Maladaptive perfectionism and controlled motivation are vulnerability factors for burnout. This study examined the relationships between two aspects of perfectionism (high standards, discrepancy), four academic motivational orientations (intrinsic, identified, introjected, extrinsic), and academic burnout. The target population was 12th graders in South Korea, and a total of 950 participants were recruited using cluster sampling. Data were collected from three waves of longitudinal study. In particular, the mediating role of academic motivation (T2) in the link between perfectionism (T1) and academic burnout (T3) was tested using structural equation modelling. The results indicated that introjected motivation mediated the relationship between perfectionism and burnout. Specifically, both high standards and discrepancy were positively associated with introjected motivation, and in turn, introjected motivation was positively associated with burnout. The theoretical and practical implications of these findings are discussed.

Development of academic hatred was examined at four time points across 7 months among 1,015 South Korean high school students. A multilevel growth model showed that the baseline of, and change in, academic hatred varied across individuals and classrooms. At the individual level, gender, parents’ academic pressure, depression, and test anxiety were related to the initial level of academic hatred; gender and test anxiety were associated with a decrease in academic hatred over time. At the class level, lower socio-economic status and higher teachers’ autonomy support were associated with a lower baseline of academic hatred, and higher teachers’ autonomy support decreased academic hatred. Influence mechanisms of protective and risk factors on students’ academic hatred can be considered for strategic and policy interventions.

Let $s\in \mathbb{R}$ and $0<p\leqslant \infty$. The fractional Fock–Sobolev spaces $F_{\mathscr{R}}^{s,p}$ are introduced through the fractional radial derivatives $\mathscr{R}^{s/2}$. We describe explicitly the reproducing kernels for the fractional Fock–Sobolev spaces $F_{\mathscr{R}}^{s,2}$ and then get the pointwise size estimate of the reproducing kernels. By using the estimate, we prove that the fractional Fock–Sobolev spaces $F_{\mathscr{R}}^{s,p}$ are identified with the weighted Fock spaces $F_{s}^{p}$ that do not involve derivatives. So, the study on the Fock–Sobolev spaces is reduced to that on the weighted Fock spaces.

Analogy employs a neurocognitive working-memory (WM) system to activate and bind relational representations, integrate multiple relations, and suppress distracting information. Analogy experiments exploring these processes have used a variety of methodologies including dual tasks, neuropsychology, and functional neuroimaging, as well as experiments with children and older adults. Collectively, these experiments provide a rich set of results useful in evaluating any model of analogy and its development.

A mixture system of MO-SiO2 (M: Ca, Sr, Ba) glass and Al2O3 crystalline powder has been investigated as a substrate material for low temperature co-fired ceramics (LTCC). This type of glass-ceramic mixture is known to be crystallized during the sintering process. We found that the adhesion strength of external electrode was strongly related with sintering condition. Crystallization behavior was monitored by means of powder X-ray diffraction (XRD). The microstructure of sintered body after electroless plating was examined by Scanning Electron Microscopy (SEM). It was observed that the degree of crystallization was strongly affected by sintering condition. We focused ourselves on elucidating the relationship between the degree of crystallization and the adhesion strength of external electrode that was made by means of electroless plating.