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• Familial dysfunction results in escapism motivation in teenagers. • Friend support strengthens teenagers' escapism motivation. • Our findings aid in tailored interventions for gaming health problems. Strong gaming motivations can lead to gaming-related health problems, but how gaming motivations are formed is unclear. Therefore, we examined the impact of early life experiences on gaming motivations. Questionnaire data on the gaming motivations, adverse childhood experiences, and social support of 2,171 teenaged online game players were modeled using moderated network analysis. All adverse childhood experience components positively correlated with achievement and escapism motivations (weight range: 0.08–0.40). Social support from friends (weight = -0.04) negatively moderated the relationship between achievement motivation and other adverse childhood experiences and positively moderated (weight = 0.01) the relationship between escapism motivation and familial dysfunction. The findings indicate that adverse childhood experiences foster negative gaming motivations. Additionally, social support moderates the relationship between adverse childhood experiences and gaming motivations. These findings offer valuable insights that nursing practitioners can apply to gaming-related health problem interventions and prevention in teenagers. [ABSTRACT FROM AUTHOR]

A growth mindset and mastery approach have gained attention as useful learning orientations in medical education, however few studies of interventions to foster these orientations exist. We sought to discover whether a communication skills session on delivering serious news could foster a communication growth mindset and/or a mastery approach in medical students. This was an interventional survey study of third-year medical students before and after a session on delivering serious news. Students were administered a communication mindset survey before and after the session; achievement goal and learning environment surveys were administered after the session. Chi-square tests were used to assess the difference in pre and post mindsets. Logistic regression was used to determine the odds of achieving a mastery approach with pre- and post-communication growth mindset as the independent variables. Students' communication growth mindset increased from 79% (n = 186) before the intervention to 92% (n = 142) after the intervention. Achievement goal analysis demonstrated that 64% (n = 91) of students had a mastery approach, 14% (n = 20) had a performance approach and 22% (n = 32) had an avoidant approach. Ninety-nine percent (n = 151) felt the session provided a safe learning environment. The odds of having a mastery approach correlated with both pre and post-intervention growth mindset, with post-session growth mindset having the strongest correlation. A novel communication skills session on delivering serious news fostered a communication growth mindset in third year medical students. Most students exhibited a mastery approach to learning; this approach was more likely when they had a growth mindset. [ABSTRACT FROM AUTHOR]

Schizophrenia is associated with a heavy economic burden in the United States that is partly due to the high rates of chronic unemployment. Individual Placement and Support (IPS) is an evidenced-based type of supported employment that can improve job obtainment and work outcomes in psychotic disorders. Outcomes vary widely and a persistent challenge for IPS is low levels of engagement in the initial job search phase. Past studies have focused on interview-based motivation deficits as a key determinant of poor treatment engagement and work outcomes in schizophrenia. New validated performance-based measures of motivation, including effort-based decision-making (EBDM) tasks, may explain supported employment outcomes and provide insights into individual differences in IPS outcomes. This study investigated the degree to which IPS engagement (i.e., number of sessions attended during the first four months of service delivery) was related to baseline interview-based motivation deficits and performance on three EBDM tasks – two tasks of physical effort and one of cognitive effort (i.e., Balloon Task, Effort Expenditure for Rewards Task, Deck Choice Effort Task) – in a sample (N = 47) of people with a psychotic disorder. Results indicated that the level of EBDM performance, specifically on the Balloon Task, predicted IPS engagement, accounting for an additional 17 % of the variance above and beyond interview-based motivation deficits (total R 2 = 24 %). Overall, these findings suggest that addressing motivational deficits in effort-based decision-making may be beneficial to IPS engagement, which in turn may improve the trajectory of work outcomes. [ABSTRACT FROM AUTHOR]

To improve the achievement and motivation of the students of the subject Mechanical Design of Equipment in the Chemical Engineering Degree, a teaching innovation project is carried out based on gamification and immediate feedback, specifically through the use of the Wooclap software. After the project design and implementation, it was evaluated using two main instruments: the institutional questionnaires of the own university and a specific questionnaire designed by the teaching team. The results suggested that the use of Wooclap in the classroom had a positive impact on students, allowing, on the one hand, to increase students' motivation and, on the other hand, to improve their academic achievement. Likewise, the constructive comments from the students promoted the teaching team the opportunity to develop and deepen future changes and updates. [Display omitted] • Wooclap is used as a training tool in a Chemical Engineering course. • The tool manages to capture the attention and improve the interest of the students towards the contents of the subject. • Reinforcement of teacher-student feedback for a better teaching-learning process. [ABSTRACT FROM AUTHOR]

Stress as a mental and physical imbalance is the experience of every human being. It can have a positive effect on human motivation and performance, as well as negatively contributing to the formation of chronic diseases. So far, stress is most often detected using EEG, ECG, GSR, BVP. A minority of researchers undertake stress detection from thermal images or video. The author, seeing the great potential in this area and looking for low-budget solutions that are more easily accessible to the average person, conducted a stress study using smartphone thermal imaging. The faces of the study participants were recorded by a low-cost thermographic camera in the smartphone version (external connection) – FLIR ONE Pro. As a stressor, arithmetic tasks with a time limit were used. The subjects additionally supplemented the MiniCOPE test to assess the level of coping with stress. These data were additional parameters that were taken into account during stress classification using CNN+MobileNetV2. The final results indicated high accuracy of stress classification based on thermal image sequences, confirming the thermal potential in stress detection. [ABSTRACT FROM AUTHOR]

Global project teams (GPTs) have emerged in the 21st century as the primary construct by which complex and often high-stakes changes of global scale are planned and delivered. Data from the field of GPT practice includes the recurrent observation that some GPT practitioners seem to thrive in the cross-cultural context of the GPT, while others flounder. This research paper explores how cultural diversity influences motivation and performance within the GPT. It extracts themes of interest from a detailed literature review and further explores them in the context of a field study of 79 GPT practitioners in 21 countries. CQ-motivation emerges as a potent predictor of motivation and performance in the GPT. The study concludes that GPT team selection processes which actively leverage CQ-motivation, project manager ownership, and the prioritisation of attitude over functional skills, will be supportive of superior GPT performance. [ABSTRACT FROM AUTHOR]

Yarrowia lipolytica , an oleaginous yeast with the GRAS status, has been developed as a platform for the chemical production. Promoter engineering is an important approach to regulating gene expression at the transcriptional level, which is of great significance in constructing microbial cell factories. Although some work on promoter study has been carried out in Y. lipolytica , obtained achievements still need further replenishment and development, compared explicitly with Saccharomyces cerevisiae , Bacillus subtilis , and other microorganisms. For this, we screened 81 endogenous promoters in Y. lipolytica , mainly involved in carbon metabolism and nitrogen metabolism. As a result, we obtained 15 strong promoters, 41 medium strength promoters, and 25 weak promoters, with the strength spanning from 0.06 % to 1.60-fold of P TEF promoter. Moreover, as a proof-of-concept, the identified promoter library was applied for expressing UDP-glycosyltransferase to produce salidroside, resulting in a production of 95.64 mg/l in shake flask, which is 3.92-times that of the parental strain. In general, our study provides a unique and available endogenous promoter library for Y. lipolytica. [Display omitted] • Obtaining a promoter library with the strength spanning from 0.06 % to 160 % of P TEF. • Characterizing 15 strong promoters, 41 medium promoters, and 25 weak promoters. • The strongest promoter is P MnDH2 (YALI0D18964g), 1.60-fold of the strength of P TEF. • The weakest promoter is P PHO89 (YALI0E23859g), 0.06 % of the strength of P TEF. [ABSTRACT FROM AUTHOR]

Achievement goal instructions are instructions that assign the learners' achievement goals beforehand, such as mastery-approach goal instructions that emphasize "to learn as much as possible" and performance-approach goal instructions that emphasize "to be the best player". Achievement goal instructions can induce specific goals in learning, but it is unclear which achievement goal instruction is best for motivation, cognition, and emotion in game-based learning. The purpose of this paper is to investigate 1) how achievement goal instructions affect motivation (i.e., achievement goals), cognition (i.e., mental effort and performance), and emotion (i.e., achievement emotions) in chemistry game-based learning and 2) whether prior achievement goals moderate the effects of achievement goal instructions. Participants were secondary school students (N = 450). In a 2 × 2 factorial design with the factors mastery-approach goal instructions (yes, no) and performance-approach goals (yes, no), participants were randomly assigned to one of the four conditions: mastery-approach goal instructions condition, performance-approach goal instructions condition, combined mastery-approach and performance-approach goal instructions condition, and control condition. Robust regression analysis revealed that mastery-approach goal instructions and performance-approach goal instructions did not interact. Mastery-approach goal instructions had no effects on mastery-approach goals. Performance-approach goal instructions promoted higher performance-approach goals and higher mental effort but lower posttest performance. Prior mastery-approach goals moderated the effects of achievement goal instructions on mental effort. We conclude that achievement goal instructions in game-based learning affect cognitive and motivational outcomes differently. Educators would do well to consider achievement goal instructions and learners' prior mastery-approach goals. • Achievement goal instructions could induce some achievement goals but not others. • Performance-approach goal instructions increased mental effort but decreased performance. • Multiple goal perspective was not supported. • Prior mastery-approach goals moderate the effects of performance-approach goal instructions. [ABSTRACT FROM AUTHOR]

• Design-Based learning (DBL) is a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education. • DBL mainly includes four main steps, such as presenting challenges, setting criteria, solving challenges, and testing results. • The experimental group (the DBL treatment) significantly outperformed the control group (with traditional instruction). • No significant difference was observed between sexes in the treatment of DBL. • Achievement motivation was found to significantly influence creative performance and design skills. In art and design education, the roles of motivation and creative performance in design skills hold immense significance for design students. As such, the teachers' instructional strategies are crucial. Among these strategies, design-based learning (DBL) is one of the important instructional processes that integrates design principles, problem-solving skills, and creative thinking to engage students in hands-on, authentic learning experiences. This study aimed to investigate the effects of DBL on the motivation, creativity, and design skills of students in art and design education. Pre- and post-test experimental research was conducted on 207 participants who specialize in art and design education at Kazan Federal University and the Kazan State Institute of Culture. Employing non-probability sampling, they were assigned to an experimental (treatment using DBL; 105 students) and a control (traditional instruction; 102 students) group. The findings demonstrated that the experimental group significantly outperformed the control group, while no significant interaction was observed between groups and sexes in the development of motivation, creativity, and design skills. Moreover, achievement motivation was found to significantly influence creative performance and design skills. This research serves as a valuable resource for educators and researchers, as it offers insights into fostering the creative performance of students within the field of art and design education. [ABSTRACT FROM AUTHOR]

• We examined gamification in user education for automated driving. • The gamified instruction was evaluated in a driving simulator study (N = 57). • Gamification improved motivation to learn the provided information. • Gamification fostered mental model development and trust during automated driving. Drivers must establish adequate mental models to ensure safe driver-vehicle interaction in combined partial and conditional driving automation. To achieve this, user education is considered crucial. Since gamification has previously shown positive effects on learning motivation and performance, it could serve as a measure to enhance user education on automated vehicles. We developed a tablet-based instruction involving gamified elements and compared it to instruction without gamification and a control group receiving a user manual. After instruction, participants (N = 57) experienced a 30-minute automated drive on a motorway in a fixed-base driving simulator. Participants who received the gamified instruction reported a higher level of intrinsic motivation to learn the provided content. The results also indicate that gamification promotes mental model formation and trust during the automated drive. Taken together, including gamification in user education for automated driving is a promising approach to enhance safe driver-vehicle interaction. [ABSTRACT FROM AUTHOR]

When students with high cognitive abilities disengage from school, this implies a severe loss of talent to students themselves and to society. Hence, it is important to understand how teachers can prevent disengagement and underachievement in high-ability students. Whereas a large body of research has demonstrated that need-supportive teaching (i.e., the provision of autonomy support, involvement, and structure) and differentiated instruction relate positively to students' academic development, it remains unclear whether such practices would be equally, more, or less beneficial for high-ability students. Drawing on data from a longitudinal four-wave study among early adolescents from Flanders (N = 3586), this study showed that need-supportive teaching in math classes was positively associated with intrinsic motivation, behavioral engagement, and math performance in high-ability students, both at the level of between-student differences and at the level of changes in students over time. Standardized estimates were typically between 0.05 and 0.20 at the between-person level, indicating small effect sizes, with more modest effect sizes at the within-person level. Importantly, these associations were found to be generally equivalent across high- and average-ability students. Comparing the provision of need-supportive teaching to either high- or average-ability students, high-ability students particularly reported more autonomy support from their math teachers than average-ability students, with small effect sizes (i.e., Cohen's d between 0.16 and 0.27). These findings underline the importance of need-supportive teaching to support the motivational and academic development of both high- and average-ability students. [ABSTRACT FROM AUTHOR]

This study investigated how motivational factors contribute to math performance through the ecological model within exceptionally high and low achieving student populations. Using PISA 2018 data, a model including three layers of the ecological model were constructed to examine the ecological background of math performance for each group: exceptionally low & high achievers. Employing structural equation modeling, the results revealed that high math performance was ecologically associated with factors: attitudes towards competition, growth mindset, motivation to master tasks, self-efficacy, teacher enthusiasm, teacher feedback, teacher support, value of school, and parents' emotional support. However, low math performance was related to a wider range of factors, including the aforementioned variables, as well as enjoyment of reading and learning goals. This research emphasizes a practical viewpoint that suggests using different interventions to maximize the potential of students in various positions on the math ability spectrum since the factors differ in explaining mathematically high and low performance. In this study, we investigated motivation related factors that affect students with both high and low achievements in mathematics. Our results indicate that the factors associated with math performance differ between high and low achievers. This highlights the significance of need for differentiated educational strategies to maximize the potential of students across the math ability spectrum. This differentiation between the two groups may help in developing a tailored approach, enabling educators to promote a learning environment that is both inclusive and effective. • The ecological context significantly differs between high and low math performance. • Self-efficacy emerges as the prominent factor explaining high-level math performance. • Growth mindset plays a primary role in influencing math performance of low achievers. • More factors should be considered to increase math performance of low achievers. [ABSTRACT FROM AUTHOR]

Using a nationally representative longitudinal database of Korean students (N = 6908), we investigated the temporal relationships between self-efficacy and interest across Grades 7 through 11, and between the two constructs and Grade 12 achievement in math, English, and Korean. To extend previous findings, we focused on the potential moderation of these relationships by individual differences such as gender and perceptions of domain importance. Autoregressive cross-lagged modeling revealed significant reciprocal relationships between self-efficacy and interest in all three subjects, with interest being a stronger predictor of self-efficacy than vice versa in math and Korean. In English, self-efficacy and interest were equally predictive of each other. However, boys in English and students who considered the domain unimportant in math did not follow this general pattern in the respective domain. These findings underscore the necessity to approach student motivation based on the subject matter and individual student characteristics. Academic self-efficacy and interest are among the most important motivation constructs that influence various decisions students make at school, including their task choice, effort expenditure, persistence, strategy use, and achievement. Although it would be ideal that self-efficacy and interest in the subject are developed concurrently, educators and researchers alike have debated which of the two should receive the limited educational resources first. The present results based on a nationally representative sample of Korean adolescents surveyed annually over 5 years show that the answer to this question depends on the subject matter and student characteristics. In math and Korean, feeling interested in the subject better predicted how self-efficacious in the subject students would later become than vice versa, although prior self-efficacy and interest in math were equally predictive of each other among students who did not perceive math to be as important. In English as a foreign language, the prior self-efficacy and interest in the subject were equally predictive of each other in general, which was not applied to boys as their prior interest in English better predicted their subsequent self-efficacy in learning the foreign language than their prior self-efficacy in English predicted their subsequent interest in the subject. Attending to these differences will help design instructional activities that bring greater motivational benefits to learners. • Longitudinal relations between self-efficacy and interest were tested over 5 waves. • Overall, interest was a stronger predictor of self-efficacy than vice versa. • The paths from prior interest to later self-efficacy were stronger for boys. • The paths were also stronger for students who perceived the domain to be important. • The results offer implications on how best to intervene in student motivation. [ABSTRACT FROM AUTHOR]

Breakfast is often cited as the most important meal of the day and vital for students' academic functioning at school. Although much research has linked students' breakfast consumption to better achievement, there has been debate about why and how breakfast has academic benefits. The present study of 648 Australian high school students investigated (a) the role of breakfast consumption and breakfast quality in students' self-reported motivation and their achievement in a science test, (b) the role of motivation in mediating the link between breakfast consumption and quality and students' achievement, and (c) the extent to which breakfast consumption effects are moderated by the quality of breakfast (e.g., more vegetables, fruit, dairy/protein, wholegrains, cereals, water; less sugary drinks, processed meat, fast take-away, unhealthy snack foods). Findings indicated that beyond the effects of personal, home, and classroom factors, breakfast consumption predicted higher adaptive motivation (p <.05), breakfast quality predicted lower maladaptive motivation (p <.05), and in turn, students' adaptive (positively, p <.01) and maladaptive (negatively, p <.01) motivation predicted their achievement. Moreover, adaptive motivation significantly mediated the relationship between breakfast consumption and achievement (p <.05). The effect of breakfast consumption was moderated by the quality of breakfast such that consuming a high-quality breakfast in the morning was associated with the highest levels of adaptive motivation (p <.01) and achievement (p <.05) later in the day. Findings have implications for educational practice and policy seeking to promote a healthy start to the school day to optimize students' motivation and achievement. • The study investigated the role of breakfast in students' motivation and achievement. • Also examined whether educational outcomes are moderated by breakfast quality. • Breakfast consumption and breakfast quality predicted motivation. • Motivation mediated the relationship between breakfast and achievement. • Findings have implications for school and classroom practice. [ABSTRACT FROM AUTHOR]

Effects of motivation on cognition and performance have been found empirically in different fields. However, the relationship between motivation and performance seems complex and multi-faceted. While seemingly inconsistent or incompatible studies and theories of different disciplinary origins exist in this regard, we show that many of them can potentially be synthesized. Simulations within a unifying computational cognitive architecture account for empirical phenomena from different studies, which demonstrate that a mechanistic (computational) account can potentially unify the interpretations of these studies, largely based on utility calculation from intrinsic motives, and allow for further, more detailed explorations. [ABSTRACT FROM AUTHOR]

Work on physiological and other behavioral correlates of motives often assumes that motives exert a direct effect on behavior once activated. Motivational intensity theory, however, suggests that this does not always apply. In the context of task engagement, motive strength should exert a direct effect on myocardial beta-adrenergic activity if task difficulty is unclear, but not if task difficulty is known. The presented study tested this prediction for the impact of the explicit achievement motive on myocardial beta-adrenergic activity—assessed as pre-ejection period (PEP) reactivity during task performance. Seventy-eight participants performed one of two versions of a mental arithmetic task. After having completed the achievement motive scale of the Personality Research Form, participants were either informed about the difficulty of the task or not before working on it. Participants' PEP reactivity during task performance provided evidence for the predicted moderating impact of clarity of task difficulty: PEP reactivity increased with increasing achievement motive strength if task difficulty was unclear, but not if it was clear. These findings demonstrate that the explicit achievement motive impact on myocardial beta-adrenergic activity is moderated by clarity of task difficulty and suggest that motive strength does not always translate into direct effects on physiology and behavior. • Explicit achievement motive (sanAch) strength affects PEP response. • Clarity of task demand moderates the sanAch-PEP relationship. • Higher sanAch is associated with stronger PEP response if task demand is unclear. [ABSTRACT FROM AUTHOR]

Employees' perception of justice in performance appraisal systems is an important element of human resources management. Perception of justice directly affects employee motivation and performance, thus the operation of companies and their competitive position. It is necessary that employee appraisal be seen by the staff as fair, because employees today are particularly sensitive to matters of justice in the context of assessment of their work and in their treatment by superiors, while the achievement of organizational goals largely depends on their motivation and performance. This study uses results of a survey conducted on a group of 601 employees from companies in the West Pomeranian Voivodship in Poland. The main purpose of this study is to assess employees' perceptions of fairness towards the performance appraisal in companies of the said province. The findings of the study indicate that close to a half of employees perceive appraisal as unfair and the perception of justice is worst in medium-sized enterprises and among regular workers and mid-level managers. At the same time, a liberal percentage of employees point out that the assessment criteria established are unfair and biased with discriminatory prejudices. The survey has also shown that appraisals are not useful as they do not significantly affect the personnel policy conducted in companies. The results obtained are negative and mean that the approach to appraisal systems in companies must change. The research on perception of justice and usefulness of performance appraisals also points to practical consequences for companies. [ABSTRACT FROM AUTHOR]

The paper presents the optimization of the epoxidation process of crotyl alcohol on the Ti-MWW catalyst at atmospheric pressure, based on the Taguchi orthogonal array method. Shown are the influence of the most important process parameters, such a temperature, molar ratio of crotyl alcohol to H 2 O 2 , methanol concentration, Ti-MWW catalyst concentration and reaction time. The response functions characterizing epoxidation process were selectivity of transformation to 2,3-epoxybutan-1-ol with respect to reacted crotyl alcohol – S 2,3EB1O/CA , conversion of crotyl alcohol C CA , yield of 2,3-epoxybutan-1-ol W 2,3EB1O. Based on the calculated signal/noise ratios for individual parameters of the process, their impact on all output parameters was determined and optimal process conditions were determined to reach its the maximum. The empirical verification of this process was also performed by comparing both output parameters predicted and achieved in the tests. This method allows limiting the number of tests required to reach the wished test results, diminution the time needed course for their achievement, and at the same time their expenses. [ABSTRACT FROM AUTHOR]

The dynamic changes on the market make it necessary to undertake marketing activities that are tailored to the expectations of customers. The wide availability of the Internet and the opportunities it creates, on the one hand, open up space for new forms of reaching customers, and on the other hand, expand the market of competitors to global companies. In order to ensure a stable position in the online space, companies should take actions that allow them to build e-loyalty determined by factors such as: trust, satisfaction, and commitment. For this, it is necessary to know the target group to which the actions are to be directed. The aim of the article is to identify the impact of selected online communication tools on the strength e-loyalty between a young consumer and the company and to verify the changes that have occurred in this area in the last 5 years. The article is divided into theoretical, methodological and empirical parts. The empirical part presents the results of research conducted among young people aged 15-24. The research was conducted in 2016 and in 2021 using the CATI and PAPI method, in the West Pomeranian Voivodeship in Poland. The sample size was in 2016 n = 502; in 2021 n = 472. The obtained results indicate a significant change in the impact of the tested online communication tools over 5 years. This differentiation is visible both in the definition of e-loyalty by young consumers, and in the strength and direction of the impact of the studied constructs. This achievement emphasizes the need to conduct systematic research among representatives of the young generation, whose preferences and expectations regarding the company's online activities are changing dynamically. [ABSTRACT FROM AUTHOR]

Relative performance feedback (RPF) has often been shown to improve effort and performance in the workplace and educational settings. Yet, many studies also document substantial negative effects of RPF, in particular for low-achievers. We study a novel type of RPF designed to overcome these negative effects of RPF on low-achievers by scoring individual performance improvements. With a sample of 400 children, we conduct a class-wise randomized-controlled trial using an e-learning software in regular teaching lessons in primary schools. We demonstrate that this type of RPF significantly increases motivation, effort, and performance in math for low-achieving children, without hurting high-achieving children. Among low-achievers, those receiving more points and moving up in the ranking improved strongest on motivation and math performance. In an exploratory analysis, we document substantial gender differences in response to this type of RPF: improvements in motivation and learning are much stronger for girls. We argue that using this new type of RPF could potentially reduce inequalities, especially in educational settings. [ABSTRACT FROM AUTHOR]

• Flipped course, new testing approaches, applied chemistry, higher education. New teaching approaches differ from classic ones in promoting active learning. Despite claims that new teaching approaches increase students' motivation and achievement, empirical research concerning these positive effects is scarce, specifically regarding effects on achievement. In the present investigation, we conducted a series of quasi-experimental studies to compare new with classic teaching approaches. In four studies, we investigated the impact of flipped courses - an innovating teaching method (vs. classic teaching) - and of three innovative test formats - journal format report (vs. classic report), research article analysis and exam with all documents authorised (vs. classic exam) - on the motivation and achievement of students taking applied chemistry courses at the Higher Institute of Applied Biology of Medenine, Tunisia. Students' motivation was increased by all new teaching approaches. Achievement scores were also significantly improved by these new methods, except for the exam with all documents authorized. Effect size calculations showed that all four new approaches had larger effects on motivation than on achievement, and that motivational vs. achievement benefits were unequally balanced across active learning tools. Our findings strengthen the relevance of active learning tools in high-level applied chemistry teaching, but they highlight the need to consider priority goals (increased motivation vs. achievement) when adopting a particular learning tool. [ABSTRACT FROM AUTHOR]

Limited research has explored how perceived teacher support and math self-efficacy jointly impact math achievement, as emphasized by social cognitive theory. This study uses both variable-oriented and person-oriented approaches to examine their joint and independent effects. Additionally, it investigates gender differences in math achievement and the moderating role of gender in the impact of perceived teacher support and math self-efficacy. Chinese primary school students (n = 1725, M age = 8.97, 41.62 % girls) in grades 3 and 4 participated. Results show: (1) T1 math self-efficacy positively predicts T2 math achievement in structural equation modeling, with perceived teacher support demonstrates a short-term predictive effect at T1. (2) Significant gender differences in T1 math achievement diminish over time. (3) Person-oriented analysis revealed both the independent and joint effects of perceived teacher support and math self-efficacy on math achievement. These findings offer insights into factors influencing math achievement and ways to enhance it. The study reveals that perceived teacher support independently influences math achievement, suggesting the need for extra support for students with low perceived teacher support. Additionally, it emphasizes the compensatory effect of math self-efficacy, advising practitioners to maintain support for students with low math self-efficacy and high perceived teacher support, and to actively nurture math self-efficacy for those with high math self-efficacy and low perceived teacher support. The joint effect of math self-efficacy and perceived teacher support underscores the importance of tailored support to enhance both aspects. Finally, addressing gender differences, the study highlights the need to provide enhanced support for male students in educational practice. • Independent effect of variables was unearthed by variable-oriented approaches. • Girls outperformed boys in math achievement at T1. • Independent and joint effect of variables were found by person-oriented approaches. • Compensatory effect of math self-efficacy on math achievement was discovered. [ABSTRACT FROM AUTHOR]

Achievement motivation is an important predictor for academic performance. For a better understanding of the mechanisms explaining this relation, it is necessary to shift from a trait to a state perspective to unravel underlying dynamic processes and take the influence of the situation into account. However, there were only few empirical attempts to analyze achievement motivation at the within-person level and they did not yet investigate relations to situation perception. Hence, we examined whether achievement motivation traits manifest as states and if those are related to specific situation characteristics. Utilizing the experience sampling method (N = 8,592 assessments), we obtained self-reports from N = 223 school and university students and applied multilevel modeling. Results revealed fluctuation of achievement motivation at state level and exclusive relations with situation characteristics (especially Duty and Intellect) for various motivational constructs. We discuss theoretical and practical implications as well as prospects for future studies. Since achievement motivation (along with other variables such as cognitive abilities) can predict academic performance and it is important to understand the processes behind it, it would be appropriate to analyze achievement motivation not only as a (relatively stable) traitlike variable, but to consider high-frequency fluctuations (states). A person's motivation can vary from situation to situation (i.e., depending on how a situation is perceived, people may be more or less motivated). The results of the current study show that there are (1) situational variations in achievement motivation and (2) relations of these states with specific situational characteristics for various motivational constructs. In practical terms, learning environments could be enriched to stimulate the perception of certain situation cues in such a way that Duty and Intellect are elicited, which then potentially enhances motivation. One possibility would be, for example, to stress in a learning situation the potential of actually learning something of intellectual value. • Achievement motivation fluctuates at the within-person level. • Achievement motivation states are related to specific situation characteristics. • Murray's idea of need and press is supported. [ABSTRACT FROM AUTHOR]

Drawing on achievement-goal theory and the theory of planned behavior, this study examined gamification achievements' (i.e., perceived task complexity and achievement motives) impact on hotel guests' energy-saving attitudinal outcomes and revisit intentions. 437 data were analyzed employing structural equation modeling and multigroup analysis. Results indicated that task complexity negatively influenced attitudes and perceived behavioral control but positively impacted subjective norms toward the energy-saving game. Achievement motives positively influenced all three TPB indicators (i.e., attitudes, subjective norms, and perceived behavioral control toward the energy-saving game). Attitudes and subjective norms, in turn, positively enhanced hotel revisit intentions, while perceived behavioral control reduced hotel revisit intentions. Further, green hotel experiences moderated the relationships between achievement motives and three TPB indicators (i.e., attitudes, subjective norms, and perceived behavioral control toward the energy-saving game). Findings provide ample theoretical contributions and suggest hotel practitioners use achievement-based energy-saving gamification to promote hotel revisit intentions. • This study examines gamification achievements' impact on energy-saving attitudinal outcomes and hotel revisit intentions. • Task complexity positively impacted subjective norms, but negatively impacted attitudes and perceived behavioral control. • Achievement motives positively influenced three TPB indicators toward gamification. • Attitudes and subjective norms enhanced hotel revisit intentions, while perceived behavioral control had a negative impact. • Green hotel experiences moderated the relationship between achievement motives and three TPB indicators. [ABSTRACT FROM AUTHOR]

Spatial and social cognition are two aspects of fish behaviour that have been subject to an increasing amount of research in recent years, but few have investigated potential behaviour overlaps. Testing the ability for an individual to socially learn a spatial task would bridge this gap in understanding. We provided naïve goldfish, Carassius auratus , the opportunity to observe a trained conspecific navigate a T-shaped maze, and then recorded how many trials it took for them to learn the maze, time taken per trial, motivation, and acceptance of the food reward. We also recorded how many trials it took a control group to learn the maze without the opportunity to observe a demonstrator. The observer group took significantly longer to learn the maze than the control group. Although the observer group were significantly less motivated (trials without a choice made), they were significantly more likely to accept the food reward. The social learning of reward acceptance was taking place, but the process of the demonstration disrupted the training of the spatial task, with possible explanations as the passenger effect and trade-off mechanism being discussed. Future studies are needed to determine whether goldfish can acquire spatial information socially; however, this study contributes to the feasibility of studying social learning of environmentally information in goldfish. • Goldfish observed trained individuals perform a spatial task, then learned the spatial task themselves. • Observer subjects took significantly longer to learn the spatial task than control subjects. • Observer subjects were more likely to accept the reward, suggesting social transmission of food acceptance. • Two groups taking similar time per trial, but the observers were more likely to have unmotivated trials. [ABSTRACT FROM AUTHOR]

We review the context, the motivations and the expected performances of a comprehensive and ambitious fixed-target programme using the multi-TeV proton and ion LHC beams. We also provide a detailed account of the different possible technical implementations ranging from an internal wire target to a full dedicated beam line extracted with a bent crystal. The possibilities offered by the use of the ALICE and LHCb detectors in the fixed-target mode are also reviewed. [ABSTRACT FROM AUTHOR]

Comorbidities and frailty are determinants of surgical outcome. The aim of the study was to examine various measures of frailty and comorbidities in predicting postoperative outcome of partial nephrectomy (PN). We prospectively analyzed the frailty and comorbidity status of 150 patients undergoing PN between 2015 and 2018. Primary endpoint was the occurrence of major postoperative complications (MPC) and secondary endpoints were the failure of Trifecta achievement and the need for hospital readmissions. For the transfer into clinical practice the most significant frailty parameters were summarized in a multi-dimensional test. Median age was 67 (33–93) years, 64.7% of the patients were male. Univariable regression analysis showed, that patients with increased frailty indices (Hopkins frailty score ≥2 (OR = 3.74, p = 0.005), Groningen frailty index ≥4 (OR = 2.85, p = 0.036)) are at higher risk to develop MPC. Furthermore, poor physical performance, such as a low handgrip strength or a Full-Tandem-Stand (FTS) < 10 s were associated with MPC (OR = 4.76, p = 0.014; OR = 4.48, p = 0.018) and Trifecta failure (OR = 3.60, p = 0.037, OR = 5.50, p = 0.010). Six measures were combined to the geriatric assessment in partial nephrectomy score (GAPN). A GAPN-score ≥3 proved to be a significant predictor for MPC (OR = 4.30, p = 0.029) and for Trifecta failure (OR = 0.20, p = 0.011) in multivariable regression analysis. The frailty status and comorbidities are important determinants of the postoperative course after PN. These parameters should be assessed preoperatively and included in the treatment planning, especially in light of available alternative therapies. In this context, the GAPN-score may be a suitable tool. [ABSTRACT FROM AUTHOR]

Motivation wields a tangible impact on students' academic functioning. Among the theoretical frameworks used to explain students' motivation to learn, Eccles et al.'s expectancy-value theory (1983) is one of the most influential. It has been used to investigate students' competence- and value-related beliefs and how they are associated with academic-related choices, learning behaviors, and achievement. In the learning context, cost has mostly been discussed under the expectancy-value framework as a sub-dimension of task value and conceptualized as reflecting the negative aspects of task engagement. The issue of cost has recently attracted growing interest among scholars, providing a way to explain the dynamics of student motivation. However, cost is still underexplored in the empirical literature. In the present study, we assessed adolescent students' perceived cost (i.e., effort cost, opportunity cost, ego cost, and emotional cost) of studying math and examined its unique relations with academic motivation and achievement. Across a series of three studies, we found that cost is empirically distinct from the utility, attainment, and interest components of task value and is closely related to students' maladaptive academic outcomes. In particular, cost showed unique associations with adolescent students' test anxiety, disorganization, adoption of avoidance goals, avoidance intentions, and academic achievement. The present study's findings highlight the importance of including cost as a unique construct alongside value to more fully capture students' motivational dynamics in school. • We assessed Korean adolescent students' perceived cost of studying math. • We explored the unique role of cost in maladaptive academic outcomes. • Cost can provide important information about avoidance motivation and achievement. [ABSTRACT FROM AUTHOR]

Here we review the latest advances in power density and efficiency of H 2 internal combustion engines (ICEs). Dual fuel direct injection (DI) diesel-H 2 compression ignition (CI), and H 2 -only positive ignition (PI), DI and jet ignition (JI), ICEs, have the potential to deliver peak efficiency about 50%, peak power efficiency above 46%, and driving cycle average efficiency above 35% when fitted to hybrid powertrains. These achievements need modest expenditure in research and development (R&D) most for the H 2 injection system and storage. Dual fuel DI diesel- H 2 CI ICEs may deliver extremely low emissions of the regulated pollutants, NOx, unburned hydrocarbons (HC), CO and particulate matter (PM), and CO 2 emission. H 2 PI ICEs with DI and JI may deliver even lower emissions of the regulated pollutant NOx, and practically zero emissions of PM, and CO 2. PI ICEs allow much higher power densities than CI ICEs being the combustion event controlled by the turbulent mixing rather than vaporization, mixing and diffusion, thus permitting an about constant combustion duration in terms of crank angle degrees, and thus the ability to run extremely high rpm. LiquidH 2 and LNG have many similarities for infrastructure and engine and vehicle technology. Long-haul HDT dual-fuel LNG-diesel CI ICEs are now spreading across the world because of their economic and environmental advantages. Replacement of LNG with liquidH 2 in these vehicles is the best avenue for the substantial introduction of H 2 use within this decade. • Hydrogen mobility is competitive with electric mobility. • Dual-fuel LiquidH 2 -diesel CI ICEs may deliver above 50% peak fuel conversion efficiency. • Same efficiency but higher power density may be achieved with LiquidH 2 only PI ICEs. • LiquidH 2 and LNG have similarities for infrastructure and engine and vehicle technology. • Long-haul HDT dual-fuel LNG-diesel is the best avenue for heavy introduction of H 2 use. [ABSTRACT FROM AUTHOR]

Learning history means to learn what caused the world around us to become the way it is right now. For decades, historical events were recorded and taught to younger generations to learn from them. However, most students found that learning history is boring because they could not feel or understand the moment of those historical events. This paper aims to investigate how a game-based learning approach influences the achievement and motivation of historical learning through a mobile learning environment. We propose game-based historical learning using the role-playing game on a mobile platform. The implementation is based on the history of the first army general in Indonesia, General Sudirman. The game was tested to 63 Junior High School students in Jakarta. Based on the evaluation, using the game can increase student learning motivation and learning achievement. [ABSTRACT FROM AUTHOR]

Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates (n = 1036), the relations among mindsets, science academic self-efficacy, achievement goals, and achievement-related outcomes in science were examined. Fixed mindset related to performance goals. Growth mindset related to mastery goals and the number of courses completed. There was a significant indirect effect of growth mindset on interest value via mastery goals. Contrary to Dweck's model, the relation of performance goals to outcomes did not vary as a function of science academic self-efficacy. The findings provide empirical evidence for a more nuanced understanding of Dweck's model. They provide practical insights for how to support undergraduate students who are pursuing science-related career. • Dweck's social-cognitive model was tested in a college science context. • Fixed mindset related to performance goals • Growth mindset related to mastery goals and the number of courses completed • There was an indirect effect of growth mindset on interest value via mastery goals. • No latent interaction effect between self-efficacy and achievement goals appeared [ABSTRACT FROM AUTHOR]

Over two centuries, research has delved into individual differences in learning across educational and professional contexts. This commentary conducts a bibliometric analysis of 6556 articles, identifying key research keywords, topics and themes, and their historical evolution. The findings revealed a longstanding emphasis on educational psychology, particularly motivation and achievement, rather than cross-curricular competencies and learner's well-being and socio-economic background. Notably, self-regulated learning (SRL) emerged as an overarching research subject in terms of motivation and achievement, but, surprisingly, not (meta)cognition. Prospects for the field build on cross-disciplinary research, theoretical refinement, and methodological advances. Further, the field is expected to maintain academic rigor, address diversity among learners, foster global collaboration, and focus on underprivileged populations. • The field of learning and individual differences builds on over 200 years of research. • The field spans experimental, developmental, and educational psychology. • Recently, the field focused on motivation, achievement goals and statistical methods. • Societal demands will shape the future of the field. [ABSTRACT FROM AUTHOR]

The current study examines the development of higher education students' knowledge, correct confidence in their own knowledge, and accuracy of self-assessment over one semester and if the use of evidence-based learning activities (such as practice testing) is associated with these outcomes. The present study assessed N = 285 university students' use of learning activities, their knowledge, correct confidence, and accuracy of self-assessment five times over the course of a semester in a lecture course. All learning outcomes improved and were explained by learning activity use beyond students' prior knowledge, prior achievement and motivation. Latent profile analyses distinguished five subgroups of students regarding the frequency and combination of learning activity use. Results indicate that students benefitted most from using multiple activities. The study provides evidence that in a realistic learning setting several learning activities contribute to students' knowledge, correct confidence, and accuracy of self-assessment gains. The study identifies positive changes in various learning outcomes, i.e., knowledge, correct confidence, and accuracy, over the course of a semester in a cohort of university students. It also examines students' learning behavior with a person-centered approach and if students learning behavior adds to the explanation of learning outcomes. The results support the benefits of engaging in many different learning activities beyond individual learning prerequisites. The study adds to current research by combining the study of multiple learning activities in a lecture course and the longitudinal investigation of multiple learning outcomes. The study further reinforces the importance of providing evidence-based activities in higher education. • Change in students' knowledge, confidence, and accuracy over one semester is investigated. • Five different profiles of students' use of evidence-based learning activities are identified. • Learning activities explain knowledge, correct confidence, and accuracy beyond prior knowledge, achievement and motivation. • In realistic learning settings, several learning activities contribute to students' outcomes. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) is crucial for academic success; therefore support, to enhance and maintain SRL skills is important. In blended adult education, the heterogeneity of adults creates diversity in SRL abilities, which makes it necessary to provide tailored support. Conducting latent profile analyses for a sample of 213 blended adult students, we identified three profiles, namely high, low, and moderate SRL profiles which prove differences in SRL strategy use and imply tailored SRL support. Through multivariate analysis of variance (MANOVA) and multinomial logistic regression, we further explore the differences in SRL between the profiles and the extent to which the students' personal background characteristics and achievement motivations predict their profile membership. The three profiles differ significantly in terms of the scores of all SRL subscales. Furthermore, only achievement motivation – more specifically, attainment and utility value – predicts profile membership. These results inform educational practice about opportunities for supporting and enhancing SRL skills. Anticipating attainment and utility value, time management, and collaboration with peers are all recommended. More specifically, teachers can, for example, use authentic tasks and examples during the learning process or be a role model regarding online interaction and information sharing. • There are three online self-regulation profiles among blended adult students. • Attainment and utility value predict online self-regulation profile membership. • Authentic tasks tailored to the students' situations raise the task usefulness. • Teachers should urge and support students to share their time plans. • Teachers should act as role models and promote sharing efficient SRL strategies. [ABSTRACT FROM AUTHOR]

Abstract Nonlinear equations arise in various fields of science and engineering. The present era of computational science – where one needs maximum achievement in minimum time – demands proposal of new and efficient iterative methods for solving nonlinear equations and systems. While the new methods are expected to be higher order convergent, the time efficiency and lesser computational information used are the top priorities. In this paper, we propose a new three-step iterative nonlinear solver for nonlinear equations and systems. The proposed method requires three evaluations of function and two evaluations of the first-order derivative per iteration. The proposed method is sixth order convergent, which is also proved theoretically. The performance of the proposed method is tested against other existing methods on the basis of error distributions, computational efficiency and CPU times. The numerical results on the application of the discussed methods on various nonlinear equations and systems, including an application problem related to combustion for a temperature of 3000 °C, show that the proposed method is comparable with existing methods with the main feature of the proposed method being its time-effectiveness. [ABSTRACT FROM AUTHOR]

Abstract This study investigated the effects of student enrolment and learning motivation on learning performance in a blended learning setting at the university level with social, teaching, and learning presence as mediating factors. Data samples were collected from 96 students taking blended learning course and 111 students taking a traditional course. The comparison between these two groups does not show a significant difference in the three presences and learning performance. Structural equation modelling results revealed that student enrolment has a positive impact on social presence and cognitive presence. Enrolment also positively influences learning performance through the above two presences. Learning motivation positively influence social presence only. Learning motivation also plays a vital role in enhancing the enrolment but does not directly influence learning performance in a blended learning setting. Teaching presence was found to have direct positive impacts on the cognitive presence and social presence, and indirect positive impacts on learning performance. These findings highlight the importance of student enrolment and course design from the teaching perspective in a blended learning setting. Highlights • Little is known about how different learning attributes influence learning effectiveness in blended earning context. • Data samples from 207 university students were collected. • Results show that student enrollment is positively related to cognitive presence, social presence and learning outcome. • Teaching presence has positive influence on cognitive presence and social presence in the blended learning environment. • Learning motivation positively influences student enrollment. [ABSTRACT FROM AUTHOR]

In the presented study, we investigated whether university students enrolled in economic sciences report stronger extrinsic life aspirations (striving for wealth) than social science students and whether such group differences align with group differences in achievement motivation. We questioned 327 German university students in economic science (n = 142) and social science programs (n = 185). Students enrolled in economic sciences reported stronger extrinsic and weaker intrinsic life aspirations (striving for personal growth) than students enrolled in social sciences. Extrinsic life aspirations were negatively predictive for students' performance approach goal orientation and intrinsic life aspirations were positively predictive for students' learning goal orientation leading to group differences in achievement goal orientations. Further analyses showed that extrinsic life aspirations also negatively predicted students' learning goal orientations when intrinsic life aspirations were low. The results highlight the importance of life aspirations as a potential foundation of achievement goal striving at university. • We examined how university students with dissimilar majors differ in personal goals. • We compared students with economic majors with students enrolled in social sciences. • Students in economic majors reported stronger extrinsic life aspirations. • As a result, they also reported a stronger performance approach goal orientation. • This relationship was not moderated by duration of studies. [ABSTRACT FROM AUTHOR]

How students achieve in science tests has a major bearing on appraisals of their overall competence in science—and has implications for their post-school science choices and pathways. There may be some factors that are implicated in their achievement in these tests and which are important to understand when interpreting test results and appraise students' overall science performance. This study investigated real-time perceived science competence (via self-efficacy) as one such factor. In the present study, N = 160 high school students reflected on and rated their self-efficacy in science midway through a science test. Using structural equation modeling, and drawing on theorizing around the longitudinal associations between motivation and achievement as well as literature on testing effects, the study examined the extent to which performance in the first half of the test was associated with mid-test self-efficacy (the so-called "skill-development" phenomenon), the extent to which self-efficacy was associated with performance in the second half of the test ("self-enhancement"), and the extent to which performance in the first half of the test was linked to performance in the second half of the test ("self-sustaining"). Support was found for all three associations: (a) prior performance was significantly and positively associated with mid-test self-efficacy (skill-development), (b) prior performance was significantly and positively associated with subsequent performance (self-sustaining), and (c) mid-test self-efficacy was significantly and positively associated with subsequent performance (self-enhancement). It is thus evident there are real-time competence perceptions and achievement relationships occurring during a science test. By better understanding these relationships, science educators are in a stronger position to enhance and sustain high school students' science motivation and performance, particularly when they do science tests. • Students reflected on and rated their science self-efficacy midway through a science test. • Mid-test self-efficacy was positively associated with subsequent performance, beyond prior performance. • Findings highlight the proximal role of mid-test self-efficacy during testing. • Findings have implications for practitioners seeking to enhance motivation and achievement in science tests. [ABSTRACT FROM AUTHOR]

Vigilance, or sustained attention, is the ability to maintain attention for prolonged periods of time. Interestingly, to date, few studies on vigilance have focused on the role of state motivation in sustaining attention. To address this disparity in the literature, the present study examined the effect of two types of state motivation on vigilance performance across task types (cognitive or sensory) and across the number of displays (one, two, or four). A sample of 105 participants completed a 24-min overload or underload vigilance task in a research laboratory. Participants were randomly assigned to either a cognitive or sensory vigilance task, and were randomly assigned to monitor one, two, or four displays for target stimuli. The results indicated that intrinsic state motivation predicted correct detection performance and state success motivation predicted sensitivity, but not false alarm performance, response bias, or global workload. We conclude with a discussion of the theoretical and practical applications of this research. • State intrinsic motivation is important in predicting overall correct detection performance in vigilance tasks. • State success motivation is important in predicting sensitivity to stimuli in vigilance tasks. • Motivation was not important in predicting false alarm performance, response bias, or global workload. [ABSTRACT FROM AUTHOR]

Students' relationships with peers and teachers strongly influence their motivation to engage in learning activities. Ethnic minority students, however, are often victimized in schools, and their educational achievement lags behind that of their majority group counterparts. The aim of the present study was to explore teachers' multicultural approach within their classrooms as a possible factor of influence over students' peer relationships and motivation. We utilized the novel methodology of estimating psychological networks in order to map out the interactions between these constructs within multicultural classrooms. Results indicate that a multicultural approach is directly connected to student motivation for both ethnic majority and minority students. Social integration within peer groups, however, seems to be a possible mediator of this relationship for the ethnic minority students. Due to the hypothesis generating nature of the psychological network approach, a more thorough investigation of this generated mediation hypothesis is called for. [ABSTRACT FROM AUTHOR]

Objective: Investigate the immediate and residual impacts of sleep extension in tactical athletes.Methods: A randomized controlled trial (Sleep extension = EXT vs Control = CON) was conducted on 50 (EXT: 20.12 ± 2.01 years vs CON: 19.76 ± 1.09 years) tactical athletes enrolled in the Reserve Officers' Training Corps (ROTC). Participants wore actigraphs for 15 consecutive nights and completed a cognitive/motor battery after seven habitual sleep nights, after four sleep extension nights, and after the resumption of habitual sleep for four nights. The CON group remained on habitual sleep schedules for the entire study.Results: During the intervention, the EXT group significantly increased mean sleep time (1.36 ± 0.71 h, p < 0.001). After sleep extension, there were significant between-group differences on the mean score change since baseline in Psychomotor Vigilance Test (PVT) reaction time (p = 0.026), Trail Making Test (TMT) - B time (p = 0.027), standing broad jump (SBJ) distance (p < 0.001), and motivation levels [to perform the cognitive tasks (p = 0.003) and the SBJ (p = 0.009)]; with the EXT group showing a greater enhancement in performance/motivation. After resuming habitual sleep schedules, significant between-group differences on the mean score change since baseline persisted on SBJ distance (p = 0.001) and motivation to perform the SBJ (p = 0.035), with the EXT showing greater enhancement in performance/motivation.Conclusion: Increasing sleep duration in military tactical athletes resulted in immediate performance benefits in psychomotor vigilance, executive functioning, standing broad jump distance, and motivation levels. Benefits on motor performance were evident four days after resumption of habitual sleep schedules. Military tactical athletes aiming to optimize their overall performance should consider the impact of longer sleep durations when feasible. [ABSTRACT FROM AUTHOR]

This study examined the association between neighborhood environment and reading using geocoding techniques. Addresses and FCAT reading scores for 2215 (751 MZ, 1464 DZ) twin pairs in 3rd through 10th grades were obtained from The Florida Twin Project on Reading (FTP-R). Additionally, addresses for neighborhood features were collected from publicly available data sources. Distances between participants' homes and potential risk and protective aspects of neighborhood environment were calculated using ArcGIS and used to predict reading comprehension. Results indicated that shelter proximity was negatively associated with FCAT reading after accounting for neighborhood SES. This study also found that distance to shelters explained a significant proportion (0.01–0.02%) of shared environmental influence, marking an additional component of shared environmental influences on reading. These results develop a more comprehensive model of the influences involved in reading achievement and highlight the need for further research on how shelter populations and conditions may influence residents nearby. • A combination of geocoding and behavior genetics examined neighborhood environmental influences on reading comprehension. • Aspects of neighborhood environment accounted for a small, but significant amount of environmental influences on reading. [ABSTRACT FROM AUTHOR]

Expectancy-value theory highlights the roles of students' expectancies, task values, and perceived costs in their motivation and achievement. While ample research has highlighted the positive associations of expectancy beliefs and task values with academic achievement, research on students' perceived costs is in its infancy. We investigated the temporal interrelations among expectancies, task values and different types of perceived cost, the role of these constructs in biology achievement, and the role of perceived costs as a moderator in the relations of expectancy beliefs to biology achievement. A cross-lagged path analysis of semester-long data from 234 undergraduate biology students pointed to variable relations among expectancies, task values, perceived costs, and biology achievement. For example, while early expectancy beliefs related to later attainment and interest value, early task values and perceived costs did not relate to later expectancy beliefs. Furthermore, early attainment value related to later effort and opportunity cost. Expectancy beliefs and effort and opportunity cost in biology were associated with final biology grade. Finally, effort cost moderated the relations between expectancy beliefs and students' final grades. These findings provide evidence for the dynamic relations among perceived costs, task values, and expectancy beliefs over a semester and point to the interplay between expectancies and perceived costs in their relation to academic achievement in science. • Early expectancy beliefs and utility value positively related to end-of-semester attainment value. • Early-semester expectancy beliefs also related to end-of-semester interest value. • Early-semester attainment value negatively related to end-of-semester effort cost and opportunity cost. • End-of-semester expectancy beliefs, effort cost, and opportunity cost related to final biology grade. • Effort cost moderated the relations between expectancy beliefs and biology achievement. [ABSTRACT FROM AUTHOR]

Abstract Motivation improves performance, pushing us beyond our normal limits. One general explanation for this is that the effects of neural noise can be reduced, at a cost. If this were possible, reward would promote investment in resisting noise. But how could the effects of noise be attenuated, and why should this be costly? Negative feedback may be employed to compensate for disturbances in a neural representation. Such feedback would increase the robustness of neural representations to internal signal fluctuations, producing a stable attractor. We propose that encoding this negative feedback in neural signals would incur additional costs proportional to the strength of the feedback signal. We use eye movements to test the hypothesis that motivation by reward improves precision by increasing the strength of internal negative feedback. We find that reward simultaneously increases the amplitude, velocity and endpoint precision of saccades, indicating true improvement in oculomotor performance. Analysis of trajectories demonstrates that variation in the eye position during the course of saccades is predictive of the variation of endpoints, but this relation is reduced by reward. This indicates that motivation permits more aggressive correction of errors during the saccade, so that they no longer affect the endpoint. We suggest that such increases in internal negative feedback allow attractor stability, albeit at a cost, and therefore may explain how motivation improves cognitive as well as motor precision. Highlights • Motivation can increase speed and reduce behavioural variability. • This requires stabilising neural representations so they are robust to noise. • Stable representations or attractors in neural systems may come at the cost of stronger negative feedback. • Examination of trajectory correlations demonstrates that reward increases negative feedback. • We propose that the cost of stabilising signals explain why effort is expensive. [ABSTRACT FROM AUTHOR]

Abstract A variety of Reinforcement Learning (RL) techniques blends with one or more techniques from Evolutionary Computation (EC) resulting in hybrid methods classified according to their goal, new focus, and their component methodologies. We denote this class of hybrid algorithmic techniques as the evolutionary computation versus reinforcement learning (ECRL) paradigm. This overview considers the entire spectrum of algorithmic aspects and proposes a novel methodology that analyses the technical resemblances and differences in ECRL. Our design analyses the motivation for each ECRL paradigm, the underlying natural models, the sub-component algorithmic techniques, as well as the properties of their ensemble. [ABSTRACT FROM AUTHOR]

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Highlights • The Hemingway effect on motivation to complete unfinished tasks is proposed. • Empirical evidence from two studies supports the existence of the Hemingway effect. • Motivation to persist in a failed-to-finish task is related to completion closeness. • People are more motivated to continue if they think they were close to finishing. • Task structure helps in clarifying how much more to do and closeness to finishing. Abstract This study proposed and examined empirical evidence for the Hemingway effect, which is that motivation to complete a task that a person has previously failed to complete would be higher the closer that person perceives he/she was in finishing that task. In Study 1, 260 undergraduate students were asked to copy newspaper text, but they were interrupted in the process so that the majority failed to complete the task. When their reported motivation to re-engage in the task to complete or continue it was analyzed, the results revealed that those who had fewer remaining text to copy were significantly higher in such motivation compared to those with more text remaining or even those who were able to finish the task – thus, confirming the occurrence of the Hemingway effect. In Study 2, 131 undergraduate students were administered a short writing task that was either structured or unstructured. Again, they were interrupted so that the majority were not able to finish writing. The results revealed that only the participants given the structured task evidenced the Hemingway effect. This finding suggests that a necessary condition for the effect to manifest is being able to adequately gauge what more needs to be done to complete an unfinished task (which the presence of structure facilitated). In sum, the findings of this study indicate that under certain conditions, failure to finish a task can have beneficial effects on motivation to persist and continue the task. Implications for practice – particularly in educational contexts – are discussed. [ABSTRACT FROM AUTHOR]

Compared to continuing-generation students, first-generation college students face additional barriers to their sense of belonging in STEM disciplines and at selective institutions. We examined first-generation (N = 1293) and continuing-generation (N = 2150) students' perceptions of belonging uncertainty, math motivation, and math achievement at eight research and comprehensive universities. Results of the multigroup structural equation analyses suggested that first-generation students who had higher belonging uncertainty reported lower success expectancies and higher perceived costs for math. Less adaptive math motivational beliefs, in turn, predicted lower math achievement for first-generation students. For continuing-generation students, belonging uncertainty was unrelated to math expectancies, value, costs, and achievement. The multigroup analyses revealed significant differences in how expectancies and costs mediated the relationship between belonging uncertainty and math achievement for first-generation versus continuing-generation students. Results have implications for narrowing social class equity gaps in selective institutions and diversifying STEM. First-year college students commonly experience uncertainties about the quality of their relationships and social ties (i.e., belonging uncertainty), particularly in competitive academic environments. We examined belonging uncertainty, motivational beliefs, and achievement among first-time, first-year students enrolled in a math course in eight competitive higher education institutions. Findings revealed that for first-generation students, compared to continuing-generation students, belonging uncertainty more negatively and strongly predicted math motivation, and in turn, math achievement. These findings highlight the importance of designing belonging interventions that particularly support first-generation students' college experience as uncertainties about belonging had more negative consequences for this population. Our research has implications for narrowing equity gaps between first-generation and continuing-generation students in selective universities. • First-generation students experience more belonging uncertainty than continuing-generation students. • Belonging uncertainty negatively predicts motivation for first-generation, but not continuing-generation, students. • Motivation mediates the relation between belonging uncertainty and achievement for first-generation students. • Results have implications for narrowing social class equity gaps in math education. [ABSTRACT FROM AUTHOR]

Motivation is theorized to be situated and dynamic, changing across contexts and time as students interact with learning materials. To capture these dynamic relations, 9091 third through fifth graders were surveyed multiple times throughout the year as they engaged with mathematics objectives in the learning technology, ST Math. All constructs displayed greater variance in motivation within students than between students among third graders; however, variance within students declined as grade-level increased. Within students, interest and utility positively predicted subsequent performance; effort cost negatively predicted subsequent performance. After partialling out within-student associations, contextual associations of objective-content motivation and performance were smaller and often in the opposite direction; broader measures of mathematics motivation had largely null relationships with performance. Results provide insight into how motivation and performance may relate during decision-making and application of effort in classroom activities, and how these relations may be different than those considering average levels across students. • Motivation and performance relate dynamically within mathematics learning technology. • Within-student variation in motivation predicts variance in performance. • Ratings of interest and utility for learning positively predict performance. • Ratings of effort cost negatively predict performance. • Variability reduces with age among upper elementary students. [ABSTRACT FROM AUTHOR]