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The research presented here is founded on the Big Five trait approach to personality which has been shown to be related to academic success, students' academic confidence or self-efficacy and the emotions related to academic achievement.To explore whether Personality characteristics would be differentially associated with Academic Confidence and both would jointly predict Academic Emotions.A bespoke online platform was used to survey undergraduate students in two Spanish universities. The data was used to assess bivariate correlation and to build Structural Equation Models.A total of 1398 undergraduate students studying Psychology, Primary Education, or Educational Psychology degree programmes completed the validated Spanish version of the Academic Behavioural Confidence scale. Of those, 636 also completed a validated Spanish language scale to assess Personality along the Big Five dimensions and 551 of the 1398 students complete a validated Spanish language scale to assess Academic Emotions. A total of 527 students completed all three scales.The correlations showed that the student Personality traits of Openness, Conscientiousness, Extraversion and Agreeableness were significantly and positively related to their Academic Confidence whilst Neuroticism was negatively correlated with the degree of Academic Confidence. Similarly student Academic Confidence correlated positively with positive Academic Emotions and negatively with negative Academic Emotions. Structural Equation Modelling resulted in a model of excellent fit that linked the personality traits of Conscientiousness and Neuroticism with overall Academic Confidence and Academic Emotion scores. The methodological issues around the findings along with the implications for undergraduate learning and teaching are discussed., Author(s): Paul Sander [sup.1] , Jesús de la Fuente [sup.2] Author Affiliations: (1) grid.26597.3f, 0000 0001 2325 1783, Department of Psychology, Teesside University, Middlesbrough , , TS1 3BX, Tees Valley, [...]

BackgroundAlthough physical activity can mitigate disease trajectories and improve and sustain mental health, many people have become less physically active during the COVID-19 pandemic. Personal information technology, such as activity trackers and chatbots, can technically converse with people and possibly enhance their autonomous motivation to engage in physical activity. The literature on behavior change techniques (BCTs) and self-determination theory (SDT) contains promising insights that can be leveraged in the design of these technologies; however, it remains unclear how this can be achieved. ObjectiveThis study aimed to evaluate the feasibility of a chatbot system that improves the user’s autonomous motivation for walking based on BCTs and SDT. First, we aimed to develop and evaluate various versions of a chatbot system based on promising BCTs. Second, we aimed to evaluate whether the use of the system improves the autonomous motivation for walking and the associated factors of need satisfaction. Third, we explored the support for the theoretical mechanism and effectiveness of various BCT implementations. MethodsWe developed a chatbot system using the mobile apps Telegram (Telegram Messenger Inc) and Google Fit (Google LLC). We implemented 12 versions of this system, which differed in 3 BCTs: goal setting, experimenting, and action planning. We then conducted a feasibility study with 102 participants who used this system over the course of 3 weeks, by conversing with a chatbot and completing questionnaires, capturing their perceived app support, need satisfaction, physical activity levels, and motivation. ResultsThe use of the chatbot systems was satisfactory, and on average, its users reported increases in autonomous motivation for walking. The dropout rate was low. Although approximately half of the participants indicated that they would have preferred to interact with a human instead of the chatbot, 46.1% (47/102) of the participants stated that the chatbot helped them become more active, and 42.2% (43/102) of the participants decided to continue using the chatbot for an additional week. Furthermore, the majority thought that a more advanced chatbot could be very helpful. The motivation was associated with the satisfaction of the needs of competence and autonomy, and need satisfaction, in turn, was associated with the perceived system support, providing support for SDT underpinnings. However, no substantial differences were found across different BCT implementations. ConclusionsThe results provide evidence that chatbot systems are a feasible means to increase autonomous motivation for physical activity. We found support for SDT as a basis for the design, laying a foundation for larger studies to confirm the effectiveness of the selected BCTs within chatbot systems, explore a wider range of BCTs, and help the development of guidelines for the design of interactive technology that helps users achieve long-term health benefits.

It is well established that the number of males studying psychology in the UK, both at A-level and on degree courses, is disproportionately low compared to females. There is a paucity of research, however, which discusses how psychology is viewed by this group. The present study employed focus groups with 35 pre-tertiary males (some of whom were studying psychology and some of whom were not) to discuss their perceptions of the discipline in terms of its scientific status and gendered associations with females. A thematic analysis revealed that participants positioned psychology as 'a sort' of science, with a diverse subject base, much of which was not considered appropriate or relevant for males to study. The implications of this are discussed in terms of the inherent challenges it reveals in attracting men to study psychology, debating what could be done to make the discipline more appealing to males.

In this contribution to the Widening Participation Special Issue of Psychology Teaching Review we consider our experiences in education as people who can't spell using an auto-ethnographic methodology (Sparkes, 2007), specifically, evocative auto-ethnography (Anderson, 2006) and guided by a social constructionist approach to identity (Burr, 1995). We consider how we have become the people we are through the ways others have responded to the Dyslexic or Dyslexic type aspects of ourselves. We start with Paul ruminating about life in education as a terrible speller. We then move on to explore Stella's experiences as a Dyslexic student and on into the early days of her academic career. We finish conversationally by questioning each other about the significance of our experiences and their implications both for education and the social construction of identity. The overall aim of this article is to ask teachers who are intolerant of poor spellers to take a more supportive approach, mindful of the impact they can have. We also seek to support University students who suffer at the hands of their teachers and important others on account of their Dyslexic type symptoms. The students will know who they are as they will have been labelled so many times but we do worry that the teachers may not be able to identify themselves, such are the power relations inherent in the social construction of identity (Phoenix, 2007). (Contains 2 figures.)

Using published findings and by further analyses of existing data, the structure, validity and utility of the Academic Behavioural Confidence scale (ABC) is critically considered. Validity is primarily assessed through the scale's relationship with other existing scales as well as by looking for predicted differences. The utility of the ABC scale is demonstrated through its ability to discriminate between undergraduate students on different courses; between dyslexic and non dyslexic undergraduate students; undergraduate students in different countries and undergraduate students of different sex. Changes in ABC over time are considered and linked to an over-confidence bias in students in higher education. Finally, it is suggested that the ABC scale and a related measure, the Performance Expectation Ladder can identify and help teachers in higher education understand students with low academic confidence who need supporting. (Contains 2 figures.)

This three-year longitudinal study explored the approach to study and academic performance of a group of male psychology undergraduates. In induction week, 112 new psychology students completed the survey. Later in the year, some of the males were interviewed in small groups. Performance was measured from marks at the end of Years 1 and 3. In Year 1, compared with their female contemporaries, male respondents had higher self-esteem (p less than 0.01), expected higher marks (p less than 0.001) and anticipated performing better than their peers (p less than 0.05). In interviews, males described themselves as being less motivated and less organised than females, but did not consider this a problem. The only difference in marks showed males doing worse in coursework at Year 1 (p less than 0.05). However, significantly more males failed to complete the course. These findings are set in the context of concerns about under achievement of males and discussed in relation to research into transition to university. (Contains 5 tables.)

Introduction: The objective of this research study was to establish interdependence relationships between cognitive learning strategies, motivational strategies toward study and academic stress, as variables of the Competency Model for Studying, Learning and Performing under Stress (SLPS), in a group of professional examination candidates. Method: Participating were a total of 179 candidates who sought to obtain posts as primary school teachers. The variables were measured using previously validated self-reports. The study design was linear ex post-facto, with inferential analyses (ANOVAs and MANOVAs). Results: The results showed very significant, positive interdependence relationships between cognitive learning strategies and motivational strategies toward study. In addition, very significant, negative relationships were found between motivational strategies toward study and academic stress. However, direct interdependence relationships did not appear between cognitive learning strategies and academic stress. Discussion: These results show that subjects with a high level of cognitive learning strategies used more motivational strategies toward study than subjects with a medium level, and these in turn used more motivational strategies than subjects with a low level. Moreover, they also show that subjects high in motivational strategies toward study suffered less academic stress than the medium and low subjects in this variable. Consequently, the results suggest that these variables are interrelated, and that both cognitive and motivational strategies can be worked on, not only as support for study, but also as prevention of academic stress and its negative effects, especially in highly stress-prone contexts.

This paper draws on the psychological theories of self-efficacy and the self-concept to understand students' self-confidence in academic study in higher education as measured by the Academic Behavioural Confidence scale (ABC). In doing this, expectancy-value theory and self-efficacy theory are considered and contrasted with self-concept and self-esteem. Particular emphasis is placed on the social environment in which students are studying, supported by psychological research from social comparison theory, frames of reference and discourse communities. Against this background, the ABC scale is compared and contrasted with self-efficacy and self-concept measures. It is argued that the ABC scale bridges the gap between these two approaches. In conclusion, it is suggested that the ABC scale can be used to gain a better understanding of students' confidence in themselves as learners, making it a useful survey tool in pedagogical research and practice. (Contains 1 table and 1 footnote.)

Introduction: Research has shown that students do not like student presentations, yet a case can be made for them. This study seeks to understand the effects that presentations have on students. Method: Within an action research framework, two repeated-measures studies were completed, one with students undertaking assessed presentations the other with those doing non-assessed presentations. Respondents completed both measures of the Views on Teaching, Learning and Assessment questionnaire (VTLA, derived from Sander et al., 2000) at the start and at the end of each study. All respondents completed the Academic Behavioural Confidence scale (ABC, Sander & Sanders 2003) at the start of each study but its second measurement was taken when only part of each cohort had undertaken a presentation. Results: In the assessed presentation study, students who had done their presentations showed an overall increase in ABC, (p less than 0.05) indicating improved confidence. No such increase was found after the non-assessed presentation. In both studies, students showed significant increases in their responses to items on the ABC that related to public speaking, (p less than 0.05). The VTLA revealed that experiencing presentations as a teaching method can help students feel more positive about them and able to acknowledge benefits of presenting than they did prior to this experience. It also confirmed that students find presentations daunting and some have some concerns about learning from peers. Discussion: The different responses in the two studies may have been influenced by the way that presentations were integrated into modules at different levels. However, it would seem that the experience of presentations might raise student confidence in their own abilities although it is less likely to change their views of the prospect of presenting. (Contains 9 tables.)

Previous research has shown that university students, when asked to rank different methods of learning and assessment tend to rate student presentations unfavorably. There are though, sound reasons for constructing learning situations around student presentations, resulting in presentations being an integral part of our psychology degree over the last ten years. However, the course has experienced a considerable rise in the number of students during the same period, making it much harder to create meaningful opportunities for student presentations. In spite of this growth, the team considered ways in which presentations can remain within the course and systematically evaluated their effectiveness. Whilst data show that students may find the experience stressful and that they have some concerns about the quality of their learning, these concerns, we believe are more than outweighed by the advantages, which are discussed at length. Students' retrospective reflections on courses that have been designed around student presentations give a much more favorable view of this learning method than that given through hypothetical ratings. (Contains 6 tables.)

This study examined the changes in students' academic behavioural confidence over the course of their first year of academic study and whether changes differ by their achievement goal profile. Self-report data were collected from 434 participants in three waves: at the beginning of the first semester of their first year of undergraduate study, at the beginning of the second semester, and again at beginning of the second year of undergraduate study. At the outset of their studies the authors identified three clusters of achievement goal profiles which differentiated between students' confidence in attaining grades, independent study and discussing course material. By the beginning of the second year any dips in confidence had disappeared which the authors construe in a positive light. The clusters of achievement goals shown at the outset of the first year of academic study does not seem to show any differentiated lasting disadvantage or advantage to students' confidence.

Introduction: The 3P and DEDEPRO Models predict interactive relationships among "presage," "process," and "product" variables through teaching and learning of self-regulation. The DEDEPRO Model has established different possibilities for interaction between student characteristics of self-regulation and external characteristics of regulatory teaching. The aim of this investigation is empirical validate the model of four interaction types. Method: The sample included 765 undergraduate students from two universities in the south of Spain. Using an ex post-facto design, the date collection was obtained from three validated instruments: Self-regulation scale (SRQ), the Scales for Assessment of the Teaching-Learning Process (ATLP-S) and the Academic Behaviour Confidence (ABC) scales at two different points in time. Academic performance was evaluated through the final grade for each subject area. Multivariate Analyses were used and from Structural Equation Modelling was used to explore possible causal relationships. Results: Results offer evidence for a consistent, four-fold interaction typology and empirical causal model, thus giving significant confirmation of the proposed rational model. As predicted, the most significant of these interactions was the student's self-regulation with regulatory instruction. Conclusion: The best type of interaction is high personal self-regulation with a highly regulated teaching-learning process, yielding high performance and academic confidence.

Background: Academic self-efficacy, when operationalized as mastery over domain-specific knowledge, has been found to be a predictor of academic achievement and emotions. Although academic emotions are also a predictor of academic achievement, there is limited evidence for reciprocal relations with academic achievement. Aims: To examine whether academic self-efficacy, when operationalized as confidence in study-related skills and behaviours, is also a predictor of academic achievement and emotions and to test reciprocal relations between academic emotions and achievement. Sample: Two hundred and six first-year undergraduate students. Methods: Academic self-efficacy was measured at the beginning of the first semester and learning-related emotions (LREs) at the beginning of the second semester. Academic performance was aggregated across assessments in semester one and semester two. Results: Self-efficacy in study-related skills and behaviours predicted: (1) better semester one academic performance and (2) more pleasant and fewer unpleasant LREs at the beginning of the second semester directly and (3) indirectly through semester one academic performance. Reciprocal relations between academic performance and emotions were supported, but only for pleasant emotions. Conclusions: Self-efficacy in study-related skills was the critical academic self-efficacy variable in this study. It may play an important role in maintaining challenge appraisals to maintain pleasant emotions and better academic performance. Accordingly, practitioners in higher education may wish to consider the value of assessing and developing students' self-efficacy in relation to their independent study skills.

Previous work has established how achievement emotions are related to the trichotomous model of achievement goals, and how they predict academic performance. In our study we examine relations using an additional, mastery-avoidance goal, and whether outcome-focused emotions are predicted by mastery as well as performance goals. Results showed that outcome-focused emotions were predicted by mastery approach/avoidance, and performance-avoidance goals, whereas activity-focused emotions were predicted by mastery approach/avoidance goals only. Two achievement emotions, pride and hope, mediated relations between achievement goals and academic performance. These findings show that it is important to consider the hierarchical nature of achievement goals, that is, the distinction between goals and reasons. If students use grades as a basis on which to judge their task and intrapersonal competence, then mastery goals can predict outcome-focused emotions. (Contains 5 tables.)

Introduction: Research with the Academic Behavioural Confidence scale using European students has shown that students have high levels of confidence in their academic abilities. It is generally accepted that people in more collectivist cultures have more realistic confidence levels in contrast to the overconfidence seen in individualistic European and North American countries. This research was designed to see if the more realistic confidence level in collectivist countries would be mirrored in Mexican students' academic confidence scores. Method: The Academic Behavioural Confidence scale was validated in the Mexican university system with a sample of 97 undergraduates at a large autonomous university and the findings contrasted with pre-existing data from 2685 European students. Results: The results suggest that a reduced 14 item scale comprising the same 4 subscales, Grades, Studying, Verbalising and Attendance is the statistically preferable model for both the Mexican and European data. Using the mean confidence levels for the modified subscales, it was found that the Mexican psychology students had significantly higher Grades and Verbalising confidences than their European counterparts. Discussion and Conclusion: This contra-prediction finding is considered against the literature from cultural and cross cultural psychology which suggests that people in Collectivist cultures like Mexico have more connected attitudes to their lives and thus would show lower but more realistic self-confidence. Further research to establish the cross cultural validity of the ABC scale is discussed. (Contains 3 tables, 1 figure and 2 footnotes.)

Introduction: The main goal of this study is to evaluate the psychometric and assessment features of the Scale for the "Assessment of the Teaching-Learning Process, Student Version" (ATLP-S), for both practical and theoretical reasons. From an applied point of view, this self-report measurement instrument has been designed to encourage student participation in the daily assessment of how the teaching-learning process occurs. From a theoretical point of view, this 30-item scale was initially developed with rational criteria, inspired by the most common curriculum models; in addition, we propose to empirically validate the instrument. Method: A total sample of 1250 Spanish university students and 275 university students from the UK participated in the assessment. The analyses made to assess its reliability, internal validity (exploratory and confirmatory factorial analysis), and external validity (correlations and MANOVAs). Results and Discussion: We can be considered adequate and have proved to be powerful enough to define relations with other variables--learning approach, or teaching and learning experiences--in the sample with Spanish and UK versions of the instruments. (Contains 8 tables and 2 figures.)

The Academic Behavioural Confidence (ABC) scale has been shown to be valid and can be useful to teachers in understanding their students, enabling the design of more effective teaching sessions with large cohorts. However, some of the between-group differences have been smaller than expected, leading to the hypothesis that the ABC scale many not be unidimensional and that inherent subscales may be behaving in different ways, reducing the size of anticipated ABC effects. This study aimed to analyse the factor structure of the ABC scale. Pre-existing data sets were combined into a large composite data set (n = 865) of undergraduate student respondents to the ABC scale. Exploratory factor analyses using SPSS, and confirmatory factor analysis in AMOS, were carried out. A reduced, 17-item ABC scale can be considered as having four factors, grades, verbalising, studying and attendance. From the data sets, the discriminative power of the factor structure has been confirmed, with the results providing further criterion validity of the ABC scale. (Contains 7 tables and 4 figures.)

Introduction: The current panorama of Higher Education reveals a need to improve teaching and learning processes taking place there. The rise of the information society transforms how we organize learning and transmit knowledge. On this account, teaching-learning processes must be enhanced, the role of teachers and students must be evaluated, and new ICT methodologies must be tried out. The DEDEPRO[R] model makes significant methodological and technological contributions toward this end. Method: A total of 728 male and female students and their teachers, from the Universities of Almeria, Granada (Spain) and UWIC, Cardiff (UK) participated in this educational experience. A quasi-experimental type design was used, with a non-equivalent control group. The ETL Questionnaire (Housell, Entwistle & colls, 2001) and IATLP Scales (De la Fuente & Martinez, 2004) were used for evaluation. The intervention made use of the DEDEPRO methodology and web utilities TLPA (De la Fuente & Trujillo, 2005) and Pleyade (De la Fuente & Martinez, 2004), both derived from this model. Results: Multivariate analyses showed in both questionnaires a significant interaction effect towards improvement of "Group x Time," both with respect to regulated teaching (professor) and self-regulated learning (students). Discussion: Usefulness of the methodology and web tools drawn from the DEDEPROTM Model is discussed, as well as possibilities for generalization. (Contains 3 tables and 6 figures.)

Introduction. Sander, Stevenson, King and Coates (2000) identified differences between medical students in a conventional university and psychology students in a post-1992 university in their responses to different styles of learning and teaching. Method. It had been hypothesised that differing levels of confidence explained why the former felt student presentations would teach them little while the response of the latter was based on fear of presenting. The study reported here investigated differing levels of academic confidence in these two groups using a scale designed to measure Academic Behavioural Confidence (ABC). Results. There was a significant difference between the ABC scores for the two groups (p less than 0.05) in line with the prediction. Further examination of data showed that the ABC scores of the medical students as a group were more varied than those of the psychologists whilst the latter showed more variation across the elements of the scale. Proposals for the further development and deployment of the scale are considered. Conclusion: This study suggests that these two groups come to university very differently prepared for meet the demands of higher education. (Contains 2 tables, 2 figures, and 1 footnote.)

Action research studies in the United Kingdom with Open University students have shown that students come to distance education courses with variable expectations of the levels of service and support they will receive from their tutors. It has been further suggested that a specific expectations-led quality assurance process that enables the sharing of these expectations before a course starts could be of mutual benefit to the student and the tutor, as well as generally improving the overall quality of tutor support provided by the distance learning organisation. This process, it is argued, would be appreciated by the students, have beneficial effects on student satisfaction with tutor support, reducing student drop-out and increasing course completion rates. Could such a process that asks tutors to collect student expectations before a course begins be instituted effectively into a distance learning organisation and how would students and tutors respond to it? This paper reports on a large-scale project carried out by Oscail (the Irish National Distance Education Centre) aimed at developing and testing how students and tutors valued being involved in just such an Open and Distance Learning expectations-led quality assurance process. In the study reported here, all 96 tutors on an Oscail B.A. distance learning programme were asked two weeks before their course began to circulate the student expectations questionnaire to the 950 students on their tutorial lists. Tutors were asked to collect the questionnaires, reflect on the expectations of the students and consider how their tutorial practice and student support might change as a result of the exercise. Tutor and student views on the effectiveness of the exercise were also gathered through questionnaires and focus group meetings. The findings suggested that the majority of students and tutors involved in the study did see the value of the process and that it did help tutors (especially newly appointed ones) consider and respond to the type of support students hoped to receive. The practice of issuing student expectation questionnaires has now been embedded in Oscail introductory courses. (Contains 3 tables and 1 figure.)

Introduction: This paper reports a preliminary study into the commitment and academic confidence of male students in undergraduate psychology, prompted by our own observations of the performance of male students and the literature on sex differences in education. Method: Using an analytical survey, level 1 psychology students at a new university in South Wales, UK, were asked to complete the Academic Behavioural Confidence scale (Sander and Sanders, 2003) and a second scale, You And Your University Study, designed specifically for this investigation. The findings from a selective sample (n=72), with male students outnumbered 1:6 by the female students, are presented. Results: The data show that when asked to rate the importance of the academic studies and the non-academic side of university life, the male students tended to give lower ratings to their studies than to the non-academic side, whereas the reverse was the case for the female students. Some students, particularly female students, who did rate the non-academic side of university life as the more important reported the need to build a strong and secure social network to support them through their studies. No differences in overall academic confidence were found, contrary to predictions, although there were some individual statement differences. Conclusion: The data suggest that male students may be at a disadvantage through their attitude or approach to their academic studies, compounding the problems of being in a minority. Further research is being done to explore these preliminary findings. (Contains 4 tables.)

The metalloporphyrin heme acts as the oxygen-complexing prosthetic group of hemoglobin in blood. Heme has been noted to survive for many millions of years in fossils. Here, we investigate its stability and degradation under various conditions expected to occur during fossilization. Oxidative, reductive, aerobic, and anaerobic conditions were studied at neutral and alkaline pH values. Elevated temperatures were applied to accelerate degradation. High-performance liquid chromatography coupled to tandem mass spectrometry (HPLC-MS/MS) identified four main degradation products. The vinyl residues are oxidized to formyl and further to carboxylate groups. In the presence of air or H2O2, cleavage of the tetrapyrrole ring occurs, and hematinic acid is formed. The highest stability of heme was observed under anaerobic reductive conditions (half-life 9.5 days), while the lowest stability was found in the presence of H2O2 (half-life 1 min). We confirmed that the iron cation plays a crucial role in degradation, since protoporphyrin IX, lacking iron, remained significantly more stable. Under anaerobic, reductive conditions, the above-mentioned degradation products were not observed, suggesting a different degradation pathway. To our knowledge, this is the first molecular taphonomy study on heme, which will be useful for understanding its fate during fossilization. [ABSTRACT FROM AUTHOR]

Studied the expectations and preferences of undergraduates with regard to teaching, learning, and assessment. Responses of 395 undergraduates at British universities showed that students expected to be taught by formal and interactive lectures but preferred to be taught by interactive lectures and group-based activities. (SLD)

An analysis of Open University (UK) students' expectations about various aspects of their tutoring focused on their attitudes toward teaching methods and their perceptions of a good lecturer. Seven tables present results. This research supports the view that tutoring can be improved through tutors' reflections on content and delivery style based on student feedback. (AEF)

The myocardial ATP concentration is significantly decreased in fairing hearts, which may be related to the progressive loss of the myocardial total adenine nucleotide pool. The total myocardial interstitial purine metabolites (IPM) in the dialysate of interstitial fluid could reflect the tissue ATP depletion. In rats, postmyocardial infarction (MI) left ventricular (LV) remodeling was induced by ligation of the cnronary artery. Cardiac microdialysis was employed to assess changes of IPM in response to graded 13-adrenergic stimulation with isoproterenol (Iso) in myocardium of hearts with post-MI LV remodeling (MI group) or hearts with sham operation (sham group). The dialysate samples were analyzed for adenosine, inosine, hypoxanthine, xanthine, and uric acid. LV volume was greater in the MI group (2.2 [+ or -] 0.2 ml/kg) compared with the sham group (1.3 [+ or -] 0.2 ml/kg, P < 0.05). Infarct size was 28 [+ or -] 4%. The baseline dialysate level of uric acid was higher in the MI group (18.9 [+ or -] 3.4 [micro]mol) compared with the sham group (4.6 [+ or -] 0.7 [micro]mol, P < 0.01). During and after Iso infusion, the dialysate levels of adenosine, xanthine, and uric acid were all significantly higher in the MI group. Thus the level of IPM is increased in hearts with postinfarction LV remodeling both at baseline and during Iso infusion. These results suggest that the decreased myocardial ATP level in hearts with post-MI LV remodeling may be caused by the chronic depletion of the total adenine nucleotide pool. heart failure: ATP: [beta]-adrenergic receptors; left ventricle

Simple Summary: Fossils of dinosaurs other than birds are at least 66 million years old. Nevertheless, many organic compounds have survived fossilization and can still be found in the fossils. This article describes the discovery of organic molecules in dinosaur fossils. It provides a review of the analytical methods used for their detection and characterization, and presents the wide range of chemical organic compounds, including small molecules and polymers, that have been found in dinosaurs to date. The difficulties in unambiguously confirming the presence of some of the organic molecules in these fossils are also discussed. This review provides an overview of organic compounds detected in non-avian dinosaur fossils to date. This was enabled by the development of sensitive analytical techniques. Non-destructive methods and procedures restricted to the sample surface, e.g., light and electron microscopy, infrared (IR) and Raman spectroscopy, as well as more invasive approaches including liquid chromatography coupled to tandem mass spectrometry (LC-MS/MS), time-of-flight secondary ion mass spectrometry, and immunological methods were employed. Organic compounds detected in samples of dinosaur fossils include pigments (heme, biliverdin, protoporphyrin IX, melanin), and proteins, such as collagens and keratins. The origin and nature of the observed protein signals is, however, in some cases, controversially discussed. Molecular taphonomy approaches can support the development of suitable analytical methods to confirm reported findings and to identify further organic compounds in dinosaur and other fossils in the future. The chemical properties of the various organic compounds detected in dinosaurs, and the techniques utilized for the identification and analysis of each of the compounds will be discussed. [ABSTRACT FROM AUTHOR]

The combination of student Self-Regulation (SR) and the context of Regulatory Teaching (RT), each in varying degree, has recently been demonstrated to have effects on achievement emotions, factors and symptoms of stress, and coping strategies. The aim of the present research study is to verify its possible further effects, on academic behavioral confidence and procrastination. A total of 1193 university students completed validated online questionnaires with regard to specific subjects in their degree program. Using an ex post facto design, multivariate analyses and structural equation modeling (SEM) were carried out in order to test the relationships predicted by the model. SR and RT had a significant joint effect in determining the degree of academic behavioral confidence and of procrastination. Academic behavioral confidence also significantly predicted reasons for procrastinating, and these in turn predicted activities of procrastination. Conclusions are discussed, insisting on the combined weight of the two variables in determining academic behavioral confidence, reasons for procrastinating and activities subject to procrastination, in university students. Implications for guidance and educational support of university students and teachers are analyzed. [ABSTRACT FROM AUTHOR]

The aim of this research was to determine the degree to which undergraduate students' learning approach, academic achievement and satisfaction were determined by the combination of an intrapersonal factor (self-regulation) and a interpersonal factor (contextual or regulatory teaching). The hypothesis proposed that greater combined regulation (internal and external) would be accompanied by more of a deep approach to learning, more satisfaction and higher achievement, while a lower level of combined regulation would determine a surface approach, less satisfaction and lower achievement. Within an ex post facto design by selection, 1036 university students completed validated questionnaires using an online tool. Several multivariate analyses were conducted. Results showed that the combination of self-regulation and external regulation can be ordered as levels along a five-point scale or heuristic. These levels linearly determine type of learning approach, academic achievement and satisfaction. Implications are established for quality and improvement of the teaching and learning process at university. [ABSTRACT FROM AUTHOR]

The SRL vs. ERL theory has shown that the combination of levels of student self-regulation and regulation from the teaching context produces linear effects on achievement emotions and coping strategies. However, a similar effect on stress factors and symptoms of university students has not yet been demonstrated. The aim of this study was to test this prediction. It was hypothesized that the level of student self-regulation (low/medium/high), in interaction with the level of external regulation from teaching (low/medium/high), would also produce a linear effect on stress factors and symptoms of university students. A total of 527 undergraduate students completed validated questionnaires about self-regulation, regulatory teaching, stress factors, and symptoms. Using an ex post facto design by selection, ANOVAs and MANOVAs (3 × 3; 5 × 1; 5 × 2) were carried out. The results confirmed that the level of self-regulation and the level of regulatory teaching jointly determined the level of stress factors and symptoms of university students. Once again, a five-level heuristic of possible combinations was configured to jointly determine university students' level of academic stress. We concluded that the combination of different levels of student regulation and regulation from the teaching process jointly determines university students' level of academic stress. The implications for university students' emotional health, stress prevention, and well-being are established. [ABSTRACT FROM AUTHOR]