Practical implications. We found that leaders who overestimated their EL had subordinates who reported lower job satisfaction and higher turnover intention compared with subordinates of under- estimators and in-agreement leaders. This may, in turn, cause decreased job performance (Judge et al., 2001) and increased actual turnover (Xxxxxxxx et al., 2000) among subordinates of such leaders. Due to possible arrogance and narcissistic tendencies, over-estimators may perceive that no changes are necessary and continue to influence subordinates’ attitudes in a negative direction. It would therefore be useful to bring over-estimators into a more reality- oriented position regarding their empowering leader behavior. One possibility is to provide feedback to these leaders, and previous studies (e.g., Xxxxxxx et al., 1995; Xxxxxxx & Ferstl, 1999) have indicated that over-estimators may improve the accuracy of their self-perception after receiving feedback. However, other studies have shown that negative upward feedback (i.e., high self relative to subordinates’ ratings) may reduce a leader’s commitment to their subordinates (Xxxxxxx et al., 2000), and over-estimators may react to lower ratings from others with anger and discouragement (Xxxxx & Xxxxxxx, 2001). It is therefore important to be aware of these possible negative reactions on the parts of leaders and others who provide upward feedback to over-estimators. Another practical issue concerns our finding with respect to under-estimators. These leaders were perceived as more effective by their superiors and their subordinates reported relatively higher rates of job satisfaction and lower turnover intention. Xxxxxxx et al. (1998) noted that under-estimators’ favorable effectiveness “may represent an interest in continually striving to improve and not becoming overconfident or complacent” (p.594). Under- estimators willingness for self-improvement and desire to meet the behavioral expectations of their subordinates make them to especially valuable leaders. Feedback to under-estimators should therefore help them to build self-confidence and lead them to understand that they play an important role in the organization (cf., Xxxxx, 2001). They are often hard-working individuals who maintain pleasant relationships with their subordinates and it is important that they be made more aware of their qualities as leaders. Limitations and Suggestions for Future Research This study should be considered in light of some limitations. First, we used a si...
Practical implications. The present study provided valuable information for educational practice. It addressed relevant issues of increased motivational problems in education, especially amongst boys. Contrary to what is often assumed, Dutch students in pre- university are not that different from students in pre-vocational secondary education with regard to their motivation and in their response to motivational information. Future research comparing students in traditional schools with students in more innovative schools where the focus is on stimulating intrinsic motivation, could provide more information as to why students score below average on intrinsic motivation. In the meantime, we suggest that providing motivational information might increase intrinsic motivation on the short-term for boys in a traditional school environment in pre-vocational secondary education. The extrinsic motivational information from the present study could be used in the classroom to elicit intrinsic motivation, bearing in mind that the effect accounts only for boys on the short-term. Thus, schools might differentiate between the instructions given to boys and girls, in order to elicit intrinsic motivation. Future research should aim at how to approach girls in order to establish higher intrinsic motivation on the short and long-term, and for boys on the long-term. The mean intrinsic motivation of the students in this study proved to be below the average on a 7-point Likert scale, both in a pre-vocational and pre- university context. This finding raises the question as to whether it is possible to raise intrinsic motivation in secondary education classrooms. We must conclude that inducing motivation is not as straightforward as expected. Nevertheless, our results indicate that influencing adolescents’ motivation is feasible. Especially if we compare it to intelligence and social economic status, two variables that affect motivation and performance but are not under the teacher’s control at all. References Xxxxxxxxx, X. (2006). Self-regulation and effort investment. In I. E. Sigel & X. X. Xxxxxxxxx (Eds.), Handbook of Child Psychology, Vol. 4, Child Psychology in Practice (pp. 345-377). New York: Wiley. Xxxxxxxxx, M., Xxxxxxxxx, X., Xxxxxxxx, X., & Xxxxxxxxx, X. X. (2008, 23rd of July). Capturing the Multiple Components of Self-regulated Writing: A Systemic Approach. Paper presented at the 29th International Congress of Psychology, Berlin, Germany.
Practical implications. It is not possible to give an exhaustive list of circumstances in which this policy will apply. However, some examples are set out below. RECRUITMENT • Xxxxxxx is committed to equal opportunities in recruitment. • The purpose of the recruitment process is to ensure that the most suitable person is selected for the position. • All recruitment advertisements, literature and application forms are reviewed by the HR department to ensure compliance with this policy. • Guidelines for the conduct of interviews are available from the HR Manager. • It is the responsibility of every person involved in the recruitment process to ensure that they are familiar with the requirements of this policy.
Practical implications. The most important practical implication that one may notice from the discussions in this section, particularly in the context of the objective of this Deliverable to develop model agreements for pre-competitive access to microbial research data generated in marine bioprospecting missions, is the necessity to take into consideration the strong desire of the research community for free and liberal access to research data. This is very much evident from the various global and regional initiatives discussed in Sec. 2.1 and also the highly influential role played by such policies in global research exchanges today. The fact that the global research community has by and large adhered to the balancing approaches advocated by such policies further testifies the importance of complying with those principles while drafting the model agreements envisaged under the Deliverable. The model agreement developed as part of this Deliverable (provided in Sec. 4 of this Report) and also the data related provisions in the Model ABS Agreement (developed under Deliverable 8.1) are drafted by giving due recognition to the balancing approach advocated by such initiatives, particularly the Fort Lauderdale Principles.
Practical implications. Both the case studies discussed in this section illustrate different pragmatic approaches taken by data producers and data providers, with regard to sharing of research data. Both the case studies also demonstrate that such approaches can balance the interests of different stakeholders involved in the scientific research process. They also illustrate that ‘open and liberal access to research data’ is not merely an idealistic approach, but also a practically and technically feasible approach. Case studies like this are highly useful resources for the drafting of any robust and efficient model agreements for pre-competitive access to microbial research data generated in marine bioprospecting missions. Hence these case studies have played a highly positive part in the evolution of the provisions in the model agreement developed as part of this Deliverable and also the data related provisions in the model ABS agreement (developed under Deliverable 8.1), which are provided in the next section of this Report.
Practical implications. The size of the normative effect suggests electronic voting could be a mainstream activity in groupware.
Practical implications. Practical implications regarding attracting, training and retaining (future) clinician- scientist can be derived from this thesis and are showed in Box 1. This can be useful for all who are involved in the clinician-scientist pipeline e.g. students, PhD candidates, supervisors and policy makers. 166 167 Chapter 9 General discussion Increasing entry into the clinician-scientist pipeline (supply) • Provide every student with a fulltime authentic hands-on research experience. This fosters high quality motivation, especially in students who were initially not interested in research participation. In turn, high quality motivation enhances their research career ambitions. – chapter 2 & 3 • Create flexible learning pathways in research training including a more subjective, formative approach, for example by more freedom in assessment and feedback. – chapter 2 & 4 • Stimulate students to invest in a successful research experience by supporting them in publishing a paper as a result of their research project. – chapter 2 • Focus on relatedness, autonomy and self-efficacy during undergraduate research experiences, for example by involving students in a research group during their research project, offering choice in duration and subject, and providing trust through supervision when facing difficulties. – chapter 3 • Assure protected time in undergraduate and postgraduate research opportunities. – chapter 3 and 8 Reducing attrition from the clinician-scientist workforce (leaks) • Reflect on quality of motivation with corresponding potential outcomes before initiating a PhD trajectory. – chapter 7 • Provide flexibility in research career pathways, for example by offering postgraduate research opportunities to conduct research on other levels than a full PhD or later on in the clinical career. – chapter 7 and 8 • Pay attention to and support autonomy, relatedness and self-efficacy to xxxxxx and sustain high quality motivation for research. For example, by providing choices depending on the need and level of self-efficacy, by facilitating informal activities and intervision meetings with peers, and providing trust, timely feedback and guidance during academic progress. – chapter 7 and 8 • Explore the match between supervisor and PhD candidate before the start of the PhD programme. – chapter 8 • Emphasize the learning character of PhD programmes. – chapter 8 • Explicitly promote the value and relevancy of other ventures for the medical field to challenge medical doctors ...
Practical implications. An interactive exposure to storybooks can be considered as an effective stimulant for the development of two pillars of learning to read: oral language and print knowledge. The current meta-analysis showed that interactive qualities of book reading in classrooms are effective supplements to book reading (Bus et al., 1995; Xxxxxxxxxxx & Dobrich, 1994). Teachers who read to whole groups and accompanied the storybooks with extra activities knew to elicit moderate effects in oral language and print knowledge. The added value of interactive reading was reflected best in children who individually interacted with experimenters. Although the included studies did not provide enough details to grasp exactly what happened during the interactive reading sessions, it seems evident that children had a chance to learn about the story language as well as the written format of read-aloud texts. As program type and experimenter appeared to be interrelated in the current meta-analysis, more research is needed to disentangle the specific effects for interventions with and without additional activities that are implemented by experimenters versus teachers. Contrasting different implementation strategies to enhance effectiveness might be helpful as well. Compared to a short training by videotape, closely monitoring or coaching teachers might yield better opportunities to internalize a program’s principles and adapt the trained techniques to the developmental level of the children in a classroom. Future observations are needed to explain our finding that interactive reading also affects children’s print knowledge: To what extent do adults use the reading sessions to teach letters and sounds, do print-salient features attract attention, or do older children spontaneously pay attention to print and expand their skills by themselves when they grow more knowledgeable? Chapter 4 122 Interactive Reading in Early Education 123 Appendix Appendix 4.1 Study, Population, and Intervention Characteristics per Study Included in the Meta-Analysis. First Author Year Publ. Status a Xxxx (nint&ncontr)b Designc Country
Practical implications. This insight has an immediate and important practical consequence. Recently the TLS Working Group of the IETF has been considering data limits for the AEAD schemes to be used in TLS 1.3, the new version of TLS under development. Amongst these schemes is AES-GCM. Luykx and Xxxxxxxx provided an analysis of the safe data limits for AES-GCM.2 They did this by first analyzing the known bounds for AES-GCM in the single-key setting and then applying a factor μ in order to obtain bounds for the multi-key setting. The safe data limits for AES- GCM turned out to be surprisingly small, especially in the multi-key case: the current draft of TLS 1.3 states that, in the single-key setting, only 224.5 full-size records may be encrypted on a given connection while keeping a safety margin of approximately 2−57. Following the analysis of Xxxxx and Xxxxxxxx, one would infer that the safety margin decreases proportionately with μ in the multi-key case. This analysis prompted the TLS Working Group to mandate a key updating mechanism for TLS 1.3. Our multi-key analysis for AES-GCM shows that this additional feature, which adds complexity to an already complex protocol, may be unnecessary.
