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Studies
The aim of the study is to trace the dynamics in professional motivation among students of the Far Eastern Federal University (FEFU) School of Education, studying “Pedagogical Education” and to identify deficits in the professional training of students.

Comparing students on such indicator as “motivation for professional activity”, students of the FEFU School of Education of the first and graduate years (2019) tend to be better than students of the corresponding courses of USPI (2010). For students in the research conducted in 2019, such motives as satisfaction with the teaching process, results of work, and possibility of self-realization were more valuable to them than salary and promotion opportunities. For students of 2011, the opposite situation was recorded.

Nazarov, M. S., Martynenko, O. O., Alekseev, S. A., & Soboleva, E. V. (2021). Educational Inequality and Professional Motivation of a Future Teacher. Journal of Higher Education Theory and Practice, 21(9), 107-112. https://libdb.mtaloy.edu:2443/login?url=https://www-proquest-com.libdb.mtaloy.edu:2443/scholarly-journals/educational-inequality-professional-motivation/docview/2579423584/se-2

UK Biobank At baseline, UK Biobank recruited 503 317 UK adults, aged 37–73 years, from 2006 to 2010. Participants attended assessment centers involving questionnaires, interviews, anthropometric and physical measurements.14 This analysis uses data from baseline assessments, linked hospital inpatient records and mortality statistics and linked primary care data (including prescriptions).

In primary analyses (n=472 097), 55% of participants were female with a mean age of 56 years. In female participants, the QRISK3 score implied a mean 10-year risk of a cardiovascular event of 6.9% (SD=5.5). In male participants, the QRISK3 score implied mean a 10-year risk of a cardiovascular event of 13.1% (SD=8.4). Participants were more likely to have completed ≥20 years of education (female=35%, male=38%) than ≤7 years of education (female=14%, male=14%); 10% of female participants and 17% of male participants reported using statins (online supplemental table 6). The distribution of variables was similar between the multiply imputed data, complete case data and the subset of participants with primary care data (online supplemental table 6).

Alice, R. C., Gill, D., George, D. S., Taylor, A. E., Davies, N. M., & Howe, L. D. (2022). Cross-sectional analysis of educational inequalities in primary prevention statin use in UK biobank. Heart, 108(7), 536-542. doi: https://doi-org.libdb.mtaloy.edu:2443/10.1136/heartjnl-2021-319238

We pooled the Demographic and Health Surveys (DHS) data from 57 LMIC in this study using the most recent successive DHS conducted within the last ten years (2010–2019) which captured information on diarrhoea experience among U5C and available as of April 2020. The DHSs are cross-sectional and nationally representative population-based household survey conducted periodically across the LMIC. The DHS uses a multi-stage stratified sampling design based on the states/divisions/ regions, district and clusters peculiar to each country. In each of the countries, the households are the sampling units and are selected from the clusters which are the primary sampling units (PSU) [19, 20]. The DHS computes sampling weights to account for unequal selection probabilities within each cluster as a result of unequal sample sizes of the clusters. The application of the sampling weights ensured that the survey findings fully represent the target populations. A similar set of protocols, standardized questionnaires, similar interviewer training, supervision, and implementation were used in all the countries

The main findings indicated that although schools differed in initial achievement levels in all samples, schools in some countries, such as Norway and Cyprus, attained a high degree of equality of school effectiveness—i.e., of the effect of an additional year of schooling. Despite the fact that schools with a more privileged student composition had higher achievement levels than less privileged schools, their school effectiveness did not usually differ significantly. Both age and an additional year of schooling resulted in positive effects on mathematics and science achievement, however, effect sizes differed considerably between the 13 samples.

Isa, S., & Olsen, R. V. (2022). Equal opportunities for all? Analyzing within-country variation in school effectiveness. Large-Scale Assessments in Education, 10(1) https://doi-org.libdb.mtaloy.edu:2443/10.1186/s40536-022-00120-0