Autonomous and controlling reasons underlying achievement goals during task engagement: their relation to intrinsic motivation and cheating

The aim of this study was to investigate the relation of autonomous and controlling reasons underlying an endorsed achievement goal to intrinsic motivation and cheating. The endorsement of the achievement goal was ensured by involving 212 (M_age = 19.24, SD = .97) freshman students in a spatial task and asking them to report their most important achievement goal, as well as the reasons for adopting the goal, during the task. Results from a hierarchical regression analysis revealed that independent of the achievement goal the students adopted, the autonomous reasons for the endorsed goal were positively related to the indices of intrinsic motivation. Furthermore, the autonomous reasons underlying either performance or mastery-avoidance goals were negatively related to cheating. Alternatively, the controlling reasons for the endorsed goal were positively related to pressure and tension. The importance of considering both the ‘what’ and the ‘why’ aspect of achievement motivation are discussed.     

Sexual abuse among female high school students in Istanbul, Turkey

OBJECTIVE: The objective of the study was to determine the prevalence of sexual abuse in female adolescents in Istanbul, Turkey from data collected as part of a school-based population study on health and health behaviors. METHOD: A stratified cluster sampling procedure was used for this cross-sectional study. The study sample included 1,955 randomly selected 9th through 11th grade female students attending 26 randomly-selected high schools in Istanbul. A self-report questionnaire was administered anonymously in the classroom. Information on sexual abuse history was collected through the questions investigating "touching" and "intercourse." RESULTS: Of 1,955 female students, 1,871 (95.7%) provided answers to the questions addressing unwanted sexual experience. Of these, 250 (13.4%) reported sexually abusive experiences. Two hundred and thirteen (11.3%) students reported that someone touched their private parts in a way they did not like; 91 (4.9%) reported they were forced to have sexual intercourse; 54 (3.0%) reported both types of sexual abuse. Incest was reported by 1.8% of the subjects. Ninety-three percent of the perpetrators were reported to be male. CONCLUSIONS: This is the first reported school-based study to determine the prevalence of sexual abuse in Turkey. The results show that at least 13.4% of female high school students disclosed having experienced sexual abuse during childhood.     

EXPLORING VISUOSPATIAL THINKING IN LEARNING ABOUT MINERALOGY: SPATIAL ORIENTATION ABILITY AND SPATIAL VISUALIZATION ABILITY

This mixed-method research attempted to clarify the role of visuospatial abilities in learning about mineralogy. Various sources of data—including quantitative pre- and postmeasures of spatial visualization and spatial orientation tests and achievement scores on six measures and qualitative unstructured observations, interviews, and field trip notes—were utilized to document the abilities and learning of 27 university students. Results indicated that (a) some students had initial difficulty with certain visual concepts, such as 3D crystal models, symmetry elements, mirror symmetry, rotation, inversion, and combination of symmetry elements while they were learning about mineralogy; (b) learning about mineralogy and spatial ability are two interrelated components; while the mineralogy course improved students’ spatial ability, their existing spatial abilities had a strong influence on facilitating mineralogy learning; and (c) spatial visualization skill is a better predictor of mineralogy achievement than spatial orientation skill. While the discussions highlighted the role of visuospatial thinking in learning about mineralogy, it is argued that researchers and curriculum developers should focus on the productive role of visuospatial thinking in learning about science.     

On numerical solutions for hyperbolic–parabolic equations with the multipoint nonlocal boundary condition

A numerical method is proposed for solving multi-dimensional hyperbolic–parabolic differential equations with the nonlocal boundary condition in t and Dirichlet and Neumann conditions in space variables. The first and second order of accuracy difference schemes are presented. The stability estimates for the solution and its first and second orders difference derivatives are established. A procedure of modified Gauss elimination method is used for solving these difference schemes in the case of a one-dimensional hyperbolic–parabolic differential equations with variable coefficients in x and two-dimensional hyperbolic–parabolic equation.     

Measuring language ability of students with compensatory multidimensional CAT: A post-hoc simulation study

Education and Information Technologies - The computerized adaptive tests (CAT) apply an adaptive process in which the items are tailored to individuals' ability scores. The multidimensional CAT...     

Teachers’ emergent goals in spreadsheet-based lessons: analyzing the complexity of technology integration

We examine teachers’ classroom activities with the spreadsheet, focusing especially on episodes marked by improvisation and uncertainty. The framework is based on Saxe’s cultural approach to cognitive development. The study considers two teachers, one positively disposed towards classroom use of technology, and the other not, both of them experienced and in a context in which spreadsheet use was compulsory: a new curriculum in France for upper secondary non-scientific classes. The paper presents and contrasts the two teachers in view of Saxe’s parameters, and analyzes their activity in two similar lessons. Goals emerging in these lessons show how teachers deal with instrumented techniques and the milieu under the influence of cultural representations. The conclusion examines the contribution that the approach and the findings can bring to understanding technology integration in other contexts, especially teacher education.

A novel approach to dictionary construction for automatic modulation classification

In almost all the work carried out in the area of automatic modulation classification (AMC), the dictionary of all possible modulations that can occur is assumed to be fixed and given. In this paper, we consider the problem of discovering the unknown digital amplitude-phase modulations when the dictionary is not given. A deconvolution based framework is proposed to estimate the distribution of the transmitted symbols, which completely characterizes the underlying signal constellation. The method involves computation of the empirical characteristic function (ECF) from the received signal samples, and employing constrained least squares (CLS) filtering in the frequency domain to reveal the unknown symbol set. The decoding of the received signals can then be carried out based on the estimate of the signal constellation. The proposed method can be implemented efficiently using fast Fourier transform (FFT) algorithms. In addition, we show that the distribution estimate of the transmitted symbols can be refined if the signal constellation is known to satisfy certain symmetry and independence properties.