Attainable Values Research Articles

Prospects for the Detection of Electronic Preturbulence in Graphene

Based on extensive numerical simulations, accounting for electrostatic interactions and dissipative electron-phonon scattering, we propose experimentally realizable geometries capable of sustaining electronic preturbulence in graphene samples. In particular, preturbulence is predicted to occur at experimentally attainable values of the Reynolds number between 10 and 50, over a broad spectrum of frequencies between 10 and 100GHz.

The role of reading difficulties in the associations between task values, efficacy beliefs, and achievement emotions

The aim of this study was to examine the situational associations of reading-related task values and efficacy beliefs with achievement emotions, and whether these associations are moderated by reading difficulties (RD). The sample comprised 128 Finnish sixth-grade students (66 with no reading difficulties [No RD], 31 with mild reading difficulties [Mild RD], and 31 with severe reading difficulties [Severe RD]) who were randomized to complete either a non-challenging or challenging reading task. Students reported their reading-related task values (attainment and interest) and efficacy beliefs right before and their achievement emotions both before and after performing the reading task. The results revealed that the associations of task values and efficacy beliefs with achievement emotions were moderated by RD and task difficulty. High attainment value was related to more positive and less negative emotions, especially for students with Severe RD. In turn, high interest value and efficacy beliefs were related to more positive emotions during the task, especially for students with No RD or Mild RD. Finally, among all students, higher interest value in the face of a non-challenging reading task and higher efficacy beliefs in the face of a challenging reading task were related to less negative emotions. The results provide a novel understanding of the role of RD in the situational associations between reading-related motivation and achievement emotions.

Intercultural group work in higher education: Costs and benefits from an expectancy-value theory perspective

Intercultural group work (IGW) is a promising learning strategy to enable university students to benefit from diversity among their peers. However, cultural diversity does not automatically lead to student engagement in intercultural collaboration. To explore the costs and benefits students attribute to IGW, we conducted focus groups across six universities in the Netherlands. The expectancy-value theory provided a valuable framework to gain novel insights into the nature of these costs and benefits. Identified costs are time, effort, negative psychological states, and compromising at the expense of personal values. Benefits can be categorized as attainment, intrinsic, and utility value. Results suggest that costs and benefits may be viewed as three dimensions, instead of the traditional four components featured by expectancy-value theory.

%c4%b0lk%c3%b6%c4%9fretim%20%c3%96%c4%9frencilerinin%20Sosyal%20Bilgiler%20Dersine%20Y%c3%b6nelik%20Yeterlik%20Beklentileri%20ve%20De%c4%9fer%20Alg%c4%b1lar%c4%b1n%c4%b1n%20%c4%b0ncelenmesi

The purpose of this study is to examine elementary school students’ perceptions about value and expectancy beliefs towards Social Studies lesson in terms of different variables. To determine students’ expectancy beliefs and value perceptions towards social studies lesson, the researcher used “The Self and Task Perception Inventory in Mathematics” adapted to social studies lesson by Tunkler and Yurt (2016). Demographic information form was used to obtain students' end-of-term lesson marks and their demographic information. As a result of the research, it was seen that the elementary school students had a low level of expectancy beliefs for social studies lessons and that their expectancy beliefs did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. It was determined that the participants of the study had a moderate level of value perceptions for social studies lesson. Also, it was found that the students' values perceptions did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. The relationship between expectancy beliefs and value perceptions of the students towards social studies lesson was also examined in the study. A moderately positive and significant relationship was found between the students' expectancy beliefs and their extrinsic utility value, intrinsic interest value, attainment value perceptions, but a low and positive correlation was found between their expectancy belief and required effort perceptions. Finally, there was a moderately negative and significant relationship between the expectancy belief and task difficulty.

Supplemental Material for Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Supplemental Material for Longitudinal Relations Among Self-Concept, Intrinsic Value, and Attainment Value Across Secondary School Years in Three Academic Domains

Hydrothermal gasification of sorbitol: H2 optimisation at high carbon gasification efficiencies

Using both experiments and modelling, hydrothermal gasification of sorbitol (SB) aiming at maximal carbon to gas conversion and H2 production was investigated over a wide temperature range (270–350 °C). Kinetics were studied in a continuous tubular reactor using a Pt/γ-Al2O3 catalyst. The addition of N2, resulting in lower H2 concentrations in the liquid phase, was found to have a beneficial effect in terms of higher H2 yield without compromising on the carbon gasification. The highest H2 yield obtained in this work was 4 mol H2/mol SB. Existing reaction schemes for sorbitol gasification were used to derive a path-lumped scheme. A multi-phase reactor model including a path-lumped scheme and gas-liquid-solid mass transfer was developed and parameterized based on datasets with varying temperature, space velocity, inlet gas composition (N2 or H2) and gas-liquid flow ratio. The developed model was used to provide guidelines for the design of an industrial reactor for the gasification of 10 tons/h of 10 wt% aqueous sorbitol. The effect of N2 stripping and industrially attainable kLa values were found to boost the H2 yield from 4 to 12 mol H2/mol SB making it an attractive process for further consideration.

What to Do After Visiting a Museum? From Post-consumption Evaluation to Intensification and Online Content Generation

In the context of museums, this article analyses to what extent visitor evaluation of the experience (attainment, emotion, and satisfaction) drives their short-term online behavior: consumption of further online content (intensification) and posting content in online sites (content generation). On the basis of the optimal stimulation level theory and on the balance theory, it proposes that the evaluation of the experience has an inverted U-effect on visit intensification intention while a U-effect on the intention to generate content after the visit. Findings indicate that satisfaction fosters the intention to intensify or consume further content, while the perception of having gained the maximum attainment and emotional value limits it. On the other hand, while satisfaction and the perception of a profitable visit motivate visitors to post online comments, poor experiences in museums have no impact on the generation of online content.

Complexity of bifix-free regular languages

We study descriptive complexity properties of the class of regular bifix-free languages, which is the intersection of prefix-free and suffix-free regular languages. We show that there exist universal bifix-free languages that meet all the bounds for the state complexity of basic operations (Boolean operations, product, star, and reversal). This is in contrast with suffix-free languages, where it is known that there does not exist such languages. Then we present a stream of bifix-free languages that is most complex in terms of all basic operations, syntactic complexity, and the number of atoms and their complexities, which requires a superexponential alphabet.We also complete the previous results by characterizing the state complexity of product, star, and reversal, and establishing tight upper bounds for atom complexities of bifix-free languages. Moreover, we consider the problem of the minimal size of an alphabet required to meet the bounds and the problem of attainable values of state complexities (magic numbers).

Math and science motivation in internationally adopted adolescents.

Despite prior studies documenting learning difficulties among internationally adopted youth (IAY), none has explored academic motivation within this population. The current study addressed this gap by examining expectancies for success and task values in math and science among internationally adopted, domestically adopted, and nonadopted high-school students. Differences in students' math achievement and parents' beliefs about their ability were also explored. A subsample of 7,420 11th-grade students was selected from the High School Longitudinal Study data set (Ingels et al., 2011). After controlling for prior motivation, achievement, demographics, and clustering, analyses revealed that IAY held less adaptive motivational beliefs in math. Compared with their nonadopted peers, internationally adopted students reported lower expectancies for success, attainment value, and intrinsic value in math. Few differences in science motivation emerged, and no differences in math achievement were observed. (PsycINFO Database Record

What's the Task Value? Understanding Doctor of Physical Therapy Students' Perceptions of the Value and Relevance of Evidence-Based Practice

Background and Purpose. The profession of physical therapy requires clinicians to value and use evidence-based practice (EBP) in their decision-making process with patients. Although EBP has been incorporated into doctor of physical therapy (DPT) curricula for 2 decades, a gap between knowledge and practice persists. As a first step to addressing this gap, academic programs can focus on fostering students' valuing of EBP and research methods. The current method/model set out to achieve this with task value (TV) as the theoretical basis. Task value is a theory of motivation based on four constructs: intrinsic value (IV), cost, attainment, and utility. Based on the TV theory, the purposes of this method/model were to (1) clarify students' definition of EBP in clinical practice; (2) explicitly link “EBP/Research Methods” and their future role as a clinical practitioner; and (3) further students' understanding of EBP and research methods by providing an opportunity for them to practice these skills. Method/Model Description and Evaluation. Eighty-one, third-year DPT students enrolled in a 6-year, entry-level DPT program participated in the “EBP/Research Methods” course. The educational intervention incorporated a course advanced organizer to illustrate assignment linkages, a graphic that provided an overview that illustrated the EBP process in the clinic, EBP assignments, an interactive student response system to uncover students' knowledge and understanding in real time, and article critiques, which underscored the value and importance of EBP. Evaluation consisted of a 10-question online survey, with 7 questions designed to measure the four constructs of TV. Two reflective papers were used to identify students' definition of EBP; perceived costs to use in a clinical setting; and course activities that impacted students' understanding of EBP. The survey and reflective papers were administered before and after course intervention. Outcomes. Paired t tests were conducted on the seven questions related to the TV scale. Overall, mean values of IV of EBP reported on the presurvey were high and did not change significantly postsurvey. However, the cost measure decreased significantly from pre- to postsurvey P < .00, as did the measures of attainment (P = .001) and utility (P = .002). Qualitative data revealed that the contributors to perceived costs of learning about EBP included the following: lack of clinical experience, fear of challenging authority, lack of access to medical literature, and lack of time. Discussion and Conclusion. Although students generally reported a high level of IV for EBP that did not change significantly after the course, their perception of cost, attainment value, and utility value decreased significantly. These changes may have been due to students' increased understanding of EBP/Research Methods, which resulted in their perceiving greater cost. Educators may expect this response as students discover that EBP is complex and has an ongoing learning process. More positive perceptions may occur once students gain clinical experience. Pedagogical models must systematically and longitudinally target improvement of student value and motivation for using EBP. Recognition that EBP is a continuous process is critical to its development in students and practicing clinicians.

Improved Bounds on Lossless Source Coding and Guessing Moments via Rényi Measures

This paper provides upper and lower bounds on the optimal guessing moments of a random variable taking values on a finite set when side information may be available. These moments quantify the number of guesses required for correctly identifying the unknown object and, similarly to Arikan’s bounds, they are expressed in terms of the Arimoto-Renyi conditional entropy. Although Arikan’s bounds are asymptotically tight, the improvement of the bounds in this paper is significant in the non-asymptotic regime. Relationships between moments of the optimal guessing function and the MAP error probability are also established, characterizing the exact locus of their attainable values. The bounds on optimal guessing moments serve to improve non-asymptotic bounds on the cumulant generating function of the codeword lengths for fixed-to-variable optimal lossless source coding without prefix constraints. Non-asymptotic bounds on the reliability function of discrete memoryless sources are derived as well. Relying on these techniques, lower bounds on the cumulant generating function of the codeword lengths are derived, by means of the smooth Renyi entropy, for source codes that allow decoding errors.

The effect of authentic project‐based learning on attitudes and career aspirations in STEM

AbstractCan engaging college students in client‐centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project‐based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy‐value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project‐based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi‐experimental study with a sample of (N = 492) natural science and engineering students. STEM self‐efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project‐based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project‐based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project‐based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.

Las metas académicas con relación a las estrategias de autorregulación motivacional de valor

Los beneficios del aprendizaje autorregulado han sido confirmados; sin embargo, sigue pendiente la investigación sobre la autorregulación motivacional. En este trabajo se analizó la utilización de las estrategias de exaltación del valor de consecución y de valoración del coste en 821 estudiantes de Secundaria. Los resultados muestran que las dos estrategias son utilizadas de forma considerable por los estudiantes y que correlacionan positivamente entre sí; se obtienen diferencias en la estrategia de valoración del coste a favor de las mujeres y una mayor utilización de las estrategias se asocia a un grupo distinto de múltiples metas. Los resultados también permitieron elaborar un modelo general explicativo de estas estrategias en función de las metas académicas y de la autoeficacia independientemente del sexo o grupo de múltiples metas de los estudiantes.

Examining the determinant factors of perceived online community usefulness using the expectancy value model

PurposeThis study aims to examine the determinant factors of perceived online community usefulness from a motivational point of view. The researchers have combined the use of the expectancy value model and the information system continuous-use model to predict continuous knowledge-sharing behaviour between online community members. This research provides an additional view of current literature focusing on technology-related factors.Design/methodology/approachThis research has adopted a quantitative research method, with data being collected through a Web survey technique. The members of online business communities were invited to participate in the survey. A total of 220 respondents participated in the online survey. These data were then analysed using structural equation modelling.FindingsThe research findings revealed that motivation-related factors have a moderate ability to predict members’ perception of online community usefulness. The research findings have shown that attainment and utility values are two significant motivational factors, which can positively influence perceived online community usefulness. By promoting these values, continuous knowledge-sharing intentions can be encouraged through perceived online community usefulness.Research limitations/implicationsHaving members from communities other than online business communities might deliver different results, given that they have different needs and values. Also, this study only received responses from active contributors within selected online business communities. The responses from non-active contributors were not included in this study.Practical implicationsThis study provides practical suggestions on how the administrators and designers of an online community can promote positive values within their community platform, using motivation-related mechanisms.Originality/valueThe existing literature that examines the determinants of perceived online community usefulness have mainly directed attention towards technology-related factors. This study fills the gap by examining the determinant factors of this construct from a motivation perspective.

Assouad dimensions of complementary sets

Given a positive, decreasing sequence a, whose sum is L, we consider all the closed subsets of [0, L] such that the lengths of their complementary open intervals are in one-to-one correspondence with the sequence a. The aim of this paper is to investigate the possible values that Assouad-type dimensions can attain for this class of sets. In many cases, the set of attainable values is a closed interval whose endpoints we determine.

How important is it to my parents? Transmission of STEM academic values: the role of parents’ values and practices and children’s perceptions of parental influences

ABSTRACTThe success of science education in classroom and out-of-school settings can be influenced by parents’ behaviours and STEM-related values. The present study investigated pathways in parent-to-child transmission of STEM (science, technology, engineering, mathematics) values by examining at same time parents’ values and behaviours, along with their children’s perceptions of these parental influences. The study included 1071 students (Mage = 12.15) and the same number of their parents. Path analysis revealed that children’s importance value of the STEM school fields was best explained by their perceptions of parental values and behaviours in STEM. On the other hand, parents’ self-reported values and behaviours had a weak effect in predicting children’s values, which can be explained by inaccurate children’s perceptions of their parents. The results suggest that parents more easily convey beliefs about the utility than the attainment value of STEM. Namely, parents’ utility value had a larger effect in predicting children’s value, partly mediated through children’s perception of parents’ encouragement of STEM interests. The study highlights the role of children’s perceptions of their parents’ beliefs and behaviours and the importance of communicating STEM-related values within the family. Practical implications for parents and science educators are discussed.

Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training

ABSTRACTAre female and male trainees similar or different in their reaction to training programmes, specifically regarding their subjective task value and motivation to transfer? According to the gender similarities hypothesis, women and men are alike on most psychological variables. However, according to research in organizational behaviour, female and male employees differ on certain aspects, such as their job satisfaction and work identity. To test these two views on gender similarities and differences in the context of human resource development and training evaluation, the present study examined the extent to which gender moderated reactions to training. Based on the expectancy-value theory of motivation and self-determination theory, a web-based questionnaire was used to measure six training reactions: intrinsic value, attainment value, utility value, perceived relative cost, autonomous motivation to transfer, and controlled motivation to transfer. The results indicated that women and men differed in their ratings of attainment value but were similar for the remaining five reaction measures. These outcomes support the gender similarities hypothesis. The findings are discussed in terms of their theoretical implications for modelling gender effects in HRD research and their practical significance for promoting training effectiveness and transfer of training.

Characterizations of precipitation behavior of Al-Mg-Si alloys under different heat treatments

The solidification-precipitation behavior of Al-Mg-Si multicomponent alloys has long been an absorbing topic. Experiments were carried out to analyze the precipitation behaviors of Al-Mg-Si alloys under different heat treatments. All specimens were homogenized at 570 °C for 8 h, and then solution treated at 540 °C for 55 min. Subsequently, the specimens were age treated for different times at temperatures of 100 °C, 150 °C and 180 °C, respectively. The experimental results show that the occurrence of dispersed free zones (DFZ) is caused by the uneven distribution of dispersed phase. During the aging process, pre-β phases form at the initial stage and an aging temperature of 100 °C is too low to complete the transformation of pre-β to β. At 150 °C, the precipitation sequence is concluded as ssss-pre-β-pre-β+β-β-β'-β. Moreover, changes in sizes and densities of the pre-β, βand β' phases during the aging process has an important influence on the evolution of microhardness and electrical resistivity. The microhardness peak value of 150 °C is similar to that of 180 °C, which is -141 HV. While, at 100 °C, the microhardness increases slowly, and the attainable value is 127 HV up to 19 days. When the aging temperature is 100 °C, the electrical resistivity has the highest average value. When the aging temperature exceeds 100 °C, with the occurrence and growth of P'and P', the resistivity has a distinct decrease with prolonged aging time.

Measuring Linear Correlation Between Random Vectors

We introduce a new scalar coefficient to measure linear correlation between random vectors which preserves all the relevant properties of Pearson’s correlation in arbitrary dimensions. The new measure and its bounds are derived from a mass transportation approach in which the expected inner product of two random vectors is taken as a measure of their covariance and then standardized by the maximal attainable value given their marginal covariance matrices. In several simulative studies we show the limiting distribution of the empirical estimator of the newly defined index and of the corresponding rank correlation. A comparative study shows that our proposed correlation, though derived from a novel approach, behaves similarly to some of the multivariate dependence notions recently introduced in the literature. Throughout the paper, we also give some auxiliary results of independent interest in matrix analysis and mass transportation theory, including an improvement to the Cauchy-Schwarz inequality for positive definite covariance matrices.

Self-determination and expectancy-value

PurposeThe purpose of this paper is to elaborate the picture of the motivators for information seeking by comparing two cognitive psychological approaches to motivation: self-determination theory (SDT) and expectancy-value theories (EVTs).Design/methodology/approachThe study draws on the conceptual analysis of 31 key investigations characterizing the nature of the above theories. Their potential is examined in light of an illustrative example of seeking information about job opportunities.FindingsSDT approaches motivation by examining the degree to which one can make volitional choices while meeting the needs of autonomy and competence. Information-seeking behaviour is most volitional when it is driven by intrinsic motivation, while such behaviours driven by extrinsic motivation and amotivation are less volitional. Modern EVTs approach the motivators for information seeking by examining the individual’s beliefs related to intrinsic enjoyment, attainment value, utility value and relative cost of information seeking. Both theories provide useful alternatives to traditional concepts such as information need in the study of the motivators for information seeking.Research limitations/implicationsAs the study focusses on two cognitive psychological theories, the findings cannot be generalised to all represent all categories relevant to the characterisation of triggers and drivers of information seeking.Originality/valueDrawing on the comparison of two cognitive psychological theories, the study goes beyond the traditional research approaches of information behaviour research confined to the analysis of information needs.