On the use of extended TAM to assess students' acceptance and intent to use third‐generation learning management systems

Service‐oriented e‐learning platforms can be considered as a third generation of learning management systems (LMSs). As opposed to the previous generations, consisting of ad hoc solutions and traditional LMS, this new technology contemplates e‐learning systems as services that can be integrated into different learning scenarios. This paper shows that the flexibility of these systems allows building personal learning environments and proposes the use of an extended technology acceptance model (TAM) to assess the acceptance and intention to use a third generation of LMS. To fit and validate the service‐oriented e‐learning platforms acceptance model, structural equation modeling and path analysis have been implemented. The results point out that the intention to use this third‐generation LMS is determined by the gadgets and container design, both of which are structural elements of this technology. Finally, it is also shown that previous experience does not determine the use intention of this technology.     

What Predicts Older Adults’ Adjustment to Aging in Later Life? The Impact of Sense of Coherence,Subjective Well-Being,and Sociodemographic,Lifestyle, and Health-Related Factors

The aim of this study was to build a structural model to explore the predictors of adjustment to aging (AtA) in a community-dwelling older population. A community-dwelling sample of 1,270 older adults aged between 75 and 102 years answered a questionnaire to determine sociodemographic (sex, age, professional and marital status, education, household, adult children, family's annual income, living setting, and self-reported spirituality), lifestyle, and health-related characteristics (perceived health, recent disease, medication, and leisure). Several instruments were used to assert psychological variables, namely AtA, sense of coherence, and subjective well-being. Structural equation modeling was used to explore a structural model of the self-reported AtA, encompassing all variables. Significant predictors are self-reported spirituality (β = .816, p < .001); perceived health (β = .455, p < .001); leisure (β = .322, p < .001); professional status (β = .283, p < .001); income (β = .230, p = .035); household (β = –.208, p = .007); sense of coherence (β = ?.202, p = .004); and adult children (β = .164, p = .011). The variables explain, respectively, 60.6% of the variability of AtA. Self-reported spirituality is the strongest predictor of AtA. Other predictors are perceived health, leisure, professional status, income, household, sense of coherence, and adult children. This study emphasizes the need for deepening the variables that influence older adults’ AtA—in particular, perceived health and further lifestyle-related characteristics—as being relevant for promoting aging well in later life, within a salutogenic context for health care.     

A longitudinal developmental analysis of students’ causality beliefs about school performance

This study examined the development of school-related causality beliefs which are children’s generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the five perceived causes of school success and failure: ability, effort, luck, teacher’s help, and unknown causes. On a 5-year longitudinal study, following a group of 63 students over an 8-year period (from the second to the ninth grades), using hierarchical linear models, intraindividual changes and interindividual differences in these changes were identified; also, factors that might account for this variability were tested. The results showed a decrease of the effectiveness attributed to the various causes, but their differentiated trajectories, and a relative independence of gender and achievement factors (engagement and school grades) in the evolution of these beliefs. School children in the lower grades value most highly ability and effort as causes of school success. Student’s beliefs about the causes of school performance become both more conservative and more differentiated along schooling, which is probably a normative general tendency. Findings from this longitudinal study corroborate, to a large extent, a consistent set of important developmental findings based on previous cross-sectional designs.     

A Study on the Level of T<Subscript>3</Subscript>, T<Subscript>4</Subscript>, TSH and the Association of A/G Polymorphism with CTLA-4 Gene in Graves’ Hyperthyroidism among South Indian Population

Graves’ disease (GD) is an organ-specific heterogenous autoimmune disorder associated with T-lymphocyte abnormality affecting the thyroid, eyes and skin. GD is a multifactorial disease that develops as a result of complex interaction between genetic susceptibility genes and environmental factors. It has been suggested that the Cytotoxic T lymphocytes associated molecule-4 (CTLA-4) is a genetic susceptibility candidate for GD. The present study was focused on A/G polymorphism at position 49 in exon-1 of the CTLA-4 gene in 80 GD patients (GP) and 80 sex and age matched healthy individuals among South Indian (Madurai) population. Serum concentrations of thyroid hormone (T₄, T₃ and TSH) were determined by using automated analyzer. The genomic DNA was isolated from the patient and control groups and genotyping was performed using the polymerase chain reaction followed by restriction enzyme analysis using Bbv1. Significant difference (P < 0.001) was observed in the level of T₃, T₄ and TSH in GD patients and healthy individuals. The results revealed the CTLA-4 gene G/G genotype to be 32 (40%) in patients and 26 (32.50%) in healthy individuals, A/G genotype to be 37 (46.25%) in patients and 25 (31.25%) in healthy individuals and A/A genotype to be 11 (13.75%) in patients and 29 (36.25%) in healthy individuals. The calculated odds ratio (OR) in individuals with mutant genotype (GG/AG) reveal 3.6 fold risk for GD (95% confidence interval = 1.6–7.8). The mutant “G” allele frequency was observed to be 0.63 in GD patients and 0.48 in healthy individuals. Thus the present study demonstrates an association between the CTLA-4 gene polymorphism and Graves’ disease.     

Influences of population size and density on birthplace effects

Contextual influences on talent development (e.g., birthplace effects) have become a topic of interest for sport scientists. Birthplace effects occur when being born in a certain city size leads to participation or performance advantages, typically for those born in smaller or mid-sized cities. The purpose of this study was to investigate birthplace effects in Portuguese volleyball players by analysing city size, as well as population density – an important but infrequently used variable. Participants included 4062 volleyball players (M_age = 33), 53.2% of whom were men. Using Portuguese national census data from 1981, we compared participants (within each sex) across five population categories. In addition, we used ANOVAs to study expertise and population density. Results indicated that men and women athletes born in districts of 200,000–399,999 were 2.4 times more likely to attain elite volleyball status, while all other districts decreased the odds of expert development. For men, being born in high-density areas resulted in less chance of achieving expertise, whereas there were no differences for women. The results suggest that athletes’ infrastructure and social structure play an important role in talent development, and that these structures are influenced by total population and population density, respectively.     

Effects of vocabulary instruction on measures of language processing: Comparing two approaches

This study examined effects on kindergartners (n = 131) of two approaches to vocabulary instruction, repetition and interactive, and a control condition, along a progression of language processing, using a within subject design. The repetition condition featured repeated readings of a story and practice with definitions. The interactive condition featured multiple contexts and active processing of the words. Students were assessed with experimenter-designed measures of meaning recognition, comprehension, and production. Repetition and interactive approaches enabled students’ recognition of word meanings and higher-order processing compared to the control. Two measures of higher-order processing showed advantage for interactive instruction relative to repetition instruction.     

Trust and perception related to information about biofuels in Belgium

Public knowledge regarding green energy is limited and there is a perceived lack of information, particularly in the case of biofuels. This study investigates the information seeking behaviour of fuel consumers with regard to biofuels, their preferences for particular elements and channels of information and their trust in information sources. The majority of respondents were interested in many elements of information, and particularly in the tax (dis)advantages associated with biofuels. They prefer to obtain information via newspapers and brochures. Scientists, environmental and consumer organizations and the government are perceived as the most trustworthy sources of information whilst word of mouth sources, journalists and the fuel sector are less well trusted. Four consumer clusters could be distinguished, on the basis of the perceived relative trustworthiness of information sources, and these clusters have significantly different socio-demographic characteristics and preferences for elements and channels of information.     

Co-designing and piloting an Integrated Digital Literacy and Language Toolkit for vulnerable migrant students in higher education

Education and Information Technologies - This paper presents the process of co-design, co-production, piloting, evaluation and revision of an Integrated Digital Literacy and Language Toolkit for...     

Development and evolution of instrumented schemes: a case study of learning programming for mathematical investigations

Educational Studies in Mathematics - We are interested in understanding how university students learn to use programming as a tool for “authentic” mathematical investigations (i.e.,...