 questionnaires are uncompleted. Finally, a total of 35 questionnaires were valid. Another group is the Chinese students who studying in China, they are also from the Mainland of China, were studying in taught Master’s course, and they had no experience of learning in any other countries. 42 Chinese students who are studying in China were invited to take part in this research, all of them done the questionnaire, but 7 of the questionnaires were uncompleted, at last, 35 valid questionnaires were used in this research. Statistical Analysis Type The type of statistical analysis used in the project independent-samples t-tests Topic Should contain the sub-category of Psychology the project falls under Social Psychology Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Testing The Validity of Videogame Modifications for Psychological Research Creator An entity primarily responsible for making the resource Matthew McArthur Description An account of the resource An experiment consisting of 40 participants sampled from both Lancaster University and the Sefton area investigated the validity of using video game modifications (Mods) to construct more reliable testing methods for video game research. Mods are additions to video game code that allow the manipulation of various otherwise unattainable features. It is typical of research in this area to use two different games when attempting to manipulate one variable, this often results in a failure to compare like for like leaving various extraneous variables unaccounted for. Building upon the work of Böche (2009), this present research uses a program Garry’s Mod to construct identical variations that were relatable to popular current games while attempting to manipulate a single variable, violence. Participants played both an antisocial and prosocial variation of the same game and were asked to fill out a survey documenting their opinions on the game and its traits. It was predicted that while features such as graphics, maps, difficulty and the player’s performance in the game would not differ, the self reported violence participants experienced between variations would significantly differ. Predicted trends were observed in ratings of violence t(39) = -22.06, p < .001 and whether the player character’s actions were perceived as prosocial t(39) = -14.64, p < .001. Contrary to predictions, participant’s reported enjoyment t(39) = -4.55, p< 0.001 and the similarity of the game mission to the current game market t(39) = -6.37, p < 0.001 also differed significantly between variations. The implications are discussed throughout the paper. Source A related resource from which the described resource is derived Participants were randomly allocated into two groups. The first group (“antisocial first”) played and answered questions concerning the antisocial version before then playing and answering questions concerning the prosocial version. The order was reversed for participants in the second group (“prosocial first”). Antisocial first. The group that played as soldiers first consisted of 14 males and 6 females. The ages of this sample ranged from 18 to 31 years with a mean of 22.25 and a standard deviation of 2.49. Prosocial first. A group of 14 males, 5 females and one individual who abstained from recording gender played the medic scenario first. The ages ranged from 19 to 26 years, with a mean of 22.3 standard deviation of 1.87. Task, Materials and Apparatus Several specialized items were required to set up and conduct this research. In order to attract participants, an email was sent to the Psychology students of Lancaster University as well as several flyers positioned around the department (See Appendix). These adverts offered a chance to win a £20 Amazon gift card for participation and provided individuals with the e-mail of researchers in order to set up meetings. Hardware. Data was collected using a Macbook Pro with a 13 inch screen. The laptop had a 2.5 GHz (Gigahertz) dual core processor, 4 GB (Gigabytes) of RAM (Random Access Memory), 500 GB Hard Drive memory space and an Intel HD Graphics 4000 graphics card. As well as the Macbook, an apple MagSafe power adapter, a wired optical mouse, a mouse mat and a USB powered laptop cooling pad were used (See Appendix). Software. The Macbook Pro operated the Mountain Lion operating system by Apple and several programs were required to run this experiment. Questionnaires concerning demographic information and perceptions of video games were created using an online research suite, Qualtrics. The questionnaire consisted of three sections (See Appendix). Firstly, participants were asked to input their demographic information such as age and gender, and information relating to their video game playing habits (“If you play video games, please tell us the name of your favourite video game?”, “Please tell us approximately how many hours per week you spend playing your favourite game?”). Some questions had pre-written responses, for example, the question regarding a participant’s gender could be answered as ‘☻ Male’, ‘☻ Female’ or ‘☻ Prefer not to say’. However, some questions were purposefully left open to response (e.g. How many hours a week do you spend playing video games?). The second and third section of the survey asked each individual to give responses to questions about the game they had previously played. These two sections were identical but the order of each item had been randomised in an attempt to reduce demand characteristics. The questions of most importance to the current study regarded how violent the participant felt the game they played was, as well as whether the actions of the video game character they controlled could be considered as prosocial or antisocial. Each question measured responses using a 7-point Likert scale beginning at 0 (“not at all”) and ending with 6 (“completely”). The first exception to this rule was that the question ‘To what extent was your virtual character behaving in a prosocial or antisocial manner?’ by using a scale beginning at -3 and ending with 3. The second exception to this rule was an item asking participants to read the Pan European Game Information (PEGI) definitions for age ratings of video games while asking them to estimate an age rating for the game they had previously played, the scale for this question was a 6-point Likert scale with the options 3+, 7+, 12+, 16+, 18+. To both construct and run the video game, the first program required was ‘Steam’ a digital video game client created by the company Valve to sell and store video games. Using Steam, Garry’s Mod was purchased to create and edit virtual environments and video game levels through a user-friendly interface featuring weapons, characters, miscellaneous objects and commands. A second game, Counter-Strike, was downloaded using Steam and provided the virtual environments that participants played in. Using Garry’s Mod, two versions of a game were created. In each version, there were 20 non-player characters (NPCs) scattered around the map for the player to locate and interact with; both variations had NPCs in the same starting location and a limited area in which they were allowed to move. When playing as a soldier, participants were told they had been sent to an enemy base and were tasked to eliminate all forces inside using the SMG. Whereas the medic scenario began under the pretence that the player character was a doctor sent to a quarantined facility to treat contaminated patients using a medikit. Players were informed to expect hostility during the antisocial variation, but were also made aware that 20 health vials scattered around the map to prevent the death of their virtual character. For the medic scenario, participants were informed that quarantined individuals purposefully avoid contact with their character, meaning they would often have to pursue the patient to administer treatment. Participants received no indication from the game as to whether an NPC had previously been treated; however, there was no penalty for giving the same NPC treatment twice. Design The study consists of a 2 level within-subject design whereby the independent variable is the version of the video game being played by: the soldier version or the medic version. Though both game environments have been designed to be identical, when individuals play as a solider they are asked to find and kill 20 enemy targets, whereas in while playing as a medic they are required to find and treat 20 contaminated patients. Procedure Having displayed interest in taking part in the study, participants were contacted by researchers to arrange a time and location to meet. Once a quiet area that would support the use of a computer with a Wi-Fi connection was found, participants were seated at a desk 20 cm from the MacBook. Before proceeding, participants were given a Participant Information Sheet (Appendix), which informed them that their participation was voluntary, that they could withdraw at any time and that their data was both anonymous and confidential. Participants were then provided with and asked to sign a consent form (see Appendix). Participants were given a 5-minute tutorial on the video game controls and mission aims. Participants then completed the demographic questionnaire, which was presented to them on the laptop. Participants indicated their name, gender, age and video game playing habits (see Appendix). Once the demographic questionnaire had been completed, participants played the first version of the video game. Participants in the soldier-first condition played the antisocial version requiring them to shoot other virtual characters. Participants explored using only the keyboard buttons ‘A’, ‘W’, ‘S’, ‘D’ and the mouse, each individual navigated an unfamiliar map searching for 20 NPCs and interacted with them using the left mouse button. A time limit of ten minutes was given for both play throughs while the researcher monitored the amount of soldiers killed or patients saved. After each variation was completed, participants answered a questionnaire on their experience playing the game, such as how similar was the mission given to them compared to games they usually play or how violent they felt the game was. Both questionnaires asked the same 9 questions, however the order in which these were presented was randomised in an attempt to reduce demand characteristics. After completing both games and their corresponding questionnaires, participants received a debriefing sheet outlining the expected findings and participants were given the chance to ask any questions they had about the study. Lastly, each individual was thanked for taking part and asked to provide a method of contact so that they might be informed if they won the Amazon gift card. Every participant agreed to have his or her data statistically analysed. Raw data was collected from Qualtrics and exported into an excel file, observations taken on video game performance (e.g number of patients saved) was added manually by the researchers. The dataset was then exported as a .csv file to be investigated using R Studio. Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource .csv file Identifier An unambiguous reference to the resource within a given context McArthur Contributor An entity responsible for making contributions to the resource Lizzie Wardman Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Dr Neil McLatchie Project Level Project levels should be entered as UG or MSC MSc Sample Size Method Participants Opportunity sampling was used to recruit participants from Lancaster University and the Sefton area. Forty participants (mean age = 22.28, range = 18 – 31, SD = 2.2) took part in the present study. The gender divide saw 28 male participants with an age range of 19 to 26 years of age. The mean age of male participants was 21.93 with a standard deviation of 1.65. The 11 female participants of the group were between 18 and 31 years of age with a mean age of 22.82 and a standard deviation of 2.98. One individual opted to not report their gender for demographic purposes. Statistical Analysis Type The type of statistical analysis used in the project t-tests Topic Should contain the sub-category of Psychology the project falls under Social Psychology Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Carer adaptation to childhood epilepsy: The role of the Epilepsy Specialist Nurse. Creator An entity primarily responsible for making the resource Kate Greene Date A point or period of time associated with an event in the lifecycle of the resource 2013 Description An account of the resource Positive carer adaptation to childhood epilepsy is essential as poor adaptation can be detrimental to child behaviour outcomes. Fulfilment of carer psycho social and informational need is important to facilitate successful adaptation to childhood epilepsy. The role of the Epilepsy Nurse Specialists (ESN) is well suited to meet psychosocial need and so ESNs are hypothesised to improve carer adaptation and in turn child behaviour. This study investigated carer adaptation in geographical areas in the north of England with and without ESN provision using telephone interviews with carers of children with epilepsy. It was found that ESN provision had no significant effect on carer adaptation, psycho social needs of the carer, or child behaviour. Reasons for why no effect was found is attributed to the significant difference in condition severity and comorbidity between the groups that require more complex care needs. Limitations and future research directions are discussed. Source A related resource from which the described resource is derived 1. Parent Response to Child Illness (PRCI). Participants were assessed in three outcome measures. 2. Parent Report of Psychosocial Care Scale (PRPCS). The second area of assessment was carers' perceived need for information and support. 3. Child Behaviour Checklist (CBCL). The third measure is a measure of child behaviour using the CBCL (Achenbach & Rescorla, 2001). 4. Hague Seizure Severity Scale (HASS). Participants were also asked to provide information relating to their child's seizure severity, their mental health and demographic information so intergroup comparisons could be made. 5. General Health Questionnaire (GHQ). Mental health of the carer was assessed using the short form of the GHQ (Goldberg & Hillier, 1979). 6. Demographic Information. Additionally participants were asked to complete a questionnaire containing demographic information, and also information relating to age of seizure onset, time of last seizure, seizure frequency, anti-epileptic drug (AED)therapy and adherence to this medication. Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource data/SPSS.sav Identifier An unambiguous reference to the resource within a given context Greene2013 Rights Information about rights held in and over the resource Open Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF Contributor An entity responsible for making contributions to the resource Chen, Jhih-Ying LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Dina Lew Project Level Project levels should be entered as UG or MSC MSC Sample Size Participants in this study are parents or carers of children with a diagnosis of epilepsy aged between 6 and 16 years of age. This age was range was selected as it is the appropriate age range for the main measure of carer adaptation. Two NHS trusts were recruited for the study, one that provided an Epilepsy Specialist Nurse (ESN) for its service users (Bolton) and one that had no ESN provision (Pennine). Suitable participants were identified from these trusts and invited to take part in the study using either ESN or paediatrician with a special interest in epilepsy caseload lists. Parents who accepted the invitation to take part formed the sample for the study which consisted of 33 participants with access to an ESN and 17 participants without ESN provision. Statistical Analysis Type The type of statistical analysis used in the project ANOVA Topic Should contain the sub-category of Psychology the project falls under Developmental Psychology Developmental Disorders https://johnntowse.com/LUSTRE/files/original/4040157fa601c7af5352c3bdde6e94e9.doc f8c5c5955bd9c9ec49d08b681086a724 https://johnntowse.com/LUSTRE/files/original/a58af13d4ccfff0e7bcf680470b5108b.csv c99643a599dadcb3e6de66e9465d6cb3 https://johnntowse.com/LUSTRE/files/original/9307c412766661fd91fec82c6be1d3cb.csv 9ba030772c51bdb154fd6ada79c3ceb2 https://johnntowse.com/LUSTRE/files/original/8e6e2c7b34c8e947bac97d32fe25b27d.csv 8f6ab6798a300736d6d14acbd62d243f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gender identity, attitudes, and bystander intervention Creator An entity primarily responsible for making the resource Adriana Vivas Zurita Date A point or period of time associated with an event in the lifecycle of the resource 2017 Description An account of the resource Identifying as a feminist and demonstrating a commitment to feminist activism has suggested an increased likelihood of engaging in bystander interventions in sexist situations in women university students (Brinkman et al., 2015), and awareness about gender prejudices as a result of undertaking women studies and/or diversity courses seems to relate to an increased involvement in feminist activity (Stake & Hoffmann, 2001). Together with this, confrontational responses to prejudicial attitudes can be perceived as a means for decreasing stereotypic responding (Mallett, Ford & Woodzicka, 2016;; Czopp, & Monteith, 2003). For this research levels of exposure to feminist research and self- identification as feminist were examined to determine its effect on sexism levels, and the ability to identify sexism on given hostile and benevolent sexist scenarios. Likewise, the responses participants have given in the past when witnessing sexism was also recorded, and then analyzed to determine correlations between a confrontational response, exposure to feminism, and the strength of feminist identity participants self-identify with. Gender differences were also analysed. Results revealed that participants with high levels of exposure to feminist had significant lower levels of only benevolent sexism. Further analysis also suggests that those with exposure to feminist theory are significantly more likely to identify sexism in hostile sexist scenarios than are those with no exposure. Exposure to feminist theory also increases the likelihood to have a stronger feminist identity. Significant gender differences were also found. Application of these findings and recommendations for future research is further discussed. Subject The topic of the resource Gender prejudice Feminist identity Feminist theory three partite model of violence. Source A related resource from which the described resource is derived Measurements Vignettes Exercise. The vignettes exercise presented participants with 15 scenarios, of which 5 were hostile sexism scenarios, 5 were benevolent sexism scenarios, and 5 were neutral scenarios. The participants were asked 3 questions after reading each vignette. First, they were asked if the scenario presented involved sexism, which was evaluated with a 5 point Likert scale from “strongly disagree” to “strongly disagree”. Secondly, the participants were asked to rate the seriousness of the event, with a 6 point Likert scale which rated from “not applicable”, “not at all serious” to “very serious”. The third question asked participants to pick the type of phenomena that best described the scenario from 8 different choices, which included “hostile or negative comments about women”, “reproduction of the idea that women are not complete without a significant other”, and “the scenario does not describe a situation that involves sexism”, among others that derived from Glick and Fiske ́s (1996) definitions of sexism. Examples for the vignettes (see Appendix A) were taken from Mallett, Ford, and Woodzicka (2016), McCarty, and Kelly (2015), Durán, Moya, & Megías, (2011), Kato et al. (2011), Expósito, Herrera, Moya, and Glick (2010), and Sibley and Wilson (2004). Experiences of Gender Prejudices Instrument. Past experiences of gender prejudice were measured using Brinkman et al’s (2015) Experience of Gender Prejudices Instrument. Participants were asked to identify the last time they were in a situation in which they witnessed a woman being the target of sexism (see Appendix B). They were asked to pick which scenario best described the type of sexism witnessed from 7 options that included “hostile or negative comments about women” and “reproduction of the idea that women are not complete without a significant other”. They were then asked how they reacted to the situation, and if they intervened what their motivation had been. The participant ́s reactions to the sexism situation were coded as either ́confrontational ́ or ́non-confrontational ́, and as ́not applicable ́ in two occasions. Responses “tried to help the victim”, “ignored the person/people”, “left the situation”, “responded indirectly, but in a way I hoped would end the situation”, “used a nonverbal gesture to express that I was offended (ex. rolled my eyes, gave them a dirty look, etc.)”, “said something to the instigator(s) to express my thoughts/feelings”, and “used a physical response to express my thoughts/feelings (ex. slap the instigator)” were classified as confrontational. Responses “ignored the person/people”, “left the situation”, and “nothing” were coded as non-confrontational. Where participants reported a confrontational response, their motivations to intervene were again sought. Participants were presented with a list of 8 options which included “wanted to do my duty as a man by being chivalrous / wanted to do my duty as a woman by being nice”, “wanted to help a person in distress”, “wanted to stop the sexist behaviour because is wrong”, and “other”. Their motivations were then coded as “feminist goal”, “non-feminist goal”, “neutral” and “other”. The Ambivalent Sexism Inventory (ASI). The Ambivalent Sexism Inventory (ASI; Glick & Fiske, 1996) is a measure of modern sexism in participants. It comprises 22 statements, such as “men are incomplete without women” and “women exaggerate problems they have at work”, which participants evaluate on a 5 point Linkert scale, from “disagree strongly” to “agree strongly” (see Appendix C). The mean of all 22 items was obtained, closer means to 5 equals higher levels of sexism. The ASI also measures two sub-scales, the mean of 11 items was used to generate a hostile sexism score and the mean the other 11 items generated a benevolent sexism score. Demographic Information. Demographic information was collected relating to each participant ́s gender, age, and year in University (see Appendix D). Participants were also asked to quantify the hours of exposure to teaching on gender-related topics during their undergraduate and/or postgraduate studies on the following scale, from 0 hours, to 1-10, 10-20, 20-40, 40-60 or 60(+). Participants were also asked if they self-identified as feminist or not, and the strength of their identification as feminist was measured on a 5 point Likert scale, from “I strongly identify as a feminist” to “I strongly do not identify as a feminist”. The Demographic Information Questionnaire also measured, on a 5 point Likert scale, the degree to which participants identified with feminist goals and the degree to which they agree that the transformation of gender relations is needed in order to achieve gender equality. Design The study adopted a survey design and the variables measured are as follow: Independent and participant variables: Gender, age, feminist identity, strength of feminist identity, feminist goal, sexism and exposure to feminist theory. Dependent variables: Bystander intervention, identification, and evaluation of different forms of sexism, ambivalent sexism scale. Procedures Ethical approval for this study was obtained from the Psychology department research ethics committee at Lancaster University on May 26th 2017. Once ethical approval was gained, the participants’ recruitment stage began. Participants answered an invitation to complete an online survey which was hosted on the Qualtrics platform (2017). First, participants read the Participant Information Sheet (see Appendix E), and then completed the consent form (Appendix F). Then, participants answered the Vignettes exercise, followed by the “Experiences of Gender Prejudice Instrument” (Brinkman et al., 2015), then they were asked to fill “The Ambivalent Sexism Inventory” (Glick & Fiske, 1996), to finish with the Demographic Information Questionnaire. After answering the participants were debriefed (Appendix G) through the same platform. Completion of the survey typically took 20-30 minutes. Results Section: Demographic information Table 1 shows the demographic data relating to the gender of the participants and identification as feminist; the category “rather not say” was excluded from all the analysis of the gender variable owing to nil response. From the total of participants, 56 self-identified as feminist (68.3%) and 26 said they did not self-identify as feminist (31.7%). Chi-square analysis revealed significant gender differences in self-identification as feminist X2(1,81)=4.858, p<.05, significantly more female 77.4% participants reported being feminist than did male 53.6% participants. Effect of exposure to feminist theory, effect of gender, and interactions The purpose of this study was to look the effect of exposure to feminist theory, the effect of gender, and the effect of the interaction between gender and exposure to feminist theory on the sexism levels of the participants, on recognition of sexist scenarios and on their responses to witnessing sexism in their lives. The effect of exposure to feminist theory to the strength of self-identification as feminist was also measured. Effect of exposure to feminist theory, effect of gender, and interactions on sexism levels Participants were asked to quantify in hours their exposure to feminist research/teaching, then their answers were coded as “exposure” and “no exposure” and results were compared. Sexism was measured with the Ambivalent Sexism Inventory (Glick & Fiske, 1996), which provides three measures; the ambivalent (or overall) sexism levels, benevolent sexism levels and the hostile sexism levels. The levels of sexism were calculated for each participant, higher numbers indicating higher levels of sexism. Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource data/SPSS.sav Identifier An unambiguous reference to the resource within a given context Zurita2017 Contributor An entity responsible for making contributions to the resource John Towse Rights Information about rights held in and over the resource Open Language A language of the resource English Type The nature or genre of the resource Data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Chris Walton Project Level Project levels should be entered as UG or MSC MSc Topic Should contain the sub-category of Psychology the project falls under Social Psychology Sample Size 82 participant’s responses to the survey were analysed, of which 28 were male, 53 were women and one person rather not saying Statistical Analysis Type The type of statistical analysis used in the project ANOVA Chi-Square Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questionnaire-based study Description An account of the resource An analysis of self-report data from the administration of questionnaires(s) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Factors Related to Burnout in Arab Social and Community Development Workers Creator An entity primarily responsible for making the resource Bshr Dayani Date A point or period of time associated with an event in the lifecycle of the resource 2017 Description An account of the resource The nature of social and community development work leaves the workers at the risk of experiencing burnout and emotional difficulties. The aim of this study was to explore the relationships between burnout and empathy, emotional dissonance, self-compassion and type of work (voluntary, paid) amongst social and community development workers. We hypothesised that high levels of empathy, high levels of self-compassion, low levels of emotional dissonance and fewer hours of paid work would be significant predictors of low levels of burnout. The sample consisted of 315 participants from Syria, Egypt, Lebanon, Jordan and Tunisia. Participants completed an online survey that includes the following measures: Maslach Burnout Inventory, Interpersonal Reactivity Index, Self-compassion Scale, and Emotional Dissonance Subscale from Frankfurt Emotion Work Scale. Correlation and regression analyses were performed to examine the relationships between the variables. The findings showed that empathy was not significantly correlated to burnout, however a positive correlation was observed between personal accomplishment and perspective taking. Self-compassion was strongly and negatively correlated with burnout. Emotional dissonance was negatively correlated with burnout, and it was the strongest predictor of burnout amongst the studied variables. Paid work hours were positively related to emotional exhaustion, depersonalisation and personal accomplishment while voluntary work hours were not related to any of burnout components. The present study indicates novel findings, and contributes to the literature by highlighting the key role of personal emotional regulation in predicting burnout amongst social and community development workers. Subject The topic of the resource personal emotional regulation burnout Source A related resource from which the described resource is derived Participants completed an online Qualtrics-based survey which includes the following four measures: Burnout. The scores of burnout were assessed by the Maslach Burnout Inventory Human Services Survey (MBI-HSS). The MBI-HSS is a 22-item self-reported measure that comprises three subscales: Emotional Exhaustion (9 items), Depersonalisation (5 items) and Personal Accomplishment (8 items). Emotional Exhaustion (EE) refers to the feeling of being drained emotionally and physically. Depersonalisation (DP) stands for the negative inordinately attitude towards job-related aspects. Personal Accomplishment (PA) refers to the feelings of efficiency, productivity and competence achievements in the job. (Maslach et al., 2001; Maslach, & Jackson, 1996). All answers are rated on a seven-point scale that ranges from 0 “never” to 6 “every day”. Subscales produce separate scores that are calculated as the following: for EE and DP scores the high scores represent high levels of burnout. For PA the high scores represent low levels of burnout (Maslach & Jackson, 1981). Empathy. The scores of empathy were assessed by Interpersonal Reactivity Index (IRI) scale. The IRI is a multidimensional scale that has 28 items rated on a 5-point Likert scale that ranges from 1 “Does not describe me well” to 5 “Describes me very well”. The measure comprised of four 7-item sub-scales. Only three subscales were used for the study. These subscales are Perspective Taking (PT) which represents the ability to conceive the psychological perspective of others. Empathic Concern (EC) measures the feelings of warmth and compassion and towards others. Personal Distress (PD) looks into "self-oriented" feelings of stress and apprehension as a reaction to the miserable conditions of others (Davis, 1980). Previous studies have reported high levels of validity and reliability of the scale (Davis, 1983; 1994; Fernández, Dufey, & Kramp, 2011). Emotional dissonance. The scores of emotional dissonance were measured using the subscale of the Frankfurt Emotion Work Scale. This scale has been extensively validated, and it is a five-item Likert scale ranging from 1 (never) to 5 (always). A sample item is: “How often in your job do you have to display emotions that do not agree with your true feelings?” (Zapf, Vogt, Seifert, Mertini, & Isic, 1999). The Cronbach alpha for the scale was .848 (Kundu, S., & Gaba, 2017). Self-compassion. The scores of self-compassion were measured using the Self-Compassion Scale (SCS)which consisted of 26 items rated on a 5-point Likert scale ranging from “Almost never” (1) to “Almost always” (5). The scale asks the participants on how often do they behave in the stated manner. An example statement is “I’m disapproving and judgmental about my own flaws and inadequacies”. The scale has six subscales: Self-Kindness, Self-Judgment, Common Humanity, Isolation, Mindfulness and Over-identified scales. The instrument has high inter-correlations between each of the six subscales, and it has an excellent internal consistency reliability and a good test-retest reliability. The coefficient alpha of the scale was .92 (Neff, 2003a). To ensure the maximum validity of the responses, a safety question was added to each questionnaire to ensure that the respondent is paying attention and not providing random answers. A sample item “Some people might provide random answers for this survey, which effects the research results very negatively. Just to make sure that you are not answering randomly, please select the answer number 1 (Never). Thank you”. For the purpose of the study, both Arabic and English versions were used in all the measures. The original language of the instruments was English. For the MBI-HSS the Arabic version was adopted from Hamaideh, (2011) who translated the entire instrument into Arabic and reported high internal consistency, the Cronbach’s alpha coefficient was .84 for the total scale, .91 for EE, .84 for DP and .88 for PA. For the current study, the internal consistency was .86. Emotional dissonance, IRI and self-compassion scales were translated into Arabic by a professional English/Arabic translator. Additionally, a backward translation was done by another professional English/Arabic translator, and the two versions were compared by the researcher. All the translated measures were accurate and correspondent with the original English scales. The translated forms reported high internal consistency which was calculated by the Cronbach’s alpha coefficient. The internal consistency was .86 for self-compassion, .76 for IRI and .70 for emotional dissonance. Design The study was comprised of one online Qualtrics-based survey that was sent to all the participants. Based on the study hypotheses the independent variable is burnout, and the dependent variables are self-compassion, empathy, emotional dissonance and type of work. Procedure Ethical approval for the study was acquired from the ethics committee at Lancaster University. Participants were initially told that the study was designed to investigate what pressures do workers in social and community development field face, and how do they feel about their work, themselves, people they work with and others in general. The actual aim was hidden initially to ensure maximum genuine and unbiased answers. Information sheets included the study objectives, description of the measures and how much time each one takes, the confidentiality of the data, participation eligibility, the voluntary participation, and the researcher contact information. Consent forms were displayed on the online survey before the initiation of the measures. Additionally, debriefing forms were given to the participants following the completion of the survey. Debriefing forms stated the actual purpose of the study as well as the study design. The survey was completed within 20-30 minutes approximately. Analysis Pearson’s Correlation and regression analysis were conducted to examine the study’s hypotheses. Regression analysis was chosen according to the nature of the variables which were continuous variables. Additionally, the number of paid and voluntary work hours were included as covariates, since dividing the participants into two groups (volunteers and workers) was not possible because most of the participants were doing both voluntary and paid work at the same time. All statistical analyses were conducted using IBM SPSS Statistics software (Version 23). Publisher An entity responsible for making the resource available Lancaster University Format The file format, physical medium, or dimensions of the resource data/SPSS.sav Identifier An unambiguous reference to the resource within a given context Dayani2017 Contributor An entity responsible for making contributions to the resource John Towse Rights Information about rights held in and over the resource Open Language A language of the resource English Type The nature or genre of the resource data Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant LA1 4YF LUSTRE Adds LUSTRE specific project information Supervisor Name of the project supervisor Elena Geangu Project Level Project levels should be entered as UG or MSC MSc Topic Should contain the sub-category of Psychology the project falls under Social Psychology Sample Size 366 responses were collected, 349 were valid responses after screening the safety questions (which are explained in the measures section). Responses from non-Arabic countries were excluded, and only 315 responses were considered for the study to ensure the maximum homogeneity of the sample. Participants were 226 (71.7%) from Syria, 25 (7.9%) from Egypt, 23 (7.3%) from Lebanon, 22 (7.0%) from Tunisia, and 19 (6.0%) from Jordan. The sample comprised of 315 participants, 119 of them were males (37.8%), and 196 were females (62.2%). Statistical Analysis Type The type of statistical analysis used in the project Correlation regression.