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This study examined the development of adolescents' self-concept of ability in mathematics and literacy during secondary school, and the role that mothers' and fathers' beliefs concerning their child's abilities play in this development. Also examined was whether the role of mothers' and fathers' beliefs about their adolescent child's ability in mathematics and literacy differs according to the adolescent's gender and level of performance. A total of 231 adolescents and their mothers and fathers were followed up across secondary school. The results showed, first, that adolescents' self-concept of ability declined slightly from grade 7 to grade 9 in both mathematics and literacy. Second, mothers' and fathers' beliefs about their adolescent child's abilities in grade 7 predicted the child's subsequent self-concept in grade 9, but only in mathematics. Third, the role of mothers' beliefs in their child's self-concept of mathematics ability was found to be stronger among high-performing than low-performing adolescents.

In order to advance our understanding of educational processes, we present a tutorial of intraindividual variability. An adaptive educational process is characterised by stable (less variability), and a maladaptive process is characterised by instable (more variability) learning experiences from one learning situation to the next. We outline step by step how we specify a multilevel structural equation model of state, trait and individual differences in intraindividual variability constructs, which can be appropriately fitted to intraindividual data (e.g., time-points nested in persons, intensive longitudinal data). In total 285 primary school students' (Years 5 and 6) completed the Learning Experience Questionnaire using handheld computers, on average 13.6 learning episodes during one week (SD = 4.6; Range = 5-29; nepisodes = 3,433). We defined mean squared successive differences (MSSD) for each manifest indicator of task difficulty, competence evaluation and intrinsic motivation. We also demonstrate how to specify multivariate models for investigating convergent validity of the variability constructs. Overall, our study provides support for intraindividual variability as a construct in its own right, which has the potential to provide novel insight into students' learning processes.

Low Earth Orbit (LEO) constellations have ecently gained tremendous attention in the navigational field due to their arger constellation size, faster geometry variations, and higher signal power evels than Global Navigation Satellite Systems (GNSS), making them favourable for Position, Navigation, and Timing (PNT) purposes. Satellite signals are heavily attenuated from the atmospheric ayers, especially from the ionosphere. Ionospheric delays are, however, expected to be smaller in signals from LEO satellites than GNSS due to their ower orbital altitudes and higher carrier frequency. Nevertheless, unlike for GNSS, there are currently no standardized models for correcting the ionospheric errors in LEO signals. In this paper, we derive a new model called Interpolated and Averaged Memory Model (IAMM) starting from existing International GNSS Service (IGS) data and based on the observation that ionospheric effects epeat every 11 years. Our IAMM model can be used for ionospheric corrections for signals from any satellite constellation, including LEO. This model is constructed based on averaging multiple ionospheric data and eflecting the electron content inside the ionosphere. The IAMM model's primary advantage is its ability to be used both online and offline without needing eal-time input parameters, thus making it easy to store in a device's memory. We compare this model with two benchmark models, the Klobuchar and International Reference Ionosphere (IRI) models, by utilizing GNSS measurement data from 24 scenarios acquired in several European countries using both professional GNSS eceivers and Android smartphones. The model's behaviour is also evaluated on LEO signals using simulated data (as measurement data based on LEO signals are still not available in the open-access community; we show a significant eduction in ionospheric delays in LEO signals compared to GNSS. Finally, we highlight the remaining open challenges toward viable ionospheric-delay models in an LEO-PNT context. [ABSTRACT FROM AUTHOR]

With the increasing popularity of the Internet of Things and massive Machine Type Communication technologies, the number of connected devices is rising. However, although enabling valuable effects to our lives, bandwidth and latency constraints challenge Cloud processing of their associated data amounts. A promising solution to these challenges is the combination of Edge and approximate computing techniques that allows for data processing nearer to the user. This article aims to survey the potential benefits of these paradigms’ intersection. We provide a state-of-the-art review of circuit-level and architecture-level hardware techniques and popular applications. We also outline essential future research directions. [ABSTRACT FROM AUTHOR]

This study examined the role of reading disability (RD) risk and environmental protective factors in reading fluency in grade 4. The sample consisted of 538 Finnish-speaking students. Kindergarten measures included the students' risk for RD based on poor achievement in phonological awareness and letter knowledge as well as information on the three control variables: nonverbal ability, level of parental education, and gender. Measures in grades 1-3 included environmental protective factors: classmate reports of peer acceptance; teacher reports of positive affect for the student; and mother, father, and teacher reports of partnership between the home and the school. The students were also tested on their reading fluency in grade 4. The results showed, first, that environmental protective factors, namely, high levels of peer acceptance and positive teacher affect, uniquely predicted students' improved reading fluency in grade 4, after controlling for RD risk, nonverbal ability, level of parental education, and gender. Second, when controlling for the effects of single environmental protective factors, a higher overall number of environmental protective factors predicted students' improved reading fluency in grade 4. Third, RD risk predicted lower peer acceptance, less positive teacher affect, and lower parent-teacher partnership in grades 1-3. Finally, the effect of RD risk on subsequent reading fluency was partially mediated through the overall number of protective factors in the student's interpersonal environment.

This study investigated the extent to which autonomous motivation, effort and progress relating to current educational goals predict success in dealing with the challenging transition to university. Our study included two measurement points: (1) before the entrance examination, at which point participants (n = 280) documented ratings of their autonomous motivation, effort and progress regarding their educational goals; and (2) after receiving the results of the examination, at which time their success or failure of passing the entrance examination was checked by referring to the university archives. The results of the path model showed that when young adults pursued their educational goals for autonomous reasons, they invested special effort in their goal, and this led to a high level of goal progress. Goal progress, in turn, predicted their successfully passing the university's entrance examination.

The present study investigated the interplay between developmental changes in stress and coping during early and late adolescence. Using a longitudinal design, stress perception and coping styles of 200 adolescents in 7 different stressful situations were investigated. Multilevel piecewise latent growth curve models showed that stress perception decreased during late adolescence, whereas active and internal coping increased continuously from ages 12 to 19. Adolescents' high levels of perceived stress in a particular situation were associated with a high level of active coping but a low level of internal coping in that same situation. Withdrawal was associated with high levels of perceived stress, independent of situation. Developmental changes in individual adolescents' stress perception and coping were in most cases situation specific.

The present study investigated the causes to which parents attribute their children's academic successes and failures during children's transition from preschool to primary school. It followed 182 mothers and 167 fathers of 207 children. The parents completed a questionnaire concerning their causal attributions, level of education, and parenting styles in the middle of the preschool year and during Grades 1 and 2. The children's performance in reading and mathematics was tested at the beginning of the preschool year. The results showed that, while the children were in preschool, parents attributed their children's success to ability and teaching. When the children moved to primary school, parents increasingly attributed their children's success to ability, whereas they typically attributed failure to lack of effort. Furthermore, the higher the level of performance the children showed, the more the parents attributed their children's success to ability and the less they attributed it to teaching.

The aim of this longitudinal study was to investigate cross-lagged relationships between mathematical performance and reading comprehension during the first and second years of primary school. 114 Finnish-speaking children were examined six times on mathematics and reading comprehension during Years 1 and 2. At the beginning of Year 1, they were also tested on initial mathematics and reading skill, general concept ability and visual-motor skills. The results showed, firstly, that mathematics and reading comprehension were highly associated with each other across both years. Secondly, mathematical performance predicted subsequent reading comprehension during the first year rather than vice versa. The results suggest that it is important to pay more attention to the role of mathematical knowledge when children are entering to school. (Contains 2 figures and 2 tables.)