Investigation of asymmetry reduction for surface structuring and destructuring by laser remelting.

Lasers are widely used for structuring metallic surfaces by ablating material. An alternative approach for laser structuring is surface structuring by laser remelting (WaveShape), which is based onthe continuous remelting of a thin surface layer using laser radiation while simultaneously modulating the laser power. The structures are generated by redistribution of the molten material.

Sensing Method Using Dielectric Loss Factor to Evaluate Surface Conditions on Polluted Porcelain Insulator.

Insulator diagnostics is still a topical issue. No one has yet found out how to accurately determine the condition of all insulators and decide when replacement or maintenance is required. Insulators are one of the main components of a transmission and distribution system and must withstand high voltages in all weather conditions.

Synthesis of point-modified mRNA.

Synthetic mRNA has recently moved into the focus of therapeutic and vaccination efforts. Incorporation of modified nucleotides during in vitro transcription can improve translation and attenuate immunogenicity, but is limited to triphosphate nucleotides which are accepted by RNA polymerases, and their incorporation is either random or complete. In contrast, site-specific modification, herein termed 'point modification' in analogy to point mutations, holds significant technical challenge.

The role of the Big Two in socially responsible behavior during the COVID-19 pandemic: Agency and communion in adolescents' personal norm and behavioral adherence to instituted measures.

The outbreak of the COVID-19 virus urged all members of the society to adopt COVID-responsible behavioral patterns and practice them in everyday life. Given the variability in its adoption, it is critical to understand psychological factors associated with socially responsible behavior during the pandemic. This might be even more important among adolescents, who are less endangered by the virus but contribute to its spread.

Benefits of Psychological Androgyny in Adolescence: The Role of Gender Role Self-Concept in School-Related Well-Being.

It has been repeatedly shown that the extent to which individuals adopt stereotypically masculine and feminine traits in their self-concept impacts their health and well-being. This is especially important in adolescence, when developmental changes and social pressures to conform to stereotypical gender roles can affect psychological functioning. However, previous studies investigating relationship between gender role self-concept and well-being in adolescents focused mostly on general well-being rather than well-being in specific contexts.

Distance learning in higher education during COVID-19: The role of basic psychological needs and intrinsic motivation for persistence and procrastination-a multi-country study.

Due to the COVID-19 pandemic, higher educational institutions worldwide switched to emergency distance learning in early 2020. The less structured environment of distance learning forced students to regulate their learning and motivation more independently. According to self-determination theory (SDT), satisfaction of the three basic psychological needs for autonomy, competence and social relatedness affects intrinsic motivation, which in turn relates to more active or passive learning behavior.

Real-world treatment of adult patients with Guillain-Barré syndrome over the last two decades.

This study investigated treatment characteristics of Guillain-Barré syndrome (GBS) in a real-world setting between 2000 and 2019. We analyzed clinical improvement between nadir and last follow-up in patients with severe GBS (defined as having a GBS disability scale > 2 at nadir) and aimed to detect clinical factors associated with multiple treatments. We included 121 patients (74 male; median age 48 [IQR 35-60]) with sensorimotor (63%), pure motor (15%), pure sensory (10%) and localized GBS (6%) as well as Miller Fisher syndrome (6%).

Higher Education in Times of COVID-19: University Students' Basic Need Satisfaction, Self-Regulated Learning, and Well-Being.

In the wake of COVID-19, university students have experienced fundamental changes of their learning and their lives as a whole. The present research identifies psychological characteristics associated with students' well-being in this situation. We investigated relations of basic psychological need satisfaction (experienced competence, autonomy, and relatedness) with positive emotion and intrinsic learning motivation, considering self-regulated learning as a moderator.

Adolescent well-being and learning in times of COVID-19-A multi-country study of basic psychological need satisfaction, learning behavior, and the mediating roles of positive emotion and intrinsic motivation.

The sudden switch to distance education to contain the outbreak of the COVID-19 pandemic has fundamentally altered adolescents' lives around the globe. The present research aims to identify psychological characteristics that relate to adolescents' well-being in terms of positive emotion and intrinsic learning motivation, and key characteristics of their learning behavior in a situation of unplanned, involuntary distance education. Following Self-Determination Theory, experienced competence, autonomy, and relatedness were assumed to relate to active learning behavior (i.

Students' basic needs and well-being during the COVID-19 pandemic: A two-country study of basic psychological need satisfaction, intrinsic learning motivation, positive emotion and the moderating role of self-regulated learning.

COVID-19 and its containment measures have uniquely challenged adolescent well-being. Following self-determination theory (SDT), the present research seeks to identify characteristics that relate to well-being in terms of positive emotion and intrinsic learning motivation under distance schooling conditions and whether SDT's core postulates hold true in this exceptional situation. Feeling competent and autonomous concerning schoolwork, and socially related to others were hypothesised to relate to positive emotion and intrinsic learning motivation.

Gender Differences in Digital Learning During COVID-19: Competence Beliefs, Intrinsic Value, Learning Engagement, and Perceived Teacher Support.

The spread of the COVID-19 pandemic quickly necessitated digital learning, which bore challenges for all pupils but especially for groups disadvantaged in a virtual classroom. As some studies indicate persistent differences between boys and girls in use of technologies and related skills, the aim of this study was to investigate gender differences in the digital learning environment students faced in spring 2020. Previous studies investigating gender differences in digital learning largely used biological sex as the only indicator of gender.

Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence.

Unlabelled: In March 2020 schools in Austria temporarily closed and switched to distance learning to contain the spread of the coronavirus (COVID-19). The resulting situation posed great challenges to teachers, guardians and students (Huber and Helm 2020). Research has shown that perceived competence (Deci and Ryan 2000) affects selfregulated learning (SRL), intrinsic motivation and procrastination, however few studies have considered these variables in context of distance learning among adolescents.

Cerebrospinal fluid analysis in Guillain-Barré syndrome: value of albumin quotients.

Background: Albuminocytologic dissociation in cerebrospinal fluid (CSF) is a diagnostic hallmark of Guillain-Barré syndrome (GBS). Compared to CSF total protein (TP), the CSF/serum albumin quotient (Qalb) has the advantage of method-independent reference ranges. Whether the diagnostic yield differs between Qalb and CSF-TP is currently unknown.

Nerve conduction studies in Guillain-Barré syndrome: Influence of timing and value of repeated measurements.

Objective: Nerve conduction studies (NCS) are essential to differentiate between demyelinating and axonal subtypes in Guillain-Barré syndrome (GBS). However, it is debated to which extent the delay of NCS after symptom onset and repeated measurements during the disease course influence the diagnostic accuracy.

Methods: We evaluated NCS in 93 patients with a classical GBS applying two widely used criteria (Hadden's and Rajabally's).

Engineering of Thermostable β-Hydroxyacid Dehydrogenase for the Asymmetric Reduction of Imines.

The β-hydroxyacid dehydrogenase from Thermocrinus albus (Ta-βHAD), which catalyzes the NADP -dependent oxidation of β-hydroxyacids, was engineered to accept imines as substrates. The catalytic activity of the proton-donor variant K189D was further increased by the introduction of two nonpolar flanking residues (N192 L, N193 L). Engineering the putative alternative proton donor (D258S) and the gate-keeping residue (F250 A) led to a switched substrate specificity as compared to the single and triple variants.

Parents' Judgments about the Desirability of Toys for Their Children: Associations with Gender Role Attitudes, Gender-typing of Toys, and Demographics.

Parental toy selection and responses to toy play are important factors in children's gender socialization. Reinforcing play with same-gender-typed toys guides children's activities and limits their action repertoires in accordance with gender stereotypes. A survey of 324 Austrian parents of three- to six-year-old children was conducted to investigate parents' judgments about the desirability of different types of toys for their children and how these judgements relate to parents' gender-typing of toys, gender role attitudes, and demographics (age, education, gender).

The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes.

Background: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not yet been explored in research on mastery goal structures.

Breaking Away From the Male Stereotype of a Specialist: Gendered Language Affects Performance in a Thinking Task.

This experimental online-survey study investigated if different written language forms in German have an effect on male bias in thinking. We used answers to the as an indicator for male bias in mental representations of expertise. The difficulty of this thinking task lies in the fact that a gender-unspecified specialist is often automatically assumed to be a man due to gender stereotypes.

Buffering Impostor Feelings with Kindness: The Mediating Role of Self-compassion between Gender-Role Orientation and the Impostor Phenomenon.

The impostor phenomenon (IP) refers to high-achievers who underestimate their abilities and thus fear being unmasked as impostors. IP sufferers attribute their success to factors other than their abilities, entailing negative emotions, unfavorable motivations, and reduced well-being. The IP was originally conceptualized as a predominantly female experience, and is thus seen as an important psychological barrier for female academic careers.

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies.

Secondary School Students' LLL Competencies, and Their Relation with Classroom Structure and Achievement.

There is a strong urge to foster lifelong learning (LLL) competencies with its key components - motivation and self-regulated learning - from early on in the education system. School in general is presently not considered to be successful in systematically imparting motivation and self-regulated learning strategies. There is strong evidence that decisive motivational determinants decrease the longer students stay in school.

Students' Achievement Goals, Learning-Related Emotions and Academic Achievement.

In the present research, the recently proposed 3 × 2 model of achievement goals is tested and associations with achievement emotions and their joint influence on academic achievement are investigated. The study was conducted with 388 students using the 3 × 2 Achievement Goal Questionnaire including the six proposed goal constructs (task-approach, task-avoidance, self-approach, self-avoidance, other-approach, other-avoidance) and the enjoyment and boredom scales from the Achievement Emotion Questionnaire. Exam grades were used as an indicator of academic achievement.

A Missing Data Approach to Correct for Direct and Indirect Range Restrictions with a Dichotomous Criterion: A Simulation Study.

A recurring methodological problem in the evaluation of the predictive validity of selection methods is that the values of the criterion variable are available for selected applicants only. This so-called range restriction problem causes biased population estimates. Correction methods for direct and indirect range restriction scenarios have widely studied for continuous criterion variables but not for dichotomous ones.

Implementing Intervention Research into Public Policy-the "I-Approach".

Evidence-based intervention programs have become highly important in recent years, especially in educational contexts. However, transferring these programs into practice and into the wider field of public policy often fails. As a consequence, the field of implementation research has emerged, several implementation frameworks have been developed, and implementation studies conducted.

Teachers' Relationship Closeness with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach.

Teachers' relationship quality with students has been argued to be an important source of teacher wellbeing. Thus, the current study aimed to investigate to what extent teachers' relationship closeness toward students, combined with attachment security is a resource protecting against teacher burnout. Eighty-three elementary school teachers reported on their most and least attached student's relationship closeness, their attachment security and levels of burnout, as measured by emotional exhaustion, depersonalization and personal accomplishment.