An analysis of multiple factors relating to teachers' problematic information security behavior

Given the high Internet penetration rate and the huge repository of data stored online, there is a growing trend urging people to utilize data. However, the potential for the malicious use of data disclosed online necessitates attention. Risky information security behavior often leads to damage. Previous research has focused on information security behavior in the workplace; however, there has been little research on teachers' perceptions of their own information security behavior, in particular for teachers in primary and secondary education. For students at this age, their teachers can serve as models. Through understanding teachers' information security behavioral intentions and related protection motivation, we can design training programs for teachers and hence increase teachers' as well as students' normative judgment with regard to information security behavior. The purpose of this research is to explore those factors that relate to teachers' information security behavior as grounded in Protection Motivation Theory. Additionally, the construct of social norms was incorporated based on several studies. Overall, we wish to examine how perceived severity, vulnerability, response-efficacy, self-efficacy, response costs and social norms related to teachers' problematic information security behavior. Structural equation modeling was implemented to analyze the relationships. The results and implications are presented.     

Does ICT matter for effectiveness and efficiency in mathematics education?

ICT infrastructure investments in educational institutions have been one of the key priorities of education policy during the last decade. Despite the attention, research on the effectiveness and efficiency of ICT is inconclusive. This is mainly due to small-scale research with weak identification strategies which lack a proper control group. Using the 2011 ‘Trends in International Mathematics and Science Study’ (TIMSS) data, we define by a Mahalanobis matching a control group with similar student, teacher, school and regional characteristics. The results indicate that accounting or not accounting for these characteristics, may considerably alter the estimated impact of ICT. This suggests that a correction for characteristics related to the student population, teaching staff, administrative personnel and school management is warranted in the evaluation of the impact of ICT.     

创新的思想政治工作是矿山发展不可缺少的内在动力

主要阐述了企业在新的形势下如何紧密联系工作实际,积极开拓创新,努力探索思想政治工作的新特点、新规律和新方法,不断提高思想政治工作的效果。详细介绍了四川久大制盐有限责任公司长山盐矿在创新思想政治工作方面的探索实践。     

Why is a computational framework for motivational and metacognitive control needed?

This paper discusses, in the context of computational modelling and simulation of cognition, the relevance of deeper structures in the control of behaviour. Such deeper structures include motivational control of behaviour, which provides underlying causes for actions, and also metacognitive control, which provides higher-order processes for monitoring and regulation. It is argued that such deeper structures are important and thus cannot be ignored in computational cognitive architectures. A general framework based on the Clarion cognitive architecture is outlined that emphasises the interaction amongst action selection, motivation, and metacognition. The upshot is that it is necessary to incorporate all essential processes; short of that, the understanding of cognition can only be incomplete.     

Motivational,emotional, and behavioral correlates of fear of missing out

Social media utilities have made it easier than ever to know about the range of online or offline social activities one could be engaging. On the upside, these social resources provide a multitude of opportunities for interaction; on the downside, they often broadcast more options than can be pursued, given practical restrictions and limited time. This dual nature of social media has driven popular interest in the concept of Fear of Missing Out – popularly referred to as FoMO. Defined as a pervasive apprehension that others might be having rewarding experiences from which one is absent, FoMO is characterized by the desire to stay continually connected with what others are doing. The present research presents three studies conducted to advance an empirically based understanding of the fear of missing out phenomenon. The first study collected a diverse international sample of participants in order to create a robust individual differences measure of FoMO, the Fear of Missing Out scale (FoMOs); this study is the first to operationalize the construct. Study 2 recruited a nationally representative cohort to investigate how demographic, motivational and well-being factors relate to FoMO. Study 3 examined the behavioral and emotional correlates of fear of missing out in a sample of young adults. Implications of the FoMOs measure and for the future study of FoMO are discussed.     

On the malleability of ideology: Motivated construals of color blindness.

The authors propose that the content of certain sociopolitical ideologies can be shaped by individuals in ways that satisfy their social motivations. This notion was tested in the context of color-blind ideology. Color blindness, when construed as a principle of distributive justice, is an egalitarian stance concerned with reducing discrepancies between groups' outcomes; as a principle of procedural justice, however, color blindness can function as a legitimizing ideology that entrenches existing inequalities. In Study 1, White people high in antiegalitarian sentiment were found to shift their construal of color blindness from a distributive to a procedural principle when exposed to intergroup threat. In Studies 2, 3A, and 3B, the authors used manipulations and a measure of threat to show that antiegalitarian White people endorse color blindness to legitimize the racial status quo. In Study 3B, participants' endorsement of color-blind ideology was mediated by increases in their preference for equal treatment (i.e., procedural justice) as a response to threat. In the Discussion section, the authors examine implications of the present perspective for understanding the manner in which individuals compete over the meaning of crucial ideologies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The construction site as a multicultural workplace: a perspective of minority migrant workers in Brunei

Construction projects have become progressively multicultural, especially for countries with limited labour force where there is need to depend on migrant workers. This multicultural environment can easily create problems related to unfair treatment or discrimination. Focus group discussions were conducted with migrant workers from Indonesia and Thailand to examine factors directly and indirectly related to construction activities that need to be considered in a diverse nationality construction site, with a focus on the minority group. The study suggested that communication, wage segmentation, task assignment and trust, scapegoatism, and belief and religion are the important aspects needing to be carefully taken into account to have a constructive working and living environment in a multicultural project. Management should not overlook the above factors to avoid disenfranchizing minority workers.     

论大学生道德信念的培养

从本质上对道德信念这个概念的含义进行了具体的剖析,指出了道德信念的作用主要体现在它是道德动机的最高形态,它能够把学生的道德需要、道德意志、道德意识转化为实际的道德行动,希望广大德育工作者要采取各种有效的措施,创造一切条刊,让广大学生广泛参加道德实践活动,让他们的道德概念、道德知识在道德实践中转化为坚定而又正确的道德信念。     

Assessing the impact of augmented reality application on students’ learning motivation in chemical engineering

Application of augmented reality (AR) in education has recently grown in interest due to distant, online, and self-directed learning. In this study, the impact of implementing an AR application on chemical engineering students’ learning motivation and performance was assessed. Two interactive AR lessons on common industrial equipment (i.e., centrifugal pump and shell-and-tube heat exchanger) were developed on the EON-XR platform. A cohort of 50 undergraduate chemical engineering students participated in the AR lessons and evaluated its impact on students’ learning motivation and usefulness as a learning resource. The level of students’ learning motivation was assessed with a 16-item questionnaire based on the Instructional Materials Motivation Survey (IMMS) from Keller’s ARCS model, and qualitative questions related to the future of AR technology in chemical engineering education. Results show that 82% of respondents found AR lessons helpful compared to conventional lesson delivery modes, while 92% were supportive for AR lessons to be an additional resource to existing learning materials. These findings demonstrated that AR technology impacted students’ learning motivation positively across multiple constructs, namely ‘Attention’, ‘Relevance’, ‘Confidence’ and ‘Satisfaction’ and showed great potential as an innovative pedagogical advancement in chemical engineering education.