Andrea Steele

Introduction: Reviews have indicated that community-based interventions targeting infant sleep can be effective. However, the literature is less clear as to the theoretical underpinnings and active components of infant sleep interventions, whether these are related to parental measures, such as acceptability, adherence, satisfaction and mood, and whether certain characteristics of interventions are associated with greater effectiveness on sleep measures.

Aim: This review broadly aimed to characterise behavioural infant sleep interventions delivered in a community setting in terms of theoretical underpinnings and behaviour change techniques. Where applicable, this review also aimed to explore associations between meaningful groupings of theory type (e.g., operant conditioning and extinction; attachment theory) and behaviour change techniques and secondary outcomes including parent and infant sleep, parent satisfaction and intervention adherence.

Method: Online databases were searched from inception to October 2022 to identify Randomised Controlled and cluster Randomised Controlled Trials of behavioural interventions delivered in community settings that targeted the prevention or treatment of sleep problems in infants (0-3 years). Using the PRISMA guidelines, records were independently screened by two reviewers and eligible interventions were coded for the presence and type of theoretical underpinnings used. Active components were also coded using a taxonomy for behaviour change techniques. The role of secondary outcomes, such as intervention feasibility and parent satisfaction, were also explored.

Conclusions: This systematic review elucidates the specific components used by behavioural infant sleep interventions and the theories that are drawn upon to inform intervention development. This study concludes with a discussion of how obtained results may aid in the development of community based infant sleep support, such as the consideration around which behaviour change components to utilise when addressing particular outcomes. Implications for selection of theoretical underpinnings in intervention development on parent outcomes are also explored.

One of the most significant emerging trends in higher education is the growth of transnational education (Levatino, 2017). Transnational education is characterised as education offered to students based in a different country to where the awarding institution is located; whereby the university degree offered is partly or entirely taught offshore (Heffernan, Morrison, Basu, & Sweeney, 2010; Tsamitis, 2009). In particular, there has been a growth in Australian higher education providers in Asia. However, there is very little known about the educational experiences of these students, and how they compare to onshore students. Previous research has identified student perceptions of integration with their university, and institutional commitment as key antecedents of student satisfaction and intentions to persist. This study aimed to identify differences in social and academic integration, institutional and goal commitment in transnational and onshore students. Students (199 onshore students, 313 TNE students) enrolled at a Western Australian university completed an online survey. Obtained results will be discussed in relation to the key educational factors, as well as cultural and demographic factors that may account for the obtained differences between groups. Understanding how transnational students experience Australian education is critical information for informing universities to better attract and retain these students. The results of this research also have practical implications for informing universities about how they should best support transnational students, including how best to prioritise support services and build student integration, Facilitating student interactions with faculty, as well supporting the operations of student associations and clubs are proposed as key methods for bolstering integration.

This study examined the utility of morning recovery as a predictor of self-reported task performance, contextual performance and perceived workload, and sought to advance the literature on recovery and performance through the introduction of an objective measure of task performance. Twenty four university students completed a general survey at the commencement of their participation within the study, and then two daily surveys and a cognitive task over the course of one week. Hierarchical linear modeling showed recovery to be positively related to personal initiative above the contribution of person-level and day-level control variables. The hypothesized relationships between recovery and measures of task performance failed to be supported. These findings suggest that feeling recovered in the mornings is not only a pleasurable experience for the individual but may have repercussions for some aspects of work-related task and contextual performance throughout that day.

Introduction: Reviews have indicated that community-based interventions targeting infant sleep can be effective. However, the literature is less clear as to the theoretical underpinnings and active components of infant sleep interventions, whether these are related to parental measures, such as acceptability, adherence, satisfaction and mood, and whether certain characteristics of interventions are associated with greater effectiveness on sleep measures.

Aim: This review broadly aimed to characterise behavioural infant sleep interventions delivered in a community setting in terms of theoretical underpinnings and behaviour change techniques. Where applicable, this review also aimed to explore associations between meaningful groupings of theory type (e.g., operant conditioning and extinction; attachment theory) and behaviour change techniques and secondary outcomes including parent and infant sleep, parent satisfaction and intervention adherence.

Method: Online databases were searched from inception to October 2022 to identify Randomised Controlled and cluster Randomised Controlled Trials of behavioural interventions delivered in community settings that targeted the prevention or treatment of sleep problems in infants (0-3 years). Using the PRISMA guidelines, records were independently screened by two reviewers and eligible interventions were coded for the presence and type of theoretical underpinnings used. Active components were also coded using a taxonomy for behaviour change techniques. The role of secondary outcomes, such as intervention feasibility and parent satisfaction, were also explored.

Conclusions: This systematic review elucidates the specific components used by behavioural infant sleep interventions and the theories that are drawn upon to inform intervention development. This study concludes with a discussion of how obtained results may aid in the development of communitybased infant sleep support, such as the consideration around which behaviour change components to utilise when addressing particular outcomes. Implications for selection of theoretical underpinnings in intervention development on parent outcomes are also explored.