When and why people don't accept cheating : self-transcendence values, social responsibility, mastery goals and attitudes towards cheating

Although self-transcendence values have received top rankings as moral values, research has yet to show how they relate to cheating. In two studies, (N = 129) and (N = 122), we analyze the indirect motivational path between self-transcendence values and acceptance of cheating. Both studies were carried out with third-year students in an international management school: Study 1 included 58 male and 65 female students (6 missing values), mean age: 22.38 (SD = 1.60). The study 2 sample comprised 46 male and 73 female students, (three missing values), mean age: 22.01 (SD = 1.74). We find that adherence to self-transcendence values positively predicts a social-responsibility driven motivation to study, namely wanting to study to help improve society. This, in turn, predicts the adoption of study-related mastery-approach achievement goals, characterized by a desire to understand course material. These learning-oriented goals negatively predict the acceptance of cheating. Study 2 also reveals that exposing individuals to representations of society characterized by opposing self-enhancement values of power and achievement is sufficient to render non-significant the negative relation between self-transcendence values and acceptance of cheating. The theoretical and practical significance of understanding motivational connections between higher-order life values and context-specific acceptance of dishonest behaviors is discussed

Did my M.D. really go to university to learn? Detrimental effects of numerus clausus on self-efficacy, mastery goals and learning

International audienceExams with numerus clausus are very common in Medicine, Business Administration and Law. They are intended to select a predefined number of academic candidates on the basis of their rank rather than their absolute performance. Various scholars and politicians believe that numerus clausus policies are a vector of academic excellence. We argue, however, that they could have ironic epistemic effects. In comparison with selective policies based on criterion-based evaluations, selection via numerus clausus creates negative interdependence of competence (i.e., the success of some students comes at the expense of the others). Thus, we expect it to impair students' sense of self-efficacy and—by extension—the level of mastery goals they adopt, as well as their actual learning. Two field studies respectively reported that presence (versus absence) and awareness (versus ignorance) of numerus clausus policies at University was associated with a decreased endorsement of mastery goals; this effect was mediated by a reduction in self-efficacy beliefs. Moreover, an experimental study revealed that numerus clausus negatively predicted learning; this effect was, again, mediated by a reduction in self-efficacy beliefs. Practical implications for the selection procedures in higher education are discussed

Achievement Goal Promotion at University: Social Desirability and Social Utility of Mastery and Performance Goals

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Embedding digital technologies in the school practice: Schools as agents of technology integration

Whilst digital education is becoming a reality for schools there is a role for CCI research to move beyond researcher-led school engagements to other types of research that support schools and their staff to lead on the appropriation of digital technologies. One way to advance our understanding of this issue is to examine and consolidate reflections from cases of school technology appropriation. This half-day workshop seeks to capture the enabling practices as well as those that posed barriers within the school. The work will be oriented to further identify necessary changes at different levels: e.g., the organizational level (school), the level of the practitioners (teachers) the level the school community. The mind-set of all the involved actors will also be explored aiming to identify the structures and mechanisms that can support a culture of participation and of collective responsibility by including also students and their families in the process of technology integration and appropriation. Note: This workshop is offered in conjunction with "For the Long Run: Promoting Sustainable Use of Learning Technologies in Schools"to form a full day workshop exploring both the technical characteristics and the contextual factors of sustainable integration of learning technologies in schools

Modeling a Schottky-barrier carbon nanotube field-effect transistor with ferromagnetic contacts

In this study, a model of a Schottky-barrier carbon nanotube field- effect transistor (CNT-FET), with ferromagnetic contacts, has been developed. The emphasis is put on analysis of current-voltage characteristics as well as shot (and thermal) noise. The method is based on the tight-binding model and the non- equilibrium Green's function technique. The calculations show that, at room temperature, the shot noise of the CNT FET is Poissonian in the sub-threshold region, whereas in elevated gate and drain/source voltage regions the Fano factor gets strongly reduced. Moreover, transport properties strongly depend on relative magnetization orientations in the source and drain contacts. In particular, one observes quite a large tunnel magnetoresistance, whose absolute value may exceed 50%.Comment: 8 pages, 4 figure