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Pregnancy-related anxiety is contextualised by pregnancy and is a health concern for the mother and child. Perceived parental self-efficacy is associated with this anxiety and age and parity are identified as influential factors. This research, therefore, predicted that negative perceptions of parental self-efficacy would predict greater pregnancy-related anxiety, moderated by parity and age. Participants (N = 771) were recruited online and assessed for perceived parental self-efficacy, pregnancy-related anxiety, and demographics. Moderation models showed that the psychosocial and sociodemographic factors combined predicted up to 49% of the variance. Parental self-efficacy predicted anxiety in the areas of body image, worry about themselves, baby concerns, pregnancy acceptance, attitudes towards medical staff and childbirth, and avoidance. Parity predicted pregnancy-related anxiety both overall and in childbirth concerns, worry about self, baby concerns and attitudes towards childbirth. Age predicted baby concerns. There was a significant moderation effect for pregnancy acceptance indicating that primiparous women with low perceptions of parental self-efficacy are less accepting of their pregnancy. Results suggest that parity and parental self-efficacy may be risk factors for first-time mothers for pregnancy-related anxiety.

There is growing demand for online learning activities that offer flexibility for students to study anywhere, anytime, as online students fit study around work and family commitments. We designed a series of online activities and evaluated how, where, and with what devices students used the activities, as well as their levels of engagement and deep learning with the activities. A mixed-methods design was used to explore students’ interactions with the online activities. This method integrated learning analytics data with responses from 63 survey, nine interview, and 16 focus group participants. We found that students used a combination of mobile devices to access the online learning activities across a variety of locations during opportunistic study sessions in order to fit study into their daily routines. The online activities were perceived positively, facilitating affective, cognitive, and behavioural engagement as well as stimulating deep learning. Activities that were authentic, promoted problem-solving, applied theory to real-life scenarios, and increased students’ feelings of being supported were perceived as most beneficial to learning. These findings have implications for the future design of online activities, where activities need to accommodate students’ need for flexibility as students’ study habits become more mobile.

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