Motivation to learn: an international multilevel study on student autonomy and teacher emphasis on content usefulness / Motivación para aprender: un estudio internacional multinivel sobre la autonomía de los estudiantes y el énfasis de los docentes en la utilidad del contenido

En la educación superior, pocos estudios relacionan factores contextuales en la clase, como el énfasis del profesor en la utilidad del contenido y las características motivacionales de los estudiantes. El objetivo fue probar un modelo multinivel sobre la relación entre el énfasis del docente en la utilidad del contenido durante la clase, la autonomía de los estudiantes y, a su vez, la motivación para aprender. Participaron 3033 estudiantes universitarios matriculados de 1º a 4º grado de Ciencias de la Actividad Física y del Deporte, de universidades de España (N = 602), Portugal (N = 469), México (N = 1177), Chile (N = 372), y Brasil (N = 413). Se realizó un modelo de ecuaciones estructurales multinivel, en el que los participantes respondieron preguntas sobre el énfasis del profesor en la utilidad del contenido de la clase, la autonomía y la motivación para aprender. Se hipotetizó que el énfasis del profesor en la utilidad del contenido predecía la autonomía del estudiante que, por su vez, predecía la motivación para aprender. Los resultados, a nivel grupal e individual, indican que el énfasis del docente en la utilidad del contenido predijo la autonomía del estudiante, y la autonomía predijo la motivación para aprender.(AU)

Teacher autonomy support is related to improved student learn-ing. In higher education, few studies relate classroom contextual factors, such as teacher emphasis on content usefulness, and students' motivational characteristics. The aim was to test a multilevel model about the relation between the extent of teachers’ emphasis on the usefulness of class con-tent with student autonomy, and, in turn, on motivation to learn. The par-ticipants were 3033 university students enrolled from 1st to 4th grade of Sciences of the Physical Activity and Sport, from universities in Spain (N = 602), Portugal (N = 469), Mexico (N = 1177), Chile (N = 372), and Brazil (N = 413). A multilevel structural equation model was performed, in which participants answered questions about the teacher's emphasis on the use-fulness of class content, basic psychological need for autonomy, and moti-vation to learn. At the group and individual levels, the hypothesis is that the teacher's emphasis on the usefulness of class content predict the stu-dent autonomy, in turn, student autonomy predicts student motivation to learn. Results found at the group level and at the individual level the strength of teacher emphasis on class content predicted student autonomy; student autonomy predicted student motivation to learn.(AU)

Solid state luminescence of phosphine-EWO ligands with fluorinated chalcone skeletons and their PdX2 complexes: metal-promoted phosphorescence enhancement.

Complexes trans-[PdX2L2] (X = Cl and Br), where L is 1-(PR2),2-(CHCH-C(O)Ph)-C6F4 (R = Ph, Cy, and iPr), display phosphorescent emission in the solid state, whereas due to their substantially lower lifetimes, the free ligands exhibit fluorescent behaviour. Alternatively, structurally identical derivatives with halide replaced by CN- or Pd replaced by Pt are non-emissive. DFT calculations explain this diverse behaviour, showing that the hybridization of orbitals of the MX2 moiety with those of the chalcone fragment of ligands is significant only for the LUMO of the emissive compounds. In other words, in our complexes, only MLMCT processes (LM = Metal-perturbed Ligand-centered orbital) lead to observable luminescence.

Pd/Cu bimetallic catalysis to access highly fluorinated biaryls from aryl halides and fluorinated arenes.

An efficient Pd/Cu bimetallic cross-coupling catalysis of fluoroaryl halides and fluoroarenes is reported. In situ generation of the Cu nucleophile by rate determining C-H activation of highly fluorinated aryls (≥4 F atoms) leads to high cross-coupling selectivity with little formation of homocoupling products.

Corrigendum: Teachers' Interpersonal Style in Physical Education: Exploring Patterns of Students' Self-Determined Motivation and Enjoyment of Physical Activity in a Longitudinal Study.

[This corrects the article DOI: 10.3389/fpsyg.2018.02721.].

The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes.

The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (M = 11.62; SD = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students.

Selective synthesis of fluorinated biaryls by [MCl2(PhPEWO-F)] (M = Ni, Pd) catalysed Negishi cross-coupling.

Highly selective cross-couplings to polyfluorinated assymmetric biaryls, including the symmetric biaryl C6F5-C6F5, are achieved at relatively low temperature (80 °C) and in short times using [MCl2(PhPEWO-F)] catalysts (M = Ni, Pd; PhPEWO-F = 1-(PPh2), 2-(CHCH-C(O)Ph)-C6F4), ArFI, and Zn(C6F5)2 as example of highly fluorinated nucleophile.

Influence of Physical Self-Concept and Motivational Processes on Moderate-to-Vigorous Physical Activity of Adolescents.

There is a growing concern about the increasing decline in physical activity among adolescents. In the search for variables that may be related to physical activity, this study examined the influence of physical self-concept on objectively measured moderate-to-vigorous physical activity (MVPA) of adolescents through the mediation of the needs satisfaction and two types of autonomous motivation, for academics and for physical education. Data were collected from 618 students (301 boys and 317 girls) aged 10-14 years from 24 secondary schools in Spain. The path analysis results showed that physical self-concept positively predicted needs satisfaction and this, in turn, was positively and significantly related to the two types of autonomous motivation. Finally, only the autonomous motivation for physical education significantly and positively predicted the adolescents' MVPA. Our findings showed that there was no evidence of an indirect effect of physical self-concept on MVPA. The results are discussed along the lines of the self-determination theory, through the analysis of the role of physical self-concept in increasing adolescents' physical activity.

Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution.

The general purpose of this work is 2-fold, to validate scales and to present the methodological procedure to reduce these scales to validate a rating scale for the student evaluation of teaching in the context of a Polytechnic Higher Education Institution. We explored the relationship between the long and short versions of the scale; examine their invariance in relation to relevant variables such as gender. Data were obtained from a sample of 6,110 students enrolled in a polytechnic higher education institution, most of whom were male. Data analysis included descriptive analysis, intraclass correlation, exploratory structural equation modeling (ESEM), confirmatory factorial analysis, correlations between the short and long form corrected for the shared error variance, gender measurement invariance, reliability using congeneric correlated factors, and correlations with academic achievement for the class as unit with an analysis following a multisection design. Results showed four highly correlated factors that do not exclude a general factor, with an excellent fit to data; configural, metric, and scalar gender measurement invariance; high reliability for both the long and short scale and subscales; high short and long-form scale correlations; and moderate but significant correlations between the long and short versions of the scales with academic performance, with individual and aggregate data collected from classes or sections. To conclude, this work shows the possibility of developing student evaluation of teaching scales with a short form scale, which maintains the same high reliability and validity indexes as the longer scale.

Commercially available rapid diagnostic tests for the detection of high priority pathogens: status and challenges.

The ongoing COVID-19 pandemic has shown the importance of having analytical devices that allow a simple, fast, and robust detection of pathogens which cause epidemics and pandemics. The information these devices can collect is crucial for health authorities to make effective decisions to contain the disease's advance. The World Health Organization published a list of primary pathogens that have raised concern as potential causes of future pandemics. Unfortunately, there are no rapid diagnostic tests commercially available and approved by the regulatory bodies to detect most of the pathogens listed by the WHO. This report describes these pathogens, the available detection methods, and highlights areas where more attention is needed to produce rapid diagnostic tests for future pandemic surveillance.

Easy wide scope access to luminescent fluorophosphoranes.

The almost quantitative synthesis of homologous luminescent fluorophosphoranes, by SNAr cyclization of (2'-F,2-(PR2)biaryl) phosphines made from easily accessible reagents, is reported and the DFT cyclization mechanism and alternative pathways to complete this isomerization are studied and discussed.

Transactional Links between Teacher-Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study.

This study examines the reciprocal effects between two school-based relationships within the classroom-namely, perceived teacher support and relatedness with classmates-and school aggression (overt and relational) across two courses of secondary education. Participants were 654 adolescents (48% boys), who were assessed in three waves: first, at the beginning of the academic year (T0), second, at the end of the same academic year (T1), and third, at the beginning of the next academic year (T2) (Mage wave 1 = 13.98 years). Autoregressive cross-lagged modeling was applied. Results show a protective effect of relatedness against relational aggression in both genders. Moreover, we observed a protective effect of perceived teacher support at the beginning of the course for later school aggression as well as a risk effect if this perceived teacher support is maintained throughout the course. These effects were observed in relation with gender-atypical forms of aggression (overt in girls and relational in boys). Finally, aggression had negative consequences for relatedness in girls and for teacher support through the mediation of relatedness in boys. Gender differences and practical implications of these findings are discussed.

Teaching Quality: Relationships between Students' Motivation, Effort Regulation, Future Interest, and Connection Frequency / La calidad didáctica: un modelo explicativo del aprendizaje en Educación Secundaria Obligatoria

The purpose of this study was to examine the relationship between teaching quality and students' expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, and findings showed support for the hypotheses tested. First, we found that teaching quality - specifically, teaching for relevance, acknowledge negative feelings, participation encouragement, using a non-controlling language, provide optimal challenge, focus on the process, structure the class, provide positive feedback, and caring - predicted students' expectancy-value motivation. Second, students' connection frequency, effort, and future interest in math were predicted, at individual and class level, by students' task-expectancy motivation. Third, students' connection frequency, effort, and future interest were predicted, at individual and class level, by their task-value in math. Finally, findings were discussed in terms of their applications for educational practice and methodological suggestions for future research

El objetivo de este estudio fue analizar la relación entre la calidad didáctica del profesorado y las expectativas, el valor atribuido a las tareas, el esfuerzo, el interés hacia la asignatura y la frecuencia de las conexiones entre contenidos o situaciones de aprendizaje en 1,113 estudiantes de Educación Secundaria Obligatoria. Los datos fueron analizados evaluando un modelo multinivel de ecuaciones estructurales en el que la calidad didáctica - enfatizar la utilidad de los contenidos de clase, reconocer los sentimientos negativos, fomentar la participación, utilizar un lenguaje no controlador, ajustar los contenidos al nivel del alumnado, centrarse en el proceso, estructurar las clases, ofrecer feedback positivo y demostrar preocupación hacia los discentes - predijo las expectativas y el valor. A su vez, las expectativas y el valor predijeron el esfuerzo, las conexiones y el interés del alumnado hacia la asignatura. Se examinan los resultados en términos de su aplicación para la práctica educativa

Ranking Ligands by Their Ability to Ease (C6F5)2NiIIL → Ni0L + (C6F5)2 Coupling versus Hydrolysis: Outstanding Activity of PEWO Ligands.

The NiII literature complex cis-[Ni(C6F5)2(THF)2] is a synthon of cis-Ni(C6F5)2 that allows us to establish a protocol to measure and compare the ligand effect on the NiII → Ni0 reductive elimination step (coupling), often critical in catalytic processes. Several ligands of different types were submitted to this Ni-meter comparison: bipyridines, chelating diphosphines, monodentate phosphines, PR2(biaryl) phosphines, and PEWO ligands (phosphines with one potentially chelate electron-withdrawing olefin). Extremely different C6F5-C6F5 coupling rates, ranging from totally inactive (producing stable complexes at room temperature) to those inducing almost instantaneous coupling at 25 °C, were found for the different ligands tested. The PR2(biaryl) ligands, very efficient for coupling in Pd, are slow and inefficient in Ni, and the reason for this difference is examined. In contrast, PEWO type ligands are amazingly efficient and provide the lowest coupling barriers ever observed for NiII complexes; they yield up to 96% C6F5-C6F5 coupling in 5 min at 25 °C (the rest is C6F5H) and 100% coupling with no hydrolysis in 8 h at -22 to -53 °C.

Fluorinated vs Nonfluorinated PR2(biaryl) Ligands and Their [AuCl(L)] Complexes: Synthesis, X-ray Structures, and Computational Study of Weak Interactions. Bond, No Bond, and Beyond.

Six fluorinated PR2(biaryl) phosphines, Ln, with R = Ph, Cy and biaryl = C6H4-C6F5, C6F4-C6H5, C6F4-C6F5, have been prepared. Their [AuCl(Ln)] complexes and H congeners with PhJohnPhos or CyJohnPhos have been studied in order to examine the interactions that bring the distal aryl close to the Au-Cl bond region. X-ray, DFT structure optimization, QTAIM, and NCI methods allow for some understanding of the forces involved. The "no bond" noncovalent distal-aryl/Au-Cl weak interactions are produced at forced short distances achieved under intramolecular structural ligand pressure. Enhanced vdW distal-aryl/Au interactions at "no bond" distances shorter than the sum of Au and C vdW radii and weaker distal-aryl/Cl interactions at "no bond" distances beyond the sum of Cl and C vdW radii counterbalance the unfavorable structural distortion of the free ligand, providing some extra stability of the molecule on the order of 2-10 kcal mol-1. The F substituents in the distal aryl induce shorter aryl distances to the Au-Cl zone, pointing overall to stronger π-aryl polarization as being mainly responsible for the NCIs with gold. The interactions in the C···Cl zone, where the distances are larger than the sum of vdW radii, contribute only about 5%, according to energy estimations using NBOs.

Students' Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador.

This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously. The data analysis included the calculation of group-class means and its relationship with the group-class mean academic achievement, through correlation and hierarchical regression techniques; additionally, a multilevel path analysis was applied to the relationship between prior academic achievement, SET, and their academic achievement, considering the variability among group classes. A multisection analysis was also carried out in those course disciplines in which there was more than one class group (section). The results of individual and group-class analysis revealed that SET was moderately low but related to academic achievement in a significant way once the effect of previous academic achievement was controlled. In addition, multilevel path analysis revealed the effect of SET on achievement, both within and between group-class levels. The results of the analysis carried out in the course disciplines with different sections, according to a multisection design, yielded similar results to the individual and aggregated data analyses. Taken together, the results revealed that SET was low related to academic achievement, once the effect of previous academic achievement was controlled. From these results, it follows that the use of SET as a measure of teachers' effectiveness for making administrative decisions remains controversial.

Injuria renal fetal y neonatal: una complicación de la terapia antihipertensiva materna. Reporte de caso / Fetal and neonatal renal injury: a complication of maternal hypertensive therapy: case presentation

Los Inhibidores de la enzima convertidora de angiotensina II (IECAs) y antagonistas de los receptores de angiotensina II (ARA II) son drogas usadas comúnmente en el manejo de hipertensión arterial, sin embargo, su uso en el embarazo está asociado con toxicidad fetal.1, 2 La acción de la angiotensina II requiere su unión a dos receptores; AT1, involucrado en el control de la tensión arterial y AT2, probablemente encargado del crecimiento fetal. 2 La angiotensina II es esencial en la hemodinamia sistémica y la filtración glomerular fetal y neonatal. La disminución de la perfusión placentaria por efecto hipotensor en el bloqueo del sistema renina angiotensina aldosterona materno puede determinar hipotensión fetal sistémica, disminución de la filtración glomerular, oligoamnios e insuficiencia renal, anormalidades tubulares, hipoplasia craneal y alto riesgo de muerte perinatal. 2 Reportamos el caso de prematuro de 30 semanas con oligohidramnios severo y exposición materna a olmesartan. Al nacimiento presentó dificultad respiratoria; imposibilidad de mantener una adecuada tensión arterial a pesar de los esfuerzos para conseguir mejorar su tono vascular; anuria sin respuesta a diuréticos; alteraciones craneales; alteraciones metabólicas severas con consecuencias fatales. El tratamiento de hipertensión materna con inhibidores de la enzima convertidora de angiotensina II y los antagonistas de los receptores de angiotensina II está asociada con toxicidad fetal por lo que su uso debe ser evitado durante el embarazo.

Angiotensin II converting enzyme (ACE) inhibitors and angiotensin II receptor antagonists (ARBs) are drugs for general use in the management of arterial hypertension, however their use in gestational hypertension is related to the Fetal toxicity. 1, 2 The action of angiotensin II requires its binding to two receptors; AT1, involved in the control of blood pressure and AT2, probably responsible for fetal growth.2 Angiotensin II is essential in systemic hemodynamics and fetal and neonatal glomerular filtration. The decrease in placental perfusion due to hypotensive effect in the blockade of the maternal rennin angiotensin aldosterone system can determine systemic fetal hypotension, decreased glomerular filtration, oligohydramnios and renal insufficiency, tubular abnormalities, cranial hypoplasia and high risk of perinatal death. 2 We report the case of prematurity of 30 weeks with a history of severe oligohydramnios and maternal exposure to olmesartan. At birth the patient presented in particular respiratory distress; inability to maintain adequate blood pressure despite efforts to improve your vascular tone; anuria without response to diuretics; cranial alterations; metabolic alterations with fatal consequences. The treatment of maternal hypertension with inhibitors of the angiotensin II convective enzyme and angiotensin II receptor antagonists is associated with fetal toxicity and should therefore be avoided during pregnancy

Relationships between cardiorespiratory fitness, inhibition, and math fluency: A cluster analysis.

This study identified clusters of adolescents who share similar cardiorespiratory fitness levels and analysed the relationships between cardiorespiratory fitness, inhibition, and math fluency in each of the clusters. The subjects were 490 high-school students aged 10-16 years. The mean age was 13.82 years (SD = 1.12). Latent class analysis identified three clusters with high, medium, and low levels of cardiorespiratory fitness. The high-fitness cluster achieved higher scores in inhibition and math fluency than the low-fitness cluster. Path analysis revealed that the influence of cardiorespiratory fitness on inhibition was non-existent in the three clusters. The effect of inhibition on math fluency was positive and significant in all three cardiorespiratory fitness levels. Cardiorespiratory fitness had a direct, positive, and significant effect on math fluency only in the high-fitness cluster. Therefore, a high level of cardiorespiratory fitness is a significant determining factor in the explanation of math fluency. These results indicate that inhibition does not mediate the relationship between cardiorespiratory fitness and math fluency. However, the benefits of cardiorespiratory fitness affect math fluency, which has important implications for the educational environment and the teaching/learning process.

Interpersonal autonomy support style and its consequences in physical education classes.

This intervention study investigates the effects of teacher autonomy support on basic psychological needs, self-determined motivation for giving physical education classes and satisfaction from engaging in physical activity. The sample consisted of 61 students (32 in the experimental group and 29 in the control group), aged 12 to 14 years. Two physical education teachers were part of the group, one who was trained to give autonomy-support classes and the other used the usual class model. The experimental group teacher gave classes based on the autonomy support style, while his control group counterpart did not follow any model. The students, assessed before and after the 8-month intervention, were measured for perception of interpersonal teaching style, basic psychological needs, self-determined motivation and satisfaction from engaging in physical activity. The results showed that the experimental group exhibited higher indices for autonomy, competence and relatedness, self-determined motivation and satisfaction from engaging in physical activity, when compared to the control group. The study provides evidence of the effectiveness of programs that support autonomy in physical education classes, emphasizing the importance of pedagogical strategies and educational programs that promote the development of basic psychological needs, self-determined motivation and its positive consequences in relation to physical education classes.

Protocolo de estudio cuasi-experimental para promover un estilo interpersonal de apoyo a la autonomía en docentes de educación física / Protocol quasi-experimental study to promote interpersonal style autonomy support in physical education teachers / Protocolo de estudo quase-experimental para promover um estilo interpessoal de apoio à autonomia em professores de educação física

Según la Teoría de la Autodeterminación (Deci y Ryan, 1985, 2002), el estilo interpersonal que utilice el educador puede tener un fuerte impacto en la motivación de los estudiantes. Los objetivos de este artículo fueron: (I) explicar la justificación y desarrollo de un programa de formación basado en esta teoría para promover el apoyo a la autonomía; (II) describir el protocolo de estudio y los procedimientos de evaluación del programa de formación; y (III) probar la integridad del protocolo de estudio para una futura intervención. De un total de 40 docentes de educación física, se asignarán 20 a un grupo de intervención o a un grupo control (n = 20). Durante un período de 8 semanas, los docentes del grupo de intervención completarán un programa de formación en apoyo a la autonomía a través de varias fases. Se evaluarán indicadores que caracterizan el estilo interpersonal de apoyo a la autonomía de forma cualitativa y cuantitativa, tanto al docente como al estudiante. La recogida de los datos de la línea base cuantitativa se llevará a cabo un mes antes del inicio de la intervención y un mes después de la finalización del período de intervención. Los datos cuantitativos se analizarán mediante análisis multinivel. Para explorar las percepciones del programa de formación, también se llevará a cabo un seguimiento a través de entrevistas semiestructuradas con docentes y miembros de la clase, de cuatro a seis semanas después del final de la intervención. Este estudio cuenta con la aprobación del Comité de Ética de las instituciones participantes. Los hallazgos del estudio se difundirán a través de revistas de impacto científico y presentaciones en conferencias sobre la temática de estudio de carácter internacional

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Teaching quality: high school student's autonomy and competece / Calidad didáctica: autonomía y competencia en alumnos de Educación Secundaria

BACKGROUND: How teachers manage class learning and interact with students affects students' motivation and engagement. However, it could be that the effect of students' representation of teaching quality on the students' motivation varies between classes. METHOD: Students from 90 classes participated in the study. We used multilevel random structural equation modeling to analyze whether the relationship of the students' perception of teaching quality (as an indicator of the students' mental representation) and students' motivation varies between classes, and if this variability depends on the class assessment of teaching quality (as an indicator of teaching quality). RESULTS: The effect of teachers' structure on the regression slope of student perception of student competence was .127. The effect of teachers' autonomy support on the regression slope of student perception of student autonomy was .066. CONCLUSIONS: With this study we contribute a more detailed description of the relationship between teaching quality, competence and autonomy

ANTECEDENTES: la calidad didáctica de los profesores de Secundaria afecta a la motivación e implicación de sus estudiantes. Sin embargo, podría ser que la relación entre la motivación y la representación mental que crea el alumnado de la calidad didáctica de su profesor varíe entre las clases. MÉTODO: estudiantes de 90 clases de Secundaria participaron en el estudio. Se utilizó un modelo multinivel de ecuaciones estructurales. RESULTADOS: el efecto del estilo didáctico sobre la pendiente de regresión de la percepción de la estructuración del aula sobre la competencia fue .127. Mientras que sobre la pendiente de la percepción del apoyo a la autonomía sobre la propia autonomía fue .066. CONCLUSIONES: con este estudio contribuimos a describir con más detalle la relación que existe entre la calidad didáctica, la autonomía y la competencia de los estudiantes