The "Coaching with Purpose: Integrating Self-Determination Theory (SDT) into Sports Coaching Styles" Program bridges critical gaps in traditional coaching by emphasizing autonomy, competence, and relatedness, thereby fostering intrinsic motivation and psychological well-being in athletes (Deci & Ryan, 2000; Ryan & Deci, 2017). Delivered asynchronously, the program integrates theoretical foundations with practical applications, including reflective exercises, case studies, and interactive modules, aligning with best practices in adult learning (Knowles, 1980). Evaluative data, comprising pre- and post-program surveys, coaching observations, and statistical analyses, revealed significant advancements in participants’ adoption of SDT principles. Post-program results demonstrated an 85% increase in the use of autonomy-supportive practices, highlighting the Program's success in transitioning participants from directive approaches to athlete-centered strategies (Hagger & Chatzisarantis, 2007). However, challenges in balancing autonomy with structured coaching underscore the need for continued mentorship and professional development (Amorose & Anderson-Butcher, 2007). Participants praised the program's focus on empowering athletes and integrating psychological growth with performance, suggesting its applicability across diverse sports contexts. This initiative illustrates how SDT-aligned Programs can enhance athlete motivation, satisfaction, and long-term development. Future research should examine the Program's broader impact on athlete retention, performance, and mental health within varied sports environments (Durlak et al., 2011).

Tagar ‘Kabur Aja Dulu’ akhir-akhir ini menggema di media social, penyebabnya ditengarai oleh kekecewaan para anak-anak muda, khususnya Generasi Z yang kecewa atas berbagai kebijakan pemerintah.  Tren warganet yang mengajak sesama anak bangsa menetap di luar negeri tersebut juga akibat dari situasi politik hingga ekonomi di Indonesia yang tak menentu, salah satunya pemangkasan anggaran besar-besaran di berbagai sektor vital, namun di lain pihak jumlah menteri, wakil menteri, staf khusus, pembantu presiden, yang memakan biaya banyak terus-menerus ditambah.

Hastag #KaburAjaDulu merupakan ajakan pada generasi muda untuk meninggalkan Indonesia dan bepergian ke luar negeri baik untuk tujuan bekerja mencari nafkah, menetap di luar negeri, atau belajar sambil bekerja dan sejenisnya. Berbagai reaksi muncul, ada yang memandang negatif, namun lebih banyak yang positif. Tulisan ini bermaksud mendukung tagar tersebut dengan pendekatan epistemology berbasis islamic worldview.

This paper presents a professional learning (PL) model that emerged from the authors' involvement with PL processes in several rural and remote schools in the state of Tasmania. As is the case for rural areas generally, young people in rural areas of Tasmania have lower retention rates to Year 12 and lower participation rates in higher education than their urban peers. Schools in these regions typically have less experienced staff, higher staff turnover and reduced access to professional networks compared with urban schools. Four case studies are presented to illustrate the experiences that lead to the partnership model of PL and the authors' insights into the nature of collaborative partnerships in rural contexts are discussed The study makes a contribution to understanding of the development of effective PL partnerships in rural schools as well as contributing to broader debates about the nature of partnership between teachers and facilitators of PL.

This research helps us in understanding the importance of parents in a child’s moral development.” Parents “meansthat people are engaged and more involve in caring for children parents here are not only the core family like father and mother, but include also grandparents, foster parents and guardian .Parents involve in caring for children’s like oxygen, that cannot be seen but without its presence life cannot exist, similarly parents’ involvement may not be noticed or seen but without their involvement a child’s moral development cannot come into effect. Rather than giving advice to their children about moral concept parents should try to behave like that not only in saying but also doing and to make them observe their parents are respectful to each other right. This surely is a myth and has rightly been proved wrong here through this study after undergoing a rigorous research that parents’ involvement leads to behavioral deviance. One would barely accept that there could some pare...

Aim. This study examined the reliability and validity of the Achievement Goal Questionnaire 3x2-Sport (3x2 AGQ-Sport) among Polish athletes (N = 396; aged 18-35 years) in different sports. Tools. The study used a metric that collected basic data, Task Orientation and Ego in Sport Questionnaire (TEOSQ) and State-Trait Anxiety Inventory (STAI). Results. Statistical analyses confirmed the validity of the scale. A 6-factor model best fit the 3x2 AGQ-Sport, with measurement invariance across gender, level of sport participation (high-performance vs. recreational athletes), and type of sport (individual vs. team). Cronbach's alpha for the total scale was .93, and subscale alphas ranged from .83 to .91. Test-retest reliability (ICC = .89-.97) was satisfactory. Task-oriented goals and self-oriented goals (3x2 AGQ-Sports) had moderately positive correlations with task orientation (TEOSQ), whereas other-oriented goals (3x2 AGQ-Sports) had moderately positive correlations with ego orientation (TEOSQ), which is consistent with the literature. However, weak correlations between 3x2 achievement goals and state or trait anxiety suggest that increased physical activity may alleviate anxiety symptoms. Analysis of sports participation levels between high-performance and recreational athletes revealed significant differences in other-approach orientation, with high-performance athletes showing higher levels compared to recreational athletes. These results are consistent with research indicating higher performance approach goals among high-performance athletes. Conclusions. The study demonstrates strong psychometric properties of the 3x2 Achievement Goal Questionnaire-Sport
(3x2 AGQ-Sport) in the Polish population, offering insight into goal orientation
and anxiety among athletes of varying levels and gender, with implications for
sports psychology and athlete development.

Key words: cross-cultural adaptation; psychometrics; achievement motivation;
athletes

Mindset significantly shapes human development and behavior by influencing how individuals perceive and respond to challenges. A growth mindset-the belief that abilities and intelligence can be developed-encourages resilience, learning, and adaptability. Conversely, a fixed mindset-the belief that abilities are static-can hinder personal growth and limit potential. Neuro-Linguistic Programming (NLP) offers techniques to modify thought patterns and behaviors, aligning them with desired outcomes. By integrating NLP strategies, individuals can cultivate a growth mindset, leading to enhanced personal development and more effective behavioral responses.

The educational system in Macedonia is comprised of preschool, primary, secondary, and higher education. The official language in the Republic of Macedonia is Macedonian; all national groups in Macedonia are entitled to primary and secondary education in their native language. In primary schools, instruction is provided in Macedonian, Albanian, Turkish, and Serbian language. Turkish and Serbian ethnic groups make up less than 5 percent of the population and that is why TIMSS 2011 was conducted only in Macedonian and Albanian language.
Low achievement level (below the international average) of Macedonian students in mathematics is a well-known and determined fact for many years. Results of the TIMSS 2011 have revealed many open questions about the differences in performance between ethnic Macedonian and ethnic Albanian students. Ethnic Albanian students have far lower performance in TIMSS studies compared to Macedonian.
The main objective of this study is to explore the achievement motivation of the students as a factor behind the differences.The study combines students’ answers on TIMSS 2011 scales about three motivational constructs: intrinsic value, utility value and ability beliefs with their mathematics achievement scores obtained from TIMSS 2011 Mathematics Achievement Test. The
2
expectancy-value theory of achievement motivation is been used as a theoretical framework (Wigfield & Eccles, 2002).
The data is obtained from 2600 students ethnic Macedonians and 1600 students ethnic Albanians tested within 150 schools from Macedonia.
Results from the multivariate regression models reveal that student’s ability beliefs are strong predictors of mathematics achievement both for Macedonian and Albanian eighth-graders. Utility value is a significant predictor for the Macedonian students; intrinsic value for the Albanian students.

The purpose of this study was to evaluate the psychometric properties of the Persian version of the Connor-Davidson Resilience Scale (CD-RISC). The CD-RISC was completed by a sample of 323 Isfahan university students (168 females, 155 males) aged 19-34 years. A maximum likelihood method with an oblique solution resulted in four factors (achievement motivation, self-confidence, tenacity, and adaptability), and all estimates of reliability (alpha and test-retest correlations) coefficients were sufficiently high to provide confidence in the scores from these four factors of resilience.

Esta pesquisa objetiva refletir aspectos relacionados à biografia de Abraham Maslow, seu projeto de Psicologia Humanista e o estado corrente de suas ideias no Brasil. Introduzimos, inicialmente, um esboço biográfico de Maslow. Depois, situamos a participação dele no desenvolvimento da Psicologia Humanista nos EUA. Posteriormente, apresentamos três investigações bibliográficas que analisam a recepção e a circulação das ideias de Maslow no Brasil: a primeira faz uma revisão narrativa em duas bases de dados; a segunda examina os livros de e sobre Maslow publicados no Brasil; a terceira minuta as ideias de Maslow em livros gerais de Psicologia e Administração. Evidenciamos que a vida e a obra de Maslow possibilitam uma articulação com a Psicologia Humanista, para a qual ele tinha propósitos definidos antes, durante e depois de sua ascensão. A Psicologia de Maslow é recebida parcialmente no Brasil e a circulação de suas ideias ocorre, hegemonicamente, em textos relacionados aos campos da Administração e da Psicologia Organizacional. Finalmente, apontamos outras possibilidades de pesquisas para desenvolver o legado de Maslow no cenário brasileiro.

The purpose of this research was to meta-analyze studies which experimentally induced an achievement goal state to examine its causal effect on the individual's performance at the task at hand, and to investigate the moderator effects of feedback anticipation and time pressure. The data set comprised 19 papers, 79 individual effect sizes, and 3,482 participants. Performance measures represented task performance across a variety of tasks. The findings indicate that relative to avoidance goals (either performance-avoidance goals or mastery-avoidance goals), approach goals (either mastery-approach goals or performance-approach goals) enhance task performance. Furthermore, relative to performance-approach goals, mastery-approach goals lead to better performance, particularly when individuals do not anticipate feedback and when there is no time pressure. Implications and future directions for research are discussed. Successful task performance is a function of three global factors: capacity to perform, opportunity to perform, and willingness to perform . Capacity to perform refers to the physical and cognitive capabilities that enable individuals to perform their tasks effectively and is represented by factors such as the individual's ability, health, and intelligence. The second factor, the opportunity to perform, refers to the help or hindrance of uncontrollable events and actors in one's environment (e.g., working conditions, equipment, social support, and organizational policies). Finally, willingness to perform comprises the workers' psychological characteristics that affect the degree to which workers are inclined to perform their tasks. An important component of workers' willingness to perform is their achievement motivation. During the past three decades, the achievement goal approach to achievement motivation has emerged as an influential area of research and is dedicated to understanding the reasons behind the individual's drive to achieve competence and performance . The purpose of the present study was to examine through a meta-analysis the effects of situationally induced achievement goals on performance attainment and to investigate the moderator effects of feedback anticipation and time pressure. A meta-analysis is a quantitative summary of the pooled results of studies on the same topic and thus provides more meaningful results than any individual study on its own (e.g., .

Reforming Indian higher education is imperative to address challenges posed by rapid global changes. It is possible to re-evaluate and re-energize higher education through research and innovation. Research is indispensable in the present educational landscape as it serves as the foundation for the country’s development. The research work done by the researchers should be of high quality and useful, for which there exists a need to constantly motivate the researcher and provide a favourable environment. The aim of the study is to examine the achievement motivation of doctoral research scholars doing doctoral research programs in various universities located in Uttar Pradesh. A total of 120 respondents were selected through random sampling. The findings highlight the importance of fostering goal orientation to optimize researchers' abilities and enhance the quality of their research work.

Within the framework of McClelland’s motivational theory, a model of the motivational structure of the migrant personality is proposed. It is argued that those who choose to leave their country of origin have higher achievement and power motivation and lower affiliation motivation than those who want to stay. This model was tested with 1050 college students in Albania, the Czech Republic, and Slovenia. Data were collected between 1993 and 1996. MANOVA analysis confirmed our predictions for the achievement and power motives. Students who wanted to emigrate had higher achievement and power motivation scores than those who wanted to stay. This model was also applied to internal migrants. It was tested with 789 United States college students. Those who wanted to leave the region of their university after graduation scored significantly higher on achievement and power motivation than those who wanted to stay. It is argued that this pattern is specific for countries or regions of economic...

El propósito de este trabajo fue valorar el potencial emprendedor de Remy, protagonista de la película Ratatouille, en la variable psicológica motivación de logro. Se trata de un estudio de caso, en el que 12 sujetos adultos, estudiantes del grado en Relaciones Laborales y Recursos Humanos de la Universidad de León, evaluaron a Remy a través del Test de Motivación para Emprendedores. Este test tiene 20 ítems; fue construido para evaluar características que muestran las personas emprendedoras según los estudios experimentales de David McClelland. Los resultados muestran que los estudiantes valoraron que Remy posee una alta motivación de logro, la cual le impulsa a plantearse metas retadoras, donde el esfuerzo, la preparación, el trabajo bien hecho tiene como recompensa el éxito profesional. Otros resultados fueron que el instrumento de medida posee propiedades psicométricas suficientes para evaluar la motivación de logro en personas adultas.

Anxiety is the most common form of mental
disorders among adolescents. Anxiety may influence
adolescents’ academic performance at school. In more
severe conditions, it might lead to depression and even
suicide. This study examined the relationship of
self-efficacy, achievement motivation, and anxiety among
junior high school students in a sub-urban area of
Samarinda City, Indonesia. Apart from these variables,
researchers also added the students’ characteristics of age
and gender in the analysis. This was a quantitative study
with a correlational design. The data were obtained from
685 junior high school students that were randomly
selected from 9 schools. The data were collected using
questionnaires and analyzed using SPSS Statistics
Software to determine the relationship between variables.
Univariate, bivariate, and multivariate analyses were used
in this study. The results of multivariate analysis using
ordinal logistic regression revealed that gender, age, and
self-efficacy were significantly associated with students’
anxiety, and there was no significant association between
achievement motivation and anxiety. A conducive learning
environment, providing appropriate feedback, counseling
services, and involving parents are steps recommended by
researchers to increase students’ self-efficacy and
minimize anxiety.

In this study, the effect of ARCS motivation model on the motivation of secondary school students for Turkish lessons and Turkish lesson achievement was examined. In accordance with the research purpose, intervention design was used from advanced mixed research designs where quantitative and qualitative data were collected together. The study group of the research consists of 102 seventh-grade students in four different branches of two different secondary schools in Aksaray city center in the 2020-2021 academic year. 2 experimental and 2 control groups were determined among the study group. In the lessons of the experimental groups, Turkish lesson plans prepared in accordance with the ARCS motivation model strategies were applied. In contrast, in the control groups, the processes required by the existing Turkish lesson curriculum were followed. The quantitative data of the study were collected with the "Turkish Lesson Success Test" developed by the researcher and the "Motivation Scale for Turkish Lesson" was used with permission. The qualitative data of the study were collected with the "Semi-Structured Interview Form" developed by the researcher. In the statistical analysis of quantitative data, a t-test for related samples and a twoway ANOVA test for mixed measures were used. The qualitative data of the study were evaluated by content analysis. According to the results of the research, it was seen that the ARCS motivation model strategies applied to the experimental group had a statistically significant effect on students' achievement in Turkish lesson and their motivation towards Turkish lessons.

Its objective is to understand the reasons that that lead an entrepreneur to open his own business, his degree of satisfaction and to perceive if there is a relation between entrepreneurial motivation and the performance of companies. In order to concretize the objective, a descriptive qualitative/quantitative research was realized, amounting to 88 questions of a closed type, statistically ordered. Data collection was achieved by means of a questionnaire divided into 4 parts. Once responses to the questionnaires were obtained, analysis was performed on them, using LHSTAT software. Among the principal results, it was evident in the analysis of the questionnaires that there were a variety of motivations for opening a new business present among the interviewed, with a small, distinct difference in the frequency of the responses. When the satisfaction of the respondents regarding the performance of the company was analyzed, it was perceived that the greatest satisfaction derived from gross and net profit margin and return on investment. Several interdependencies between motivation and satisfaction and performance were evident in the research, with three in particular being the strongest. It was decided to include a category regarding behavioral characteristics of entrepreneurs to the objectives of the project in which, according to the interviewees, these have a strong entrepreneurial profile; results showed that all the characteristics are well developed. It was

In the study of students' achievement behavior, it has been argued that learning goals that emphasize self-improvement rather than outperforming others are more desirable. This study examined how students' learning goal orientations were related to their theories of intelligence (e.g., whether intelligence is inborn). The subjects were 400 Chinese seventh graders in Hong Kong. Preliminary factor analyses revealed that students' theories of intelligence were multidimensional. In addition, students with stronger learning.goals were more likely to believe that intelligence was malleable and task-specific. Implications for cross-cultural and developmental studies are discussed. (Contains 2 tables and 26 references.) (Author/SLD)

It is important for second language college teachers to know what kinds of teaching and learning approaches are most effective for their students. This basic qualitative study presents the perspectives exceptional second language teachers have regarding their own qualities of excellence, practices, philosophies of teaching, and theories of learning. The purpose of the study was to identify, describe, and understand these perspectives. Sixteen of such teachers, all of whom had won one or more awards of excellence from professional organizations, were interviewed, and the collected data were analyzed through three levels of coding. The main research question regarding the perspectives was divided into four sub-questions. Themes emerging from the sub-question about qualities of excellence included loving one’s neighbor, having expertise in the language taught, being well-versed in second language pedagogy, practicing self-reflection, being committed to lifelong learning, and being acti...

The aim of this work was to increase achievement motivation in university students through introducing some changes in our teaching procedure. These changes were proposed in the TARGET system, and they are like that: a) Enrichment of tasks, looking to be attractive for learning; b) to provide opportunities for students to take responsibility for their learning; c) implement assessment systems varied and continuous, and d) make work groups that stimulate collaboration. To assess achievement motivation was applied the Questionnaire Academic Achievement Goal (CM-LA) to 94 students in the start the course. At final the course was applied again to 91 of the 94 initial. The results showed a significantly increased to outcomes motivation, but the increase was not significant in achievement motivation. We can conclude that they are two types of goals in student, and the high is the achievement motivation. And that changing teaching methodology, something changes in students, although the achievement motivation is stronger to change, for what is need to investigate further in this direction. Palabras clave: motivación de logro, metodología docente, estudiantes universitarios, EEES.

Interview-questionnaire with Juan María Solare by Andrew Eales, originally published on the blog Piano Dao (https://pianodao.com/) on 19 November 2017. Following a restructuring of the blog, the Your Stories series, along with other older content, was later retired. This interview is republished here with the consent of both Juan María Solare and Andrew Eales.

For decades, researchers have attempted to define and measure what motivates individuals to achieve. Numerous attempts have sought to measure achievement motivation by using self-report tests. The concepts of motivation and achievement motivation have a rich history of being discussed among different cultures. The purpose of this study was to adapt and report psychometric properties of Turkish-language version of the Achievement Motivation Measure. We conducted confirmatory factor analyses and correlational analysis for factor structure and measurement invariance of Achievement Motivation Measure. Participants were 336 undergraduate students and CFA findings were acceptable for the sample, x 2 (62) = 155.94, p< .001, χ 2 /df= 2.51; GFI= .93, CFI= .91, SRMR= .056, and RMSEA= .067 (90% CI= .054-.081), supporting the 13-item two factors model. Moreover, the Achievement Motivation Measure had partial measurement invariance across gender. Results were consistent with the original Achievement Motivation Measure.

This study investigated the factorial validity of the Contextual Achievement Motivation Measure, assessing achievement motivation in multiple settings with a sample of 493 undergraduate and graduate students. Exploratory factor analysis identified a four-factor model: School (6 items), Employment/Work (6 items), Family (5 items), Community (4 items). These factors accounted for approximately 60% of the variance and correlated in the expected directions with a criterion measure, the Adult Hope Scale. Confirmatory factor analysis indicated that the identified four-factor model fit the data, χ2(182)= 348.10, p&lt; .001; χ2/df = 1.91, Tucker-Lewis index (TLI)= .92, comparison fit index (CFI)= .93, root mean square error of approximation (RMSEA) [.058, .080]= .069, and standardized root-mean square residual (SRMR)= .063. In addition, the scale showed partial scalar invariance between genders. Implications, limitations, and suggestions for future research are provided.

The purpose of this study was to examine factors predictive of college students&#39; academic stress. Three hundred seven undergraduate students (179 men, 128 women) participated in the study. Results indicated that female college students had higher academic stress than did male college students. Bivariate correlations and multiple regression analyses revealed that life satisfaction, locus of control, and gender were significant predictors of academic stress. Directions for future research and implications for counselors are discussed.

Research methods course(s), a standard in psychology programs, often use multiple textbooks to address conceptual and data-analytic information. This study involved transitioning from traditional textbooks to open educational resources in a research methods course. Two psychology instructors, each offering course sections, identified open-access textbooks that aligned with course learning objectives and developed instructional materials to accompany those textbooks. All materials were organized publicly in an institutional subject guide. We compared students' grades, pretest-posttest scores, and survey reports of resource use and evaluation in a spring semester, when traditional/costly textbooks were used, to the following fall semester, when no-cost textbooks were used. Student grades and pretestposttest growth, and reported use and ratings of course materials, were similar across semesters. Though the present findings are limited in scope, they suggest that no-cost resources can be used successfully for teaching research methods with minimal transition difficulties and without student learning deficits.

In the course of a Swiss longitudinal study on the training paths of particularly able adolescents in the Swiss vocational training system, it became apparent that the "talent pool" (adolescents with above-average talents) had been overtaken by the "comparison group" (those with average talents). This surprising fact constitutes the starting point of the current article. Based on the question of who the top performers are, the article seeks to identify their characteristics and derives a set of predictors with which success in vocational training can be predicted. On the whole, the results indicate that training success is only attributable to general talent characteristics to a very limited extent, and is rather much more strongly based on behavioural characteristics and company-based standards. However, both behavioural characteristics and company-based standards can be moulded and supported. The results form an empirically grounded foundation for the promotion of gifted trainees in companies providing vocational training.

Introduction. The political and economic changes, along with the technological progress of the last decades,
have significantly changed the worldview, value orientations and motivational priorities of young people.
Since motivation has a decisive influence on any activity, including learning, it is necessary to understand
properly the students’ motivational priorities in order to enhance the efficiency of higher education.
Research goal: identifying motivational priorities of bachelor degree course graduates.
Materials and methods. The study involved 102 graduate students of the Financial University under the
Government of the Russian Federation. The method of questioning was used. The event-driven approach and
reflexive-type method were used in the research: the respondents independently identified the future events
they sought to achieve and the ones they wanted to avoid. The respondents as well ranked these events in
terms of importance. The survey was conducted anonymously.
Results. The study highlighted some integral constructs – the students’ motivational priorities, with
presentation of their substantive content. The six main motivational priorities in the descending order, as
to their popularity and importance, are as follows: private life and personal relationships; work and career
in organisations; wellbeing; self-actualisation; learning and development; freedom of relocation round the
world and own country.
Discussion and conclusion. The implemented study has made it possible to empirically establish or confirm
some facts that are either not noted by the researchers or are on the periphery of their attention, or are
controversial. The high importance of work and career for university graduates has been confirmed; the
treatment of financial wellbeing as an auxilary factor, rather than an end in itself, has been confirmed.
The presence of motivation towards travelling freely round the country and the world, along with the lack
of motivation for healthy lifestyle, has been established. Teachers need to link the learning outcomes in
students’ minds with satisfaction of their personal needs and expectations identified during the study. They
should draw students’ attention to the fact that education expands opportunities for choice of interesting
and well-paid jobs, increases the chance for successful career, promotes one’s social status, extends the
opportunities for self-realisation.

The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE) scores. The study consisted of 326 pre-service teachers (270 females, 56 males) studying in various departments at faculties of education across three universities located in the Eastern and Southeastern Anatolia regions of Turkiye. The findings indicate that the demographic variables (gender, family management style, family size, family educational status) do not significantly explain the EI levels of pre-service teachers. A moderately positive relationship was found between AMO and EI, but it was observed that AMO is not a significant predictor of EI. A high positive relationship was detected between SE and EI; it was observed that SE explained 63% of the variance in EI.We found that there was no significant difference between the AMO, SE, and EI scores of pre-service teachers studying at different grade/class levels. As we continue to investigate these topics, it becomes evident that teacher education may continue promoting not only cognitive development but also emotional and social development.

Amsterdamse All Options is een beursbedrijf dat razendsnel en nuchter handelt in opties. Bij algo-trading laat het bedrijf de handel zelfs geheel over aan computers. All Options heeft nogal wat wiskundigen in dienst, en NAW is uiteraard benieuwd wat zij aan methoden en technieken inzetten. Klaas Landsman (RU), Hans Melissen (TUD) en Wil Schilders (NXP, TU/e) overvielen het bedrijf op 2 juli van dit jaar.

Students' beliefs and goals can powerfully influence their learning success. Those who believe intelligence is a fixed entity (entity theorists) tend to emphasize 'performance goals,' leaving them vulnerable to negative feedback and likely to disengage from challenging learning opportunities. In contrast, students who believe intelligence is malleable (incremental theorists) tend to emphasize 'learning goals' and rebound better from occasional failures. Guided by cognitive neuroscience models of top-down, goal-directed behavior, we use event-related potentials (ERPs) to understand how these beliefs influence attention to information associated with successful error correction. Focusing on waveforms associated with conflict detection and error correction in a test of general knowledge, we found evidence indicating that entity theorists oriented differently toward negative performance feedback, as indicated by an enhanced anterior frontal P3 that was also positively correlated with concerns about proving ability relative to others. Yet, following negative feedback, entity theorists demonstrated less sustained memory-related activity (left temporal negativity) to corrective information, suggesting reduced effortful conceptual encoding of this material-a strategic approach that may have contributed to their reduced error correction on a subsequent surprise retest. These results suggest that beliefs can influence learning success through top-down biasing of attention and conceptual processing toward goal-congruent information.

Psychological and psychiatric problems are well documented across the lifespan of individuals with early-treated phenylketonuria (PKU). Early-treated children and adolescents tend to display attentional problems, school problems, lower achievement motivation, decreased social competence, decreased autonomy, and low-self-esteem. As they enter adulthood, early-treated individuals may carry forward low self-esteem and lack of autonomy but also tend to develop depressed mood, generalized anxiety, phobias, decreased positive emotions, social maturity deficits, and social isolation. The correlation between level of metabolic control and severity of symptoms suggests a biological basis of psychiatric dysfunction. Additionally, psychosocial factors such as the burden of living with a chronic illness may contribute to psychological and psychiatric outcomes in PKU. The lack of a PKU-specific psychiatric phenotype combined with the observation that not everyone with PKU is affected highlights the complexity of the problem. More research on psychiatric and psychological outcomes in PKU is required. Of particular importance is the routine monitoring of emotional, behavioral, and psychosocial symptoms in individuals with this metabolic disorder. Longitudinal studies are required to evaluate the impact of new and emerging therapies on psychiatric and psychosocial functioning in PKU. Unidentified or untreated emotional and behavioral symptoms may have a significant, lifelong impact on the quality of life and social status of patients.

Motivating students so that they can succeed in school is one of the greatest challenges of this century. Getting students to learn and sustaining their interest in what they are learning is one of the major objectives of teachers in the classroom. This study therefore attempts to determine the impact of achievement motivation on students' academic engagement. Three hypotheses were stated. Using Achievement Motivation and Academic Engagement questionnaire administered on 540 senior secondary students' data was generated for the study. Analysis of the data revealed that achievement motivation has a significant impact on academic engagement with highly motivated students being more academically engaged than the moderately and lowly motivated students. Also result revealed that male students were more motivated than female student and, age also had a significant influence on achievement motivation. Based on this result, recommendations were made on how to raise the achievement motivation of students in order to get them more engaged in school work.

p.87-92Se estudió la habilidad de enmiendas incorporadas al suelo para reducir in situ la disponibilidad de Cd y Zn de suelos contaminados. Los suelos se contaminaron en laboratorio y fueron enmendados con muestras de compost de biosólidos obtenidas en diferentes momentos del proceso de compostaje y con calcáreo. Se realizó un ensayo de incubación durante 42 días. Se determinaron el pH y las concentraciones de Cd y Zn en solución e intercambiable (Disponibles) de los suelos. Para las condiciones de este estudio y los compost utilizados, el grado de estabilización o madurez del compost no afectó la disponibilidad del Zn y Cd sel suelo. La adición de enmienda calcárea mostró un efecto directo y, por el contrario, logró reducir la disponibilidad de Dd y Zn. Su uso conjunto con compost además podría ser una opción viable para el mejoramiento de la fertilidad física y química de los suelos a remediar

تتجلي مشكلة البحث في دراسة ما هو أثر الحوافز المادية على إنتاجية الموظفين بإدارة التعليم بمحافظة حفر الباطن؟ وقد هدفت الدراسة الى الاطلاع على نظام الحوافز المادية المعمول بها في المؤسسات ودورها في تحسين أداء العاملين. وتشمل الحدود الموضوعية للدراسة تركيزها على معرفة أثر الحوافز بنوعيها المادية والمعنوية وأثرها على إنتاجية الموظفين بإدارة التعليم بحفر الباطن نموذجا. وقد اقتصر تطبيق الدراسة على الموظفين بإدارة التعليم بمحافظة حفر الباطن وذلك خلال العام 2023 - 2024. اعتمدت الدراسة على المنهج الوصفي الارتباطي لمعرفة مستوى الحوافز المادية وأثرها على إنتاجية الموظفين بإدارة التعليم بحفر الباطن. ويتكون مجتمع الدراسة من العاملين بإدارة التعليم بمحافظة حفر الباطن، فيما تكون عينة الدراسة المستهدفة من العاملين ويتراوح عددهم (228) موظف. توصلت الدراسة إلى أن الاستجابات توزع توزيعاً إحصائياً وفق القوة النسبية (68,70%). وتوصي الدراسة بان يكون معيار تقييم الأداء للموظفين هو معيار الثواب والعقاب داخل بيئة العمل بحيث يكون استخدام الحوافز سواء كان بشكل إيجابي أو سلبي ضد الموظفين يأتي بما يضمن تحقيق أهداف نظام الحوافز.

Aim: Procrastination is defined as the act of putting off or delaying an action to a later time (Bachrach, 2012). Achievement motivation is affect in connection with evaluated performance in which competition with a standard of excellence was paramount. (McClelland, Atkinson, Clark, & Lowell, 1953). The present study aimed to investigate the level of procrastination and achievement motivation among young adults during lockdown. This study was conducted during the COVID-19 outbreaks; thus, the study helps to understand the level of procrastination and achievement motivation among young adults during this uncontrollable and unpredictable situation, i.e, lockdown.  Methods: The study was conducted on 100 young adults aged 18 to 24 years, out of which 50 were females and 50 were males, through purposive sampling techniques. Procrastination scale (Lay, 1986), The Achievement motivation scale (John Ray,1990) were used to collect data. Data were analyzed by using independent sample t-test,...

Este artigo tem como objetivo tornar clara a importância da politica publica educacional, que permite a igualdade e inclusao da educacao no contexto referente a sociedade. A educacao em qualquer circunstância, depende da politica publica para se desenvolver no âmbito da producao do conhecimento, ao ser agrupada as politicas publicas, atribuem uma inclusao na sociedade na qual se torna mais visivel o conhecimento sobre os deveres dos cidadaos. Atualmente a ideia de priorizacao da educacao para formar um cidadao consciente esta se defasando, nao por se tornar desnecessaria, mais por esta sendo esquecida no contexto das politicas publicas educacionais que consideravelmente nesse processo que engloba e valoriza uma boa qualificacao educacional e futuramente profissional.

This paper reports on the results of a study investigating attitude toward computing for a large group (n=509) of students undertaking an introductory information systems course in an Australian university. Students were surveyed using a two-part questionnaire. The first section dealt with gender, previous computing experience, and level of computer knowledge, and included other questions such as age, program of study, year of study, and mode of study (i.e., full-time or part-time). The second section consisted of 24 questions related to attitude to computing. Results show that age and gender do not appear to significantly influence attitudes to computing. However, previous computing background and level of computer knowledge do significantly influence attitudes to computing. Suggestions for future research are discussed. Four figures illustrate the breakdowns of: age in relation to previous computer experience; age in relation to level of computer knowledge; gender in relation to previous computer background; and gender in relation to level of computer knowledge. Two tables present the 24 questions on attitude toward computing and the observed Chi-square values of the four variables. Contains 11 references. (DLS)

Aim: Procrastination is defined as the act of putting off or delaying an action to a later time (Bachrach, 2012). Achievement motivation is af fect in connection with evaluated performance in which competition with a standard of excellence was paramount. (McClelland, Atkinson, Clark, & Lowell, 1953). The present study aimed to investigate the level of procrastination and achievement motivation among young adults during lockdown. This study was conducted during the COVID-19 outbreaks; thus, the study helps to understand the level of procrastination and achievement motivation among young adults during this uncontrollable and unpredictable situation, i.e, lockdown. Methods: The study was conducted on 100 young adults aged 18 to 24 years, out of which 50 were females and 50 were males, through purposive sampling techniques. Procrastination scale (Lay, 1986), The Achievement motivation scale (John Ray,1990) were used to collect data. Data were analyzed by using independent sample t-test, Pearson product moment correlation. Result: Result of the study showed that there is no significant difference in procrastination among young adults across gender. There is no significant difference in Achievement motivation among young adults across gender. There is a significant correlation between procrastination and achievement motivation.

AIM: Emotional intelligence is the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth(Mayer & Salovey, 1997).Achievement Motivation typically refers to the level of one's motivation to engage in achievement behavior based on such parameters as need for achievement, expectancy for success, and the incentive value of success(Jackson, Ahmed & amp; Heapy, 1976). The present study is aimed to investigate emotional Intelligence and achievement motivation among college students. METHOD: The study was done on 100 College students out of 50 males and 50 females were selected through purposive sampling technique. Emotional Intelligence quotient scale (Dr Dalip singh Dr NK Chadha, 2003) and Ray's Achievement Motivation scale (John Ray, 1990) were used to collect data. Data were analyzed by using mean, S. D, independent sample t-test, pearson product moment correlation RESULT: Results of study showed that there is no significant difference in the level of Emotional Intelligence among college students across their gender. There is no significant difference in the Achievement motivation among college students based on their gender. There is no significant relationship between Emotional intelligence and Achievement motivation among college students.

In a series of experiments, Bargh, Gollwitzer, Lee-Chai, Barndollar, and Trötschel (2001) documented that achievement goals can be activated outside of awareness and can then operate nonconsciously in order to guide self-regulated behavior effectively. In three experiments (N = 69, N = 71, N = 56), two potential moderators of the achievement goal priming effect were explored. All three experiments showed small but consistent effects of the nonconscious activation of the achievement goal, though word class did not moderate the priming effect. There was no support for the hypothesis that the explicit achievement motive moderates the priming effect. Implications are addressed in the light of other recent studies in this domain and further research questions are outlined.

Background: The goal of this pilot study was to assess attitudes toward cognitive enhancement (CE) in users and nonusers of prescription or illicit stimulants for CE. Methods: Self-rating questionnaires were used to assess general attitudes toward CE in a sample of 1,035 high school students and 512 undergraduate university students in Germany. Attitudes were also assessed in a subgroup of 49 users of prescription and/or illicit stimulants and compared to the remaining group of nonusers. Results: When asked about the conditions under which participants would consider the use of substances for CE, more than 80% of participants answered that such substances must not lead to long-term damage or addiction if they were to consider using them, while 95% (more often females than males) thought that currently available substances would lead to addiction. Only 16% would not use cognitive enhancers under any condition. A minority of participants (more males than females) stated that students with low academic performance (26%), pilots (21.6%), or physicians (18.9%) should be allowed to use cognitive enhancers; 50.4% would support the use among the cognitively impaired elderly. Compared to nonusers, users were significantly more likely to (1) believe that it was fair for others to use cognitive enhancers, (2) allow the use in students with lower academic performance, and (3) use cognitive enhancers if others did. Reported substance use was associated with higher achievement motivation and with a stronger external locus of control. Conclusions: The disposition to use cognitive enhancers among high school and university students in Germany is high, if substances are safe. However, fear of addiction and doubts about fairness lead most participants to abstain from stimulant use for CE.

In the topic study group on probability at ICME 11 a variety of ideas on probability education were presented. In an international, collaborative, project after the conference, many of these papers have been developed much further, incorporating novel electronic techniques, ...

Building collapses significantly impact infrastructure, economies, and human lives. This study explores the causes and consequences of these collapses, including subpar building techniques, inadequate maintenance, inferior materials, natural calamities, and regulatory shortcomings. The disastrous consequences include loss of life, property destruction, and interference with urban planning. Sustainable action is crucial to prevent future building disasters, involving tighter quality controls, better engineering methods, and the use of cutting-edge materials. Emerging technologies like artificial intelligence, structural health monitoring systems, and Building Information Modeling (BIM) can also help protect structural integrity. Urban planners, legislators, and construction industry stakeholders can work together to create strong frameworks that prioritize safety and sustainability. Effective public enlightenment programs should be conceptualized to sensitize residents, developers, and other stakeholders in the building industry on the need for development control.