The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations

Empirical studies into meaning systems surrounding implicit theories of intelligence typically entail two stringent assumptions: that different implicit theories and different effort beliefs represent opposite poles on a single scale, and that implicit theories directly impact the constructs as achievement goals and academic motivations. Through an empirical study based on a large sample of university students, we aim to demonstrate that relaxing these stringent assumptions, and thereby using the meaning system framework to its full potential, will provide strong benefits: effort beliefs are crucial mediators of relationships between implicit theories and achievement goals and academic motivations, and the different poles of implicit theories and effort beliefs do expose different relationships with goal setting behaviour and academic motivations. A structural equation model, cross-validated by demonstrating gender-invariance of path coefficients, demonstrates that incremental and entity theory views have less predictive power than positive and negative effort beliefs in explaining achievement goals and motivations

Cognitive engagement in the problem-based learning classroom

The objective of the present study was to examine to what extent autonomy in problem-based learning (PBL) results in cognitive engagement with the topic at hand. To that end, a short self-report instrument was devised and validated. Moreover, it was examined how cognitive engagement develops as a function of the learning process and the extent to which cognitive engagement determines subsequent levels of cognitive engagement during a one-day PBL event. Data were analyzed by means of confirmatory factor analysis, repeated measures ANOVA, and path analysis. The results showed that the new measure of situational cognitive engagement is valid and reliable. Furthermore, the results revealed that students’ cognitive engagement significantly increased as a function of the learning event. Implications of these findings for PBL are discussed

Gas phase glycerol conversion over lanthanum based catalysts: LaNiO3 and La2O3

International audienc

An Assessment of the Erosion Potential of the Fluvial Thermal Process during Ice Breakups of the Lena River (Siberia)

International audienceFluvial thermal erosion following ice breakups of the Lena River (Yakutia, Siberia) is a significant geomorphic process. During the initial stage of ice breakup, ice pushes up onto the river banks and produces large accumulations of ice and sediments that protect the islands' heads against the mechanical and thermal effects of the river's flow. This initial stage is relatively short and terminates only a few days after breakup begins. In the second phase of flooding, after the river ice has melted, the island heads become free of ice. Hence, when water levels are high, the floodwaters are in sustained contact with the frozen banks of the islands, causing efficient thermal and mechanical erosion of their banks. Such erosion may also occur later in summer, if there is a second discharge peak. Between 2009 and 2012, the retreat of the banks of the river islands displayed high interannual variation that is attributed to the variability of the duration and timing of the flood season. For a given island, the annual rate varied from 2m to 40m and the duration of active thermal erosion of the frozen islands varied from 6 days to 39 days. Copyright (C) 2014 John Wiley & Sons, Ltd