The motivation to learn as a self-presentation tool among Swiss high school students : The moderating role of mastery goals' perceived social value on learning

Although it has been assumed that the motivation to learn - or mastery goal endorsement - positively predicts learning achievement, most empirical findings fail to demonstrate this relationship. In the present research, conducted in a Swiss high school, we adopted a social value approach to test the hypothesis that adolescent students' mastery goals do in fact predict learning, but only if these goals are perceived as highly useful for scholarly success (high social utility), and are not endorsed as a means to be appreciated by the teachers (low social desirability), a finding that has previously been observed among college students and on teacher-graded achievement measures only. Results demonstrate that in spite of potential peculiarities of an adolescent population, individual differences in mastery goals' perceived social utility and desirability moderate the mastery goal endorsement-learning achievement relation. Findings are discussed with regard to both theory development and educational practice

Improving low achievers' academic performance at university by changing the social value of mastery goals

Recent research has shown that, in a University context, mastery goals are highly valued, and that students may endorse these goals either because they believe in their utility (i.e., social utility), in which case mastery goals are positively linked to achievement, or to create a positive image of themselves (i.e., social desirability), in which case mastery goals do not predict academic achievement. The present two experiments induced high vs. neutral levels of mastery goals' social utility and social desirability. Results confirmed that mastery goals predicted performance only when these goals were presented as socially useful but not socially desirable, especially among low achievers, those who need mastery goals the most to succeed

Socio-Emotional Competencies and School Performance in Adolescence: What Role for School Adjustment?

There is growing evidence in the literature of positive relationships between socio-emotional competencies and school performance. Several hypotheses have been used to explain how these variables may be related to school performance. In this paper, we explored the role of various school adjustment variables in the relationship between interpersonal socio-emotional competencies and school grades, using a weighted network approach. This network approach allowed us to analyze the structure of interrelations between each variable, pointing to both central and mediatory school and socio-emotional variables within the network. Self-reported data from around 3,400 French vocational high school students were examined. This data included a set of interpersonal socio-emotional competencies (cognitive and affective empathy, socio-emotional behaviors and collective orientation), school adjustment measures (adaptation to the institution, school anxiety, self-regulation at school, and self-perceived competence at school) as well as grades in mathematics and French language. The results showed that self-regulation at school weighted the most strongly on the whole network, and was the most important mediatory pathway. More specifically, self-regulation mediated the relationships between interpersonal socio-emotional competencies and school grades

Ultrafiltration within downstream processing: some process design considerations

International audienceThe use of ultrafiltration (UF) in downstream processing becomes increasingly important. Downstream processing involves complex biological mixture which can not be well-known with simple analytical techniques. That leads to very poor theoretical data on the UF of such solutions. As a consequence, the integration of this operation in downstream processing is somewhere limited and empirical, requiring a lot of experiments. This paper proposes a new method to overcome this difficulty and to transpose data obtained in a laboratory setup to a larger pilot unit. The approach is based on non steady state mass balance equations. On the assumption of constant transmission rates, these equations can be analytically solved. When these assumptions are not accurate, a numerical resolution is proposed. In this study, the simulated results are faced with experimental data obtained with a synthetic bio-solution constituted from a protein hydrolysate (yeast extract) and b-lactoglobulin, filtered on an inorganic Carbosep membrane (cutoff 15 kDa). The contribution of this method to simulate and scale-up UF units is discussed.

MD simulations of chlorine plasmas interaction with ultrathin silicon films for advanced etch processes

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Producing ion waves from acoustic pressure waves in pulsed ICP: Modelling vs. Experiments

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MD Simulations of Pulsed Chlorine Plasmas Interaction with Ultrathin Silicon Films for Advanced Etch Processes

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