On the categories of L-Valued and Q-Valued 6 deterministic fuzzy automata

Automata and languages have been studied in the context of different lattice structures by several authors. This paper is toward the categorical study of deterministic lattice-valued (L-valued) fuzzy automata and deterministic quantale-valued (Q-valued) fuzzy automata. The existence of initial and final objects in the subcategory of category of deterministic lattice-valued fuzzy automata is shown. We also show that there is an adjunction between the category of deterministic lattice-valued and quantale-valued fuzzy automata

Ugotavljanje povezav med cilji dosezkov, motivacijo in pricakovanji starsev studentov na Kosovu

This paper sheds light on the link between achievement goals, motivation, and parental expectations in a sample of 600 students attending higher education institutions in Kosovo. Aside from exploring the stipulated link between the constructs, the research aims to discover whether cultural differences mediate expected results. The results proved that the mastery of goals positively correlates to intrinsic motivation in addition to which curiosity as a subscale of intrinsic motivation positively predicted preferences for the mastery of goals. As expected, performance-approach and performance-avoidance goals, correlated to extrinsic motivation with extrinsic motivation, successfully predict preferences for both types of performance goals. The data proved that among students in Kosovo, all types of goals correlated to intrinsic motivation. Achievement goals were differentiated in extrinsic motivation with mastery goals correlating rather weakly to only one subscale of extrinsic motivation. (DIPF/Orig.

A Facebook group among postgraduate students: Evaluation results towards learning

Facebook is a very popular social media platform used by a significant number worldwide. There is strong evidence that Facebook may also facilitate learning activities, however there is not much research about the implementation of Facebook as a learning tool in higher education. In our study we investigate the use of a Facebook group among postgraduate students at the department of Informatics of the Technological Educational Institute of Thessaloniki, Greece. In particular, we measured the contribution of a Facebook group regarding four factors: students’ engagement, students’ motivation, students’ collaborative learning and students’ satisfaction. Furthermore, we examined any significant correlations between our variables. This study shows that a Facebook group is able to facilitate learning among students in a positive way and consequently work fairly as a collaborative learning tool

Perverse effects of other-referenced performance goals in an information exchange context

A values-centered leadership model comprised of leader stakeholder and economic values, follower values congruence, and responsible leadership outcomes was tested using data from 122 organizational leaders and 458 of their direct reports. Alleviating same-source bias concerns in leadership survey research, follower ratings of leadership style and follower ratings of values congruence and responsible leadership outcomes were collected from separate sources via the split-sample methodology. Results of structural equation modeling analyses demonstrated that leader stakeholder values predicted transformational leadership, whereas leader economic values were associated with transactional leadership. Follower values congruence was strongly associated with transformational leadership, unrelated to transactional leadership, and partially mediated the relationships between transformational leadership and both follower organizational citizenship behaviors and follower beliefs in the stakeholder view of corporate social responsibility. Implications for responsible leadership and transformational leadership theory, practice, and future research are discussed

Persistence in STEM: An Analysis of Achievement Goals, Gender, and Class Belonging

Social and Behavioral Sciences: 3rd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)This study investigated what factors contribute to motivational engagement, and specifically, persistence on coursework, for students in collegiate physics courses. Data were collected from 994 students in 1,000- and 2,000-level physics courses, who were surveyed as part of a larger study on motivation and engagement. Achievement goal orientations, sense of class belonging, and gender effects were examined via multiple linear regression in order to determine how each of these factors contributes to students' persistence on coursework within physics. Mastery-approach goal orientations and class belonging were found to be significantly and positively related to persistence, while performance-avoidance goal orientations were not found to have a significant relation to the persistence outcome. Despite previous work on female belonging in STEM, gender did not moderate the relation between class belonging and persistence. Implications and future directions are discussed.No embarg

Relationship between tonic and phasic craving for alcohol.

BackgroundMultiple measures are utilized to assess alcohol craving, often interchangeably. Little is known about the relationship between tonic and phasic craving. This study fills this gap in the literature by examining the association between tonic levels of alcohol craving and phasic craving for alcohol that is provoked by alcohol administration.MethodsForty-three non-treatment seeking problem drinkers underwent an initial interview and two laboratory testing sessions, where either alcohol or a saline placebo was administered intravenously. Tonic craving was assessed via the Penn Alcohol Craving Scale (PACS) and Obsessive Compulsive Drinking Scale (OCDS) at the initial interview. Phasic craving was assessed during the laboratory sessions (i.e., alcohol and saline administrations, single blinded) at baseline and at 3 subsequent breath alcohol concentrations (0.02, 0.04, and 0.06 g/dl).ResultsThere was a main effect of PACS in predicting phasic craving across both saline and alcohol administration conditions (p < 0.05). The OCDS was predictive of phasic craving when alcohol, but not saline, was administered (p = 0.058); the obsessive subscale (p = 0.01), but not the compulsive subscale (p > 0.10), predicted phasic craving during alcohol, as compared to saline administration.ConclusionIn sum, tonic craving captured by the OCDS was predictive of phasic craving during alcohol administration whereas the PACS more generally captured the increase in phasic craving. Therefore, these measures of tonic craving may function differently in capturing the experience of phasic craving. Implications for the utilization of the PACS and OCDS as well as assessments of craving in alcoholism research are discussed

Student perceptions of their autonomy at University

© 2017, The Author(s). Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students’ self-perceived autonomy during a period of two academic years using the Autonomous Learning Scale. Our analysis suggests that students do not perceive themselves as being any more autonomous as they progress through University. Given the relativity of self-perception metrics, we suggest that our results evince a “red queen” effect. In essence, as course expectations increase with each year, each student’s self-perceived autonomy relative to their ideal remains constant; we term this the “moving goalpost” hypothesis. This article corroborates pedagogical literature suggesting that providing students with opportunities to act autonomously and develop confidence is key to developing graduates who have the independence that they need in order to be successful in the workplace

The Congruence of Academic Motivation and Catholic Education

Student motivation is of central concern for all teachers, as students cannot learn if they are not engaged and attentive during class. This essay describes how Catholic schools are uniquely designed to promote positive motivational patterns in students based on their foundation in the mysteries of the Catholic faith. The Paschal Mystery relates to students pursuing mastery goals and persisting through challenges, the Trinitarian Mystery reflects the focus on community and belongingness, the Incarnation relates to striving for excellence, and the Eucharist reflects the need for purpose. When Catholic schools are rooted in these mysteries and the mission of the Church, students are primed for a positive motivational experience in school

Multidimensional perfectionism and assortative mating: A perfect date?

Assortative mating has been found regarding personality traits, personal attitudes and values, and cognitive abilities, but so far no study has investigated assortative mating regarding multidimensional perfectionism. A total of 422 participants from a non-commercial panel (mean age = 36.0 years) completed measures of self-oriented, other-oriented, and socially prescribed perfectionism and rated the attractiveness of four potential dating partners (“dates”): a self-oriented, an other-oriented, a socially prescribed, and a non-perfectionist date. Results showed that all perfectionist dates were seen as less attractive than the non-perfectionist date. This effect, however, was moderated by self-oriented and other-oriented perfectionism. Participants high in self-oriented perfectionism found all three perfectionist dates more attractive than participants low in self-oriented perfections. Participants high in other-oriented perfectionism found the self-oriented perfectionist date more attractive, and the non-perfectionist date less attractive than participants low in other-oriented perfectionism. The findings are discussed with respect to assortative mating, the social disconnection model of perfectionism, and the heritability of perfectionism