Psychometric properties and measurement invariance of the Rigid and Flexible Persistence Scale in a Brazilian professional sample.

Persistence involves the intention to maintain efforts when faced with obstacles and challenges, in order to achieve a specific goal. The Rigid and Flexible Persistence Scale (RFPS) is a self-report measure that assesses persistence that is theoretically derived from the premises of the Dualistic Model of Passion. The aim of the present research was to adapt the RFPS to Brazilian Portuguese and to estimate its evidence of validity and reliability in the context of work. Participants were 400 professionals, 55.8% women, aged between 18 and 68 years. The results indicate that the RFPS presented validity evidence based on the content. Corresponding to the theoretical expectations, exploratory and confirmatory factor analyses demonstrated adequacy of the structure composed of two factors, explaining 75% of the data variance, with good levels of reliability. The RFPS also revealed strong invariance across gender and work conditions (in-person vs remote). Flexible persistence showed positive association with harmonious passion and occupational self-efficacy. Conversely, rigid persistence showed positive association with obsessive passion. It was observed a mediational role of occupational self-efficacy in the relationship between harmonious passion and flexible persistence. Overall, the findings suggest that the RFPS is an adequate measure of persistence in a Brazilian occupational sample.

Psychometric properties and measurement invariance of the Rigid and Flexible Persistence Scale in a Brazilian professional sample

Abstract Persistence involves the intention to maintain efforts when faced with obstacles and challenges, in order to achieve a specific goal. The Rigid and Flexible Persistence Scale (RFPS) is a self-report measure that assesses persistence that is theoretically derived from the premises of the Dualistic Model of Passion. The aim of the present research was to adapt the RFPS to Brazilian Portuguese and to estimate its evidence of validity and reliability in the context of work. Participants were 400 professionals, 55.8% women, aged between 18 and 68 years. The results indicate that the RFPS presented validity evidence based on the content. Corresponding to the theoretical expectations, exploratory and confirmatory factor analyses demonstrated adequacy of the structure composed of two factors, explaining 75% of the data variance, with good levels of reliability. The RFPS also revealed strong invariance across gender and work conditions (in-person vs remote). Flexible persistence showed positive association with harmonious passion and occupational self-efficacy. Conversely, rigid persistence showed positive association with obsessive passion. It was observed a mediational role of occupational self-efficacy in the relationship between harmonious passion and flexible persistence. Overall, the findings suggest that the RFPS is an adequate measure of persistence in a Brazilian occupational sample.

The potential of learning with (and not from) artificial intelligence in education.

AI-powered technologies are increasingly being developed for educational purposes to contribute to students' academic performance and overall better learning outcomes. This exploratory review uses the PRISMA approach to describe how the effectiveness of AI-driven technologies is being measured, as well as the roles attributed to teachers, and the theoretical and practical contributions derived from the interventions. Findings from 48 articles highlighted that learning outcomes were more aligned with the optimization of AI systems, mostly nested in a computer science perspective, and did not consider teachers in an active role in the research. Most studies proved to be atheoretical and practical contributions were limited to enhancing the design of the AI system. We discuss the importance of developing complementary research designs for AI-powered tools to be integrated optimally into education.

Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments.

This study examined the effects of an Arduino microrobot activity on college students' interest in robotics through three specific objectives: (1) determining how students' conceptual understanding regarding the basics of microcomputing and computer programming changes after engaging in an engineering robotics learning module, (2) assessing the impact of these changes on students' sense of competence in engineering robotics, and (3) explaining the role of students' perceived knowledge transferability in the relationship between their sense of competence and changes in their interest for pursuing engineering robotics. Participants (n = 58) were recruited from two Engineering Physics courses and surveyed before (Time 1) and after (Time 2) an Arduino microcomputing learning activity. First, significant increases were reported post-activity for interest in robotics, as well as conceptual understanding of microelectronics and computer programming. Second, changes in the understanding of computer programming significantly predicted students' sense of competence at Time 2. Finally, high and low levels of competence and perceived knowledge transferability were related to changes in students' interest in robotics. Moreover, high levels of perceived knowledge transferability alone played an important role in students' interest in robotics. Transferring complex engineering ideas to novel situations was beneficial regarding students' learning gains associated with computer programming and with the Arduino microcontroller platform. An overview of the virtual lab architecture used is provided with suggested novel directions for teaching college-level courses about engineering robotics.