| 1. |
- Pelikan, Elisabeth R., et al.
(författare)
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Distance learning in higher education during COVID-19 : The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study
- 2021
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Ingår i: PLOS ONE. - : PLOS. - 1932-6203. ; 16:10
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Tidskriftsartikel (refereegranskat)abstract
- Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior. As the social context plays a major role for basic need satisfaction, distance learning may impair basic need satisfaction and thus intrinsic motivation and learning behavior. The aim of this study was to investigate the relationship between basic need satisfaction and procrastination and persistence in the context of emergency distance learning during the COVID-19 pandemic in a cross-sectional study. We also investigated the mediating role of intrinsic motivation in this relationship. Furthermore, to test the universal importance of SDT for intrinsic motivation and learning behavior under these circumstances in different countries, we collected data in Europe, Asia and North America. A total of N = 15,462 participants from Albania, Austria, China, Croatia, Estonia, Finland, Germany, Iceland, Japan, Kosovo, Lithuania, Poland, Malta, North Macedonia, Romania, Sweden, and the US answered questions regarding perceived competence, autonomy, social relatedness, intrinsic motivation, procrastination, persistence, and sociodemographic background. Our results support SDT's claim of universality regarding the relation between basic psychological need fulfilment, intrinsic motivation, procrastination, and persistence. However, whereas perceived competence had the highest direct effect on procrastination and persistence, social relatedness was mainly influential via intrinsic motivation.
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| 2. |
- Blanton, Michael R., et al.
(författare)
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Sloan Digital Sky Survey IV : Mapping the Milky Way, Nearby Galaxies, and the Distant Universe
- 2017
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Ingår i: Astronomical Journal. - : IOP Publishing Ltd. - 0004-6256 .- 1538-3881. ; 154:1
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Tidskriftsartikel (refereegranskat)abstract
- We describe the Sloan Digital Sky Survey IV (SDSS-IV), a project encompassing three major spectroscopic programs. The Apache Point Observatory Galactic Evolution Experiment 2 (APOGEE-2) is observing hundreds of thousands of Milky Way stars at high resolution and. high signal-to-noise ratios in the near-infrared. The Mapping Nearby Galaxies at Apache Point Observatory (MaNGA) survey is obtaining spatially resolved spectroscopy for thousands of nearby galaxies (median z similar to 0.03). The extended Baryon Oscillation Spectroscopic Survey (eBOSS) is mapping the galaxy, quasar, and neutral gas distributions between z similar to 0.6 and 3.5 to constrain cosmology using baryon acoustic oscillations, redshift space distortions, and the shape of the power spectrum. Within eBOSS, we are conducting two major subprograms: the SPectroscopic IDentification of eROSITA Sources (SPIDERS), investigating X-ray AGNs. and galaxies in X-ray clusters, and the Time Domain Spectroscopic Survey (TDSS), obtaining spectra of variable sources. All programs use the 2.5 m Sloan Foundation Telescope at the. Apache Point Observatory; observations there began in Summer 2014. APOGEE-2 also operates a second near-infrared spectrograph at the 2.5 m du Pont Telescope at Las Campanas Observatory, with observations beginning in early 2017. Observations at both facilities are scheduled to continue through 2020. In keeping with previous SDSS policy, SDSS-IV provides regularly scheduled public data releases; the first one, Data Release 13, was made available in 2016 July.
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| 3. |
- Chebaeva, Natalia, et al.
(författare)
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Dealing with the eco-design paradox in research and development projects : The concept of sustainability assessment levels
- 2021
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Ingår i: Journal of Cleaner Production. - : Elsevier BV. - 0959-6526 .- 1879-1786. ; 281
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Tidskriftsartikel (refereegranskat)abstract
- Although plenty of research has been carried out to develop a multitude of sustainability assessment methods, few guidelines and criteria have been established to help practitioners and researchers find the most appropriate method for a specific case. Studies have shown the importance of integrating sustainability assessments when conducting research and development activities, but have not provided direct links to available sustainability assessment methods. To address the so-called "eco-design paradox", this paper describes a systematic classification system for the available sustainability assessment methods. To support the early integration of sustainability assessments in research and development, we inductively derived the concept of sustainability assessment levels from the well-known concept of technology readiness level. In total, 33 sustainability assessment methods were considered. We performed an expert-based correspondence analysis based on the availability of information to perform these methods and the demand for specific information at respective technology readiness level. Thereafter, a cluster analysis was performed, creating four distinct clusters which were finally interpreted as sustainability assessment levels. The provided concept supports interdisciplinary research projects in that it provides an overview of and guideline for possible sustainability assessment methods that match the respective technology readiness level. This enables researchers to integrate sustainability assessment into respective research and development projects and further modify and develop the theoretically synthetized concept based on empirical case studies.
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| 4. |
- Jiménez, Lucia, et al.
(författare)
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EVIDENCE-INFORMED FAMILY EDUCATION AND SUPPORT IN CONTEMPORARY EUROPE : CONTRIBUTIONS FROM THE EUROPEAN FAMILY SUPPORT NETWORK
- 2021
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Ingår i: AVANCES EN CIENCIAS DE LA EDUCACIÓN INVESTIGACIÓN Y PRÁCTICA. - : Dykinson. - 9788413775975 ; , s. 328-334
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Bokkapitel (refereegranskat)abstract
- The European Family Support Network (EurofamNet) is a bottom-up, evidence-based, multidisciplinary network funded as an Action (CA18123) under the COST program. EurofamNet aims to inform family policies and practices by reflecting common goals across participating countries, while recognizing the specific nature of families’ cultural and socio-economic contexts within them. In this chapter, some of the most salient outputs developed in EurofamNet up to now are briefly described. These outputs cover three key areas that currently constitute research challenges in family support agenda: (1) quality assurance in child and family support services and in the standards for best practices in matters of design, implementation and evaluation of family support programmes; (2) agreement on the skills qualification for family support workforce necessary for a high quality services delivery in working with families; (3) and frontier- knowledge responses to parenting across the life-course and in particular to challenges faced by families in difficult situations. In these areas, contributions from EurofamNet are summarized and remaining challenges are highlighted.
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