The round-wheel compound bow model revisited: a new extension

An extended offset-eccentric model of an archery twin-round-wheel compound bow is derived. Varying some parameters of the model, the respective effects on the calculated force–draw curve are considered. Two static quality coefficients for the compound bow are introduced. It was found that the twin-round-wheel compound bow can be designed to be more energetic with the help of the model. For a bow with some modifications 18.5% increment of energy was calculated. Also a theoretical limit for the force–draw curve of the compound bow is concluded.     

On the relationship between the structural and socioacademic communities of a coauthorship network

This article presents a study that compares detected structural communities in a coauthorship network to the socioacademic characteristics of the scholars that compose the network. The coauthorship network was created from the bibliographic record of a multi-institution, interdisciplinary research group focused on the study of sensor networks and wireless communication. Four different community detection algorithms were employed to assign a structural community to each scholar in the network: leading eigenvector, walktrap, edge betweenness and spinglass. Socioacademic characteristics were gathered from the scholars and include such information as their academic department, academic affiliation, country of origin, and academic position. A Pearson’s χ²test, with a simulated Monte Carlo, revealed that structural communities best represent groupings of individuals working in the same academic department and at the same institution. A generalization of this result suggests that, even in interdisciplinary, multi-institutional research groups, coauthorship is primarily driven by departmental and institutional affiliation.     

Mathematically gifted students and high achievement: the role of motivation and classroom structure

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don’t. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current study investigates differences in the non-cognitive construct motivation (achievement goals, interest, self-concept, self-efficacy, implicit theories) and perception of classroom environment (classroom structure, class climate) between mathematically gifted high achievers (n = 66) and mathematically gifted students with non-high achievement (n = 144) using a latent variable approach. Gifted high achievers expressed higher levels of motivation than non-high achievers. Furthermore, they perceived a classroom structure that provides more tasks with a focus on learning and more autonomy.     

How do you make students learn more?

This article deals with the system of professional and vocational education and training in secondary schools in the Republic of Slovenia. It presents a research project, conducted on a sample of Slovene businesses. The purpose of the research was to establish whether companies that employ secondary school graduates are satisfied with their knowledge. It also shows one way to increase the knowledge of students in schools.     

Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals

This study investigates the effects of contextual and motivational factors as well as, crucially, their interaction in predicting university students’ dropout intentions. We focus on context-related problems in students’ degree program as contextual factors and students’ personal best goals (PB goals) as motivational factors. The sample of this study comprised 432 university students (74.3% female) enrolled in master’s degree programs at Austrian universities. Data was analyzed by means of structural equation modeling and latent moderated structural equation modeling. The results indicated that PB goals were negatively associated with dropout intentions, while context-related problems were positively associated with dropout intentions. In addition, the context-related problems × PB goals interaction effect proved significant and negatively predicted dropout intentions. By showing that the positive relation between context-related problems and dropout intentions can be reversed by increasing PB goals, we provide empirical evidence of the buffering effect of PB goals in the face of context-related problems.