Project-based engineering learning in college: associations with self-efficacy, effort regulation, interest, skills, and performance

This quantitative study examined student participation in an introductory project-based engineering course offered in fully face-to-face and hybrid course modes (N = 160). This course attempted to counteract trends of decreased student motivation and high attrition rates among engineering majors. Mixed-design analysis of variance examined differences in motivational constructs including student self-efficacy, effort regulation, and interest in engineering, as well as engineering skills throughout the course and across instructional modes. None of the motivational constructs were associated with significant decreases throughout the course nor with differences across instructional modes. However, students’ engineering skills increased throughout the course with no significant differences across course modalities. Furthermore, interest in engineering and effort regulation were positively associated with course performance. The instructional modality was not significantly associated with course performance. Overall, this study provides an example of a project-based introductory engineering course which may help maintain student motivation and foster student success in engineering.

Personal Achievement Goals, Learning Strategies, and Perceived IT Affordances

What people perceive when they interact with technologies are not the features and functionalities of the technology but rather the behaviors it affords them. Affordance perception determines how organizational information technology (IT) is used by employees and the benefits they provide to organizations and their members. In this article, we explain how employees who pursue different personal goals and use various learning strategies come to perceive different IT affordances. We identify three distinct pathways: (1) performance-avoidance goals are positively associated with surface processing, which leads to perceptions of common in-role IT affordances; (2) performance-approach goals are positively associated with surface processing and effort regulation and these learning strategies lead to perceptions of common and specialized in-role IT affordances; and (3) mastery goals are associated with deep processing, effort regulation, and peer learning, which are positively associated with perceptions of specialized in-role and extra-role IT affordances. By identifying the different pathways to perceived affordances, the article identifies potential interventions that can help managers steer employees toward certain affordances and away from other, less desirable affordances.

Exploring the acute affective responses to resistance training: A comparison of the predetermined and the estimated repetitions to failure approaches

Background In resistance-training (RT), the number of repetitions is traditionally prescribed using a predetermined approach (e.g., three sets of 10 repetitions). An emerging alternative is the estimated repetitions to failure (ERF) approach (e.g., terminating sets two repetitions from failure). Despite the importance of affective responses experienced during RT, a comparison between the two approaches on such outcomes is lacking. Methods Twenty women (age range: 23–45 years) without RT experience completed estimated one repetition maximum (RM) tests in four exercises. In the next two counterbalanced sessions, participants performed the exercises using 70%1RM. Participants completed ten repetitions in all three sets (predetermined condition) or terminated the sets when perceived to be two repetitions away from task-failure (ERF condition). Primary outcomes were affective-valence, enjoyment, and approach-preference and secondary outcomes were repetition-numbers completed in each exercise. Results We observed trivial differences in the subjective measures and an approximately even approach-preference split. Under the ERF condition, we observed greater variability in repetition-numbers between participants and across exercises. Specifically, the mean number of repetitions was slightly lower in the chest-press, knee-extension, and lat-pulldown (~1 repetition) but considerably higher in the leg-press (17 vs. 10, p<0.01). Conclusions Both approaches led to comparable affective responses and to an approximately even approach preference. Hence, prior to prescribing either approach, coaches should consider trainee’s preferences. Moreover, under the ERF condition participants completed a dissimilar number of repetitions across exercises while presumably reaching a similar proximity to task-failure. This finding suggests that ERF allows for better effort regulation between exercises.

ON THE EFFECT OF EFFORT REGULATION BY MEANS OF TEMPORARY CONTINUITYIN SPLIT SPAN STRUCTURES OF STEELREINFORCED CONCRETE BRIDGES

The publication shows the effectiveness of applying the principle of temporary continuity by combining split span structures into acontinuous couplingusing a temporary joint. The method can be viewed as an option for effort regulation, creating abearing capacity reserveinload-bearing constructions within the span structures of bridges. The calculations provided show the effect on stress rate and bending moment in split span structurescombined into a double-spancontinuous coupling by a temporary joint.

The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements

This study examined the role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning (SRL) and English language learning achievements in Hong Kong primary school students. A sample of 690 4th graders participated in the study. The findings suggest that the level of SRL strategy use (i.e. monitoring, effort regulation, and goal setting and planning) was driven by the students’ motivational beliefs (i.e. growth mindset, self-efficacy, and intrinsic value) in different ways. Monitoring and effort regulation, in turn, were significant contributors to the participants’ English language learning achievements, but goal setting and planning did not predict their English language learning achievements. The finding suggests that growth mindset was a stronger predictor of SRL than self-efficacy and intrinsic value. Implications for fostering adaptive motivational beliefs and SRL are discussed. Future research should consider the influence of the socio-cultural context on the relationships between motivational factors, SRL strategy use, and English language learning achievements.

0287 Motivated Performance While Sleep Deprived: Neurobehavioral Correlates of Attentional Effort Deployment

Introduction Sleep deprivation (SD) has a negative impact on the motivation to exert effort. This may contribute to the decline in attentional performance observed under SD. In this study we examined how SD affects motivated performance and effort-based decision making. Particularly, we used functional magnetic resonance imaging (fMRI) to uncover the neural mechanisms underlying the interplay between SD and motivated behavior. Methods Twenty-seven healthy subjects were tested once after a night of sleep in the lab (9h Time in Bed; Rested Wakefulness = RW), and once after a night of total sleep deprivation (SD). Participants performed an effortful attention task with different incentive levels (0, 10, or 50 cents/fast and correct response). Behavioral performance and fMRI data were collected during task performance. Subsequently, participants performed an effort-based choice task, during which they could choose to earn additional rewards for performing the attention task for a longer duration. Results As expected, attentional performance was worse in the SD session compared to the RW session. In addition, performance improved as a function of incentive level both in the RW and the SD session. This reward-effect was accompanied by increased activation in attention-related brain areas, and increased arousal-related thalamus activation. This reward-modulation was more extensive during RW than SD, particularly in the anterior cingulate cortex (ACC) and anterior insula (aIns; both areas involved in effort regulation). Results from the decision making task were less willing to perform the attention task for a further duration after SD compared to RW. Conclusion Results show that performance decline after SD is reward-dependent and willingness to perform is reduced. Reward modulation of attention-related brain activation is reduced, particularly in areas that are associated with effort regulation (i.e. ACC and aIns). These findings indicate that motivational factors contribute to decline of vigilance following sleep deprivation. Support This work was supported by grants awarded to Dr. Michael Chee from the National Medical Research Council (NMRC/STaR/0015/2013), and the Far East Organization.

Evaluating effort regulation in mixed fisheries: a Monte Carlo approach

This paper evaluates whether effort regulation could achieve the goal of protecting low-abundance species in mixed fisheries. We construct a two-species bio-economic model and compare the stock abundance ratio in the end of the fishing season with the ratio prior to the fishing. Fishers’ profit maximization problem is governed by three key factors: (i) the overall efficiency of catching different species (catchability), (ii) the price of different species, and (iii) their ability to catch the favoured species separately from the less-favoured species (separability). Using a Monte Carlo sampling of feasible parameters space, we show that effort regulation has good chances (87% of the cases) of maintaining the end stock ratio near equal levels (1/2&lt; stock ratio &lt;2) when the initial stock ratio is equal. If the initial stock ratio is not equal, however, there is a high risk (about 50% of the cases) that effort control increases differences in the relative species abundances, rather than diminishing them. The effects depend on whether the key factors determining fishing profitability are counteracting or reinforcing each other, and their relative strength. Our results warn against placing too much faith on the ability of effort regulation to protect species at low abundances from excessive exploitation.

AFFECTED ANALYSIS FACTORS FOR VOCATIONAL EDUCATION “BASIC DEVELOPMENT POLICIES OF VOCATIONAL EDUCATION”

According to the government regulation no.29 1990 formulated says that education vocationalprioritising preparing students for entered the office as well as develops attitudes professional.In order the vocational education reference to 8 educational standards. And as to theimproving quality ideal has arranged various products policy to be included in the seminar.That policy is established via government regulation such as operational on each typeeducational seminar, legal products the seminar event through decision and minister regulationeducation, Effort regulation has been done with repositioning vocational education and anincrease of services through 3 main pillars namely: (1) distribution and access extensioneducation. (2) improving quality, relevance and competitions and (3) strengthening ofmanagement. But in the implemented education vocational that are some factors affectedtraining program vocational education. The best strategy Of the affected analysis factors in theimplementation vocational education can be used as an input in developing policies in order toincrease the quality of vocational education in Indonesia .