Cognitive ability and personality variables as predictors of school grades and test scores in adolescents

The predictive power of cognitive ability and self-control strength for self-reported grades and an achievement test were studied. It was expected that the variables use of time structure, academic procrastination, and motivational interference during learning further aid in predicting students’ achievement because they are operative in situations of school-leisure conflict. A sample of 697 eighth-graders was tested twice within the interval of a single school year (about eight months). Cognitive ability and self-control explained substantial variance of grade changes. Procrastination displayed a further portion of the variance. Personality variables were better predictors of grades, while cognitive ability showed higher variance with the achievement test. Variables tapping aspects of self-control strength have been interpreted as key determinants of learning outcomes. The findings suggest that it might be useful to identify students who are at risk, allowing these students to train their ability to shield studying from leisure distractions.     

Exploring reasons and consequences of academic procrastination: an interview study

In the present study, we broadly investigated reasons and consequences of academic procrastination. Additionally, we explored whether students seeking help from student counselling services to overcome academic procrastination (counselling group) report more serious reasons and consequences of academic procrastination than students who procrastinate but seek no counselling support (non-counselling group). We conducted standardized interviews with university students (N?=?36, of which 16 belonged to the counselling group) and analysed these using qualitative content analysis and frequency analysis. The reasons and consequences of academic procrastination, each summarized in a separate category system, were manifold. The category systems consisted of 20 main categories in total, subsuming 81 subcategories, of which 32 were inductively developed. The counselling group reported more serious reasons and consequences of academic procrastination than the non-counselling group. Our results suggest considering academic procrastination as a self-regulation failure and contribute to constructing interventions tailored to students’ specific needs.     

Facilitating team learning through transformational leadership

This article investigates when and how teams engage in team learning behaviours (TLB). More specifically, it looks into how different leadership styles facilitate TLB by influencing the social conditions that proceed them. 498 healthcare workers from 28 nursery teams filled out a questionnaire measuring the concepts leadership style, TLB, social cohesion and team psychological safety. Analysis was performed using structural equation modelling. The results of this cross-sectional study show that transformational leadership predicts TLB better then laissez-faire leadership, because transformational leadership is primarily related to team psychological safety and only secondarily to social cohesion while for laissez-faire leadership it works the other way around. Transformational leadership matters because it facilitates psychological safety in the team.     

Mind the gap: Dewey on educational bridge‐building

This is the first of four commentaries discussing John Dewey's short essay, ‘Education as engineering’. The essay provides a fascinating model of how the example of engineering could guide the interaction between educational research and practice. It has much in common with Herbart's ideas on how ‘pedagogical tact’ bridges the gap between theory and practice. Re‐introducing both Dewey and Herbart's ideas could help to overcome the current naivity of ‘evidence‐based’ school improvement.     

Development and reliability quantification of a novel test set-up for measuring footwear bending stiffness

Since footwear flexibility impacts functional design factors, numerous studies have investigated footwear bending stiffness. However, the various methods used to measure footwear bending stiffness have some limitations. Hence, the scope of this study was to develop and quantify the reliability of a novel test set-up for measuring footwear bending stiffness. A test set-up consisting of a hydraulic testing machine, a bending apparatus and a fixation unit was created that fulfilled the requirements specified in the initial phase of the study. The test set-up was evaluated by testing 15 different boots in three series of measurements. Bending stiffness of the boots ranged from 0.61 ± 0.03 to 2.38 ± 0.08 Nm/°. Two-way analysis of variance test yielded that the test set-up enabled the reliable measurement of footwear bending stiffness. Relative measurement uncertainty ranged from 1.3 to 6.1 %.     

Biomechanical validation of a specific upper body training and testing drill in cross‐country skiing

The aim of this study was to perform a biomechanical validation of a double poling imitation drill on a rollerboard. Six elite cross‐country skiers performed three imitation drill trials at maximal speed at 13° inclination and in double poling on roller skis on a paved road of 3°. Pole and strap forces, elbow and hip angles and EMG activity of eight upper body muscles were measured. Force curves showed similar characteristics, except for impact force occurring only at pole plant in double poling on roller skis. Double poling on a rollerboard includes an eccentric roll‐down phase not appearing in double polling on roller skis. Forces on the rollerboard were similar to those on roller skis. Courses of the elbow angles indicated similar shapes, except for the angle at the start of the propulsion phase and, consequently, during flexion (p < 0.01). Propulsion time and cycle duration were longer and frequency lower on the rollerboard (all p < 0.001). Muscle activities were not significantly different, except for stronger biceps brachii (p < 0.01) and weaker erector spinae activation (p < 0.05) on the rollerboard. Muscle coordination patterns showed similar onset and offset points of each muscle and comparable activations in both activities, except for biceps brachii. Two movement strategies on the rollerboard were found, which led to small differences in measured variables. The biomechanical validity of double poling on a rollerboard can be judged as moderately high, being aware of the differences in some variables that might be considered in training sessions on the rollerboard, particularly when using intervals with high number of repetitions.     

Relational integration as a predictor of academic achievement

The current study aimed at applying a broad model of cognitive functions to predict performance in science and language courses at school as well as performance in a science course at university. We hypothesized that performance in science courses was predominantly related to the cognitive function known as relational integration, whereas performance in language courses should be best explained by individuals' short-term memory capacity. The sample consisted of 161 German undergraduate students who were asked to complete 33 cognitive tasks. School grades were also obtained. The analyses revealed that relational integration incrementally explained variance in science grades. Short-term memory acted as a predictor of language grades. However, mental speed was also substantially related to language grades. Predicting university exam scores revealed that short-term memory yielded an incremental predictive power. We conclude that academic performance requires different cognitive functions depending on a domain of study.     

How and why do students of higher education participate in online seminars?

Online education is continuing to gain popularity in educational institutions and organizations. Hitherto, most research has occurred at aggregated levels, while few researchers have studied how and why individuals participate in online education. It is essential to examine individual perceptions and relationships in order to understand how students behave in relation to others. This paper investigates how students of higher education participate in online seminars and why they participate in certain ways. An online class that attended asynchronous and synchronous online seminars was studied. Electronic logs were used to examine how students participated and interviews were used to illustrate why they participated. It was revealed that the participation of students varied between aspects such as exchanging information, managing tasks and providing social support and the emphasis of these aspects were related to the tool they communicated through. A number of participation inhibitors were identified and it was also suggested how these inhibitors can be addressed.