Risk assessment of SQL injection: An experimental study

2021 ◽  
Author(s):  
Rachid Ait daoud ◽  
Karim Abouelmehdi ◽  
Hayat Khaloufi ◽  
Abderrahim Beni-hssane
Keyword(s):  
Risk Assessment ◽  
Experimental Study ◽  
Sql Injection

Generating Motivation to Learn Via Tailored Lesson Introductions

2011 ◽  
pp. 203-219
Author(s):  
Jennifer R. Banas
Keyword(s):  
College Students ◽  
Risk Assessment ◽  
Experimental Study ◽  
Cognitive Performance ◽  
Message Design ◽  
Motivation To Learn ◽  
Design Technique ◽  
Related Factors ◽  
Quasi Experimental ◽  
Experimental Group

Motivation to learn is difficult to generate when learners are uninterested in the topic. This quasi-experimental study explored behavioral construct tailoring as an instructional message design technique to generate motivation and improve cognitive performance. Ninety-eight college students pre- and post-appraised a lesson, completed a cognitive assessment, and attributed performance to affect or competence-related factors. A risk assessment was used to strategically assign experimental learners to one of three tailored lesson introductions. Results indicated that experimental group learners, on some subscales, were more motivated. Positive trends were found for some affective and competence-related performance attributions, as well as cognitive performance. These findings warrant additional research into behavioral construct tailoring.

Generating Motivation to Learn Via Tailored Lesson Introductions

2009 ◽  
Vol 5 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Jennifer R. Banas
Keyword(s):  
Risk Assessment ◽  
Experimental Study ◽  
Cognitive Performance ◽  
Cognitive Assessment ◽  
Message Design ◽  
Motivation To Learn ◽  
Design Technique ◽  
Related Factors ◽  
Quasi Experimental ◽  
Experimental Group

Motivation to learn is difficult to generate when learners are uninterested in the topic. This quasi-experimental study explored behavioral construct tailoring as an instructional message design technique to generate motivation and improve cognitive performance. Ninety-eight college students pre- and post-appraised a lesson, completed a cognitive assessment, and attributed performance to affect or competence-related factors. A risk assessment was used to strategically assign experimental learners to one of three tailored lesson introductions. Results indicated that experimental group learners, on some subscales, were more motivated. Positive trends were found for some affective and competence-related performance attributions, as well as cognitive performance. These findings warrant additional research into behavioral construct tailoring.

Interpersonal risk assessment and social preferences: An experimental study

2020 ◽  
Vol 77 ◽  
pp. 102183 ◽  
Author(s):  
Federico Fornasari ◽  
Matteo Ploner ◽  
Ivan Soraperra
Keyword(s):  
Risk Assessment ◽  
Experimental Study ◽  
Social Preferences ◽  
Interpersonal Risk
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