Longitudinal high school research revealed: using surveys to assess student motivation and social networks

This case describes a longitudinal study of high school students’ academic and social motivation and social networks at school. When working together as a PhD student and advisor, we built a university-school partnership and conducted a student survey project that spanned five years. A portion of the project data was used for a dissertation on students’ social networks and their academic and social motivation. The case study describes the project context and development of the partnership, the research design and procedure, and an overview of the analysis and dissemination of complex data to school staff. Particular attention is paid to the use of social network analysis (SNA) as a methodological tool for assessing social relationships in schools. The longitudinal nature of the study required maintenance of a sustainable relationship with the school, which is discussed throughout. We conclude the case with lessons learned

Links and Hubs of Scientific Information - the Case of the MTMT

We present the Hungarian National Scientific Bibliography project: the MTMT. We argue that presently available commercial systems cannot be used as a comprehensive national bibliometric tool. The new database was created from existing databases of the Hungarian Academy of Sciences, but expected to be re-engineered in the future. The data curation model includes harvesting, the work of expert bibliographers and author feedback. MTMT will work together with the other services in the web of scientific information, using standard protocols and formats, and act as a hub. It will present the scientific output of Hungary together with the repositories containing the full text, wherever available. The database will be open, but not freely harvestable, and only for non-commercial use

The Role of Social Goals in Students’ Academic Help Seeking and Help Giving Among Peers

This study examined the role of social achievement goals in academic help giving among peers within a high school. Students (n = 794) filled out surveys assessing their social goals, how often they are asked for help by their peers, and the type of help they gave to peers (instrumental vs. expedient). Controls included students’ grade point average, popularity, and personal help seeking preferences. Results demonstrated positive benefits of social development goals on students’ reports of how often they were asked for help and type of help given to their peers and negative impacts of social demonstration-avoidance goals on help giving. The findings complement achievement goal theory and provide a more comprehensive understanding of academic help seeking

The role of goal structures and peer climate in trajectories of social achievement goals during high school

Students’ social goals—reasons for engaging in interpersonal relationships with peers—are consequential for students’ interactions with their peers at school and for their well-being. Despite the salience of peer relationships during adolescence, research on social goals is generally lacking compared with academic goals, and it is unknown how these social goals develop over time, especially among high school students. The aim of the study was to assess trajectories of students’ social goals and to determine how relevant individual and contextual variables predicted initial levels and trajectories of students’ social goals. Participants were 9th through 12th grade students (N = 526) attending a U.S. high school. Students filled out surveys of their social goals (social development, social demonstration-approach, and social demonstration-avoidance) 6 times across 2 school years. Nonlinear growth curve analyses and piecewise growth curve analyses were used to assess trajectories of social goals across time. Students’ initial levels of social goals differed based on their gender, grade level, prior achievement, and perceptions of classroom goals structures and peer climate. Furthermore, despite substantial stability over time, the shapes of these goal trajectories were predicted by students’ gender, grade level, and perceptions of classroom goal structures and peer climate. In particular, students who perceived an increase in performance-avoidance classroom goals maintained higher demonstration social goals and decreased in developmental social goals over time, and students who perceived an increase in positive peer climate decreased in demonstration-avoidance social goals. Implications and directions for future research on social goals are discussed

Nyílt hozzáférést a tudományos eredményekhez - Forradalom a tudományos közlések világában?

A nyílt hozzáférés elsősorban az eredeti tudományos felismeréseket közlő, elsődleges tudományos irodalom szabad olvashatóságára vonatkozik. A magyar orvosi és biológiai kutatási eredményeket elsősorban angolul és a világ orvostudományi kutatása számára kell közölni, a magyar nyelvű közlések nem a világszerte fontos eredmények számára valók. A magyar nyelvű szakfolyóiratok feladata inkább az elsődleges angol nyelvű nemzetközi közléseknek a közvetítése a hazai orvostársadalom számára, színvonalas tudásterjesztés. Emellett eredeti magyar nyelvű közleményként jelenik meg azoknak a kutatásoknak eredménye, amelyek elsősorban a hazai orvostársadalmat érdeklik, és nemigen hasznosulhatnak a világ más részeinek kutatásában a világ más részein. A nyílt hozzáférés elvei ezért várhatóan később és lassabban fognak megjelenni a magyar nyelvű orvosi szakirodalomban

ESRC IAA Workshop: Towards Maximising International PhD Students' Experience: Extended Summary

No abstract available

The compliance costs of value added tax for businesses in Botswana

This thesis is the first study into Value Added Tax (VAT) compliance costs in Botswana. Average compliance costs are estimated at P6,902 and P7,201, and aggregate compliance costs at P110 million and P169 million, for 2009/10 and 2010/11 respectively. After considering offsetting benefits, net VAT compliance costs for businesses in Botswana are estimated at negative P30 million for 2009/10 and P5 million for 2010/11. The findings confirm the usual regressive pattern of tax compliance costs

How Do Omega-3 and Omega-6 Fatty Acids Influence the Development of Common Acne?

Introduction: Acne is one of the most common skin problems affecting people worldwide, especially young individuals. Despite many years of research into the etiology of acne, its exact causes remain a subject of debate. In recent years, increasing scientific interest has focused on the role of diet in shaping skin health, including the influence of omega-3 and omega-6 fatty acids on the severity of acne symptoms. Objective: The aim of this study is to review the scientific literature regarding the relationship between a diet rich in omega-3 and omega-6 fatty acids and the reduction of acne. We will analyze available scientific evidence and attempt to determine whether dietary changes to increase the intake of these fatty acids may have a beneficial impact on skin condition and reducing the severity of acne symptoms. Results: Several studies suggest that a diet rich in omega-3 fatty acids, especially eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA), and relatively low in omega-6 fatty acids may be associated with a reduction in acne severity. Some clinical studies have shown that supplementation with omega-3 fatty acids can lead to a reduction in the number of comedones and inflammatory skin lesions in acne patients. Conclusions: Our literature review suggests that a diet rich in omega-3 fatty acids and lower in omega-6 fatty acids may be beneficial for individuals struggling with acne. However, further clinical research is needed to confirm these observations and better understand the mechanisms of action of fatty acids on skin health. In the meantime, a balanced diet rich in omega-3-containing foods such as fatty fish, nuts, and seeds is recommended as a potential adjunct to acne treatment

Students’ interpersonal connections with peers and staff at the start of higher education

Establishing positive social relationships is important for students’ success and retention in higher education (HE). This can be especially challenging during the transition into HE since students often move to a larger educational setting and need to build relationships with new peers and staff. Research is needed to better understand social connections during this critical time, including the role of demographics, curricular and extracurricular participation, and how peer and staff connections predict academic achievement. Surveys of 290 first-year students at a large US public university assessed with whom students were interacting, how often, for what reasons, and with what modes of communication. Results include a detailed description of students’ interpersonal connections at the transition into HE, differences by demographics, curricular, and extracurricular participation, and the associations between students’ patterns of relationships and their academic achievement