There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the pre-existing face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences.

The absence of a widely accepted definition of cyberstalking has resulted in studies operationalizing it in various ways, reducing the comparability and generalizability of findings. The present work examined the most common behaviors and criteria used to operationalize cyberstalking within the quantitative literature. The definitions employed by the studies were evaluated in respect of (a) whether they included a minimum requirement for the number of times the behaviors needed to be repeated in order to be considered “cyberstalking”; (b) whether victim fear was required for the behaviors to be considered “cyberstalking”; (c) the timeframe within which the cyberstalking behavior needed to have occurred; and (d) the behaviors identified as indicating cyberstalking. The results demonstrated considerable variation in the specificity of criteria used. Of the 33 studies examined, 45% specifically defined a minimum number of behavioral repetitions required to classify the behaviors as “cyberstalking,” although there were some discrepancies in the number of behaviors specified across studies. Only 30% of studies included victim fear as a criterion and 70% of studies did not include specific timeframe requirements in which the behaviors needed to have occurred within. The number and description of behaviors included within scales used to measure “cyberstalking” varied widely. Some instruments utilized as many as 24 different items, whilst others identified cyberstalking through the use of two items. A series of recommendations are advanced aimed at providing criteria for defining and operationalizing cyberstalking that can be employed by future studies, with the ultimate aim of allowing greater comparability between results. From this a consistent knowledge base can be developed, and with it a deeper understanding of cyberstalking and how to counter it.

Academic burnout is prevalent among university students, although understanding of what predicts burnout is limited. This study aimed to test the direct and indirect relationship between two dimensions of perfectionism (Perfectionistic Concerns and Perfectionistic Strivings) and the three elements of Academic Burnout (Exhaustion, Inadequacy, and Cynicism) through Repetitive Negative Thinking. In a cross-sectional survey, undergraduate students (n = 126, Mage = 23.64, 79% female) completed well-validated measures of Perfectionism, Repetitive Negative Thinking, and Academic Burnout. Perfectionistic Concerns was directly associated with all elements of burnout, as well as indirectly associated with Exhaustion and Cynicism via Repetitive Negative Thinking. Perfectionistic Strivings was directly associated with less Inadequacy and Cynicism; however, there were no indirect associations between Perfectionistic Strivings and Academic Burnout operating through Repetitive Negative Thinking. Repetitive Negative Thinking was also directly related to more burnout Exhaustion and Inadequacy, but not Cynicism. It is concluded that future research should investigate whether interventions targeting Perfectionistic Concerns and Repetitive Negative Thinking can reduce Academic Burnout in university students.

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In recent years the body of literature on cyberstalking has expanded rapidly. The present work aimed to summarize the current state of the literature on cyberstalking perpetration and victimization in a scoping review. Forty-one quantitative and qualitative studies that examined variables relating to cyberstalking victimization and perpetration were collated. Following the methodology of Arksey and O’Malley (2005), an in-depth thematic analysis of the articles was undertaken. Prevalence of victimization and perpetration rates were compared and key themes synthesized. Despite examining similar young adult populations, the prevalence of victimization was found to range considerably from 0.7% (Reyns & Engelbrecht, 2010) to 85.2% (Strawhun et al., 2013) across studies. Themes were divided into two overarching classifications, factors relating to victimization and factors relating to perpetration. Deviant peer association, low self-control, previous harassment experiences and personality traits were some of the factors most frequently examined in relation to perpetration; whilst online exposure, online disclosure and guardianship were some of the factors most frequently examined in relation to victimization. Within these themes, deviant peer association and low self-control were found to consistently correlate with an increase in both cyberstalking victimization and perpetration. Guardianship and confidence online demonstrated inconsistent results. This review has summarized what is currently known and has been validated within cyberstalking research pertaining to victimization and perpetration, and has identified gaps and potential areas of future development.