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In this section, we will highlight three overlapping concepts that are currently used in both the motivation and emotion literatures: goals, agency and expectancy. We recognize that there are other potential overlapping constructs (e.g. interest); however, we focus on these three.

This paper aims to shed light on the impact of personalized news media on the shared issue agenda that provides democracies with a set of topics that structure the public debate. The advent of personalized news media that use smart algorithms to tailor the news offer to the user challenges the established way of setting the agenda of such a common core of issues.

This paper tests the effects of personalized news use on perceived importance of these issues in the common core. In particular, the authors study whether personalized news use leads to a concentration at the top of the issue agenda or to a more diverse issue agenda with a long tail of topics.

Based on a cross-sectional survey of a representative population sample (n = 1,556), we find that personalized news use does not lead to a small common core in which few topics are discussed extensively, yet there is a relationship between personalized news use and a preference for less discussed topics. This is a result of a specific user profile of personalized news users: younger, more educated news users are more interested in topics at the fringes of the common core and also make more use of personalized news offers.

The results are discussed in the light of media diversity and recent advances in public sphere research.

This paper contributes to the ongoing debate about algorithmic news dissemination. While, currently, much attention is reserved for the role of platforms as information gatekeepers in relationship to the news media, maybe their ability to enable or hinder the audience in discovering and distributing news content is part of what really characterizes their influence on the market place of ideas.

This chapter offers a dynamic model of authentic leadership that links authentic leadership to situational leadership theory and shows how dynamics in the academic environment, one of the most difficult settings that leaders face, can be addressed. Kindsiko and Vadi detail the concept of situational authenticity, which reveals how authentic leadership takes place via forms of sensing – sense-giving, sense-making, sense-breaking and sense-keeping – in work-related situations. The authors highlight questions for future research: Is sensing the key to success? Are situational ethics valid if they adapt to evolving circumstances? Are situational ethics, in effect, just another way of expressing relativism? If so, can that be reconciled with authentic leadership theory?

The purpose of this paper is to show how global regulation of cryptocurrencies and other cybercurrencies can assist in addressing the challenges of attribution when investigating ransomware attacks and other types of cybercrime using these payment methods.

A literature review, looking at current academic research and discourse on the topic cryptocurrency regulation, is conducted to highlight current thinking and perceived difficulties in implanting a global regulatory framework. In addition, the research explores how governments have addressed the risks posed by cryptocurrencies and how regulation has been implemented. The research focuses on the regulatory approaches of Australia, Europe and the Americas to determine whether they could feasibly address the risks posed by cryptocurrencies and be implemented on a global scale.

To date, few sustained efforts have been made to regulate Bitcoin or other cybercurrencies. Where regulation has been introduced, it has often proven too costly to implement, thereby, stifling Bitcoin industry growth, or too ad hoc to function effectively. These regulatory pitfalls are substantiated by the continuing difficulty faced by law enforcement agencies, in identifying individual Bitcoin users and separating those that are using them for nefarious purposes from those that are using them for legitimate ones. These challenges appear to grow exponentially when it comes to prosecuting criminals for Bitcoin-related offences, due to the enormous lack of agreement within the justice system of most countries as to the appropriate legal definition for Bitcoin. This research highlights three characteristics that will be vital to the success of any global regulatory framework. These are consistency, clarity and cost-effective implementation. A regulatory framework for Bitcoin that lacks any one of these elements will fail to meet the requirements of every stakeholder in the regulatory process. A framework that is too costly to implement will stifle fintech innovation, subsequently depriving national economies of the multitude of potential benefits promised by fostering fintech entrepreneurship. Equally, a framework that is inconsistent will hamper the global cooperation necessary to combat Bitcoin-related crime.

This research evaluates research, discourse and regulatory responses from academic and governmental sources and discusses how a global response to cryptocurrency regulation will help address the growing problem of attribution when it comes to ransomware attacks, which has experienced a considerable spike in recent months.

The purpose of this paper is to design a rubric instrument for assessing oral presentation performance in higher education and to test its validity with an expert group.

This study, using mixed methods, focusses on: designing a rubric by identifying assessment instruments in previous presentation research and implementing essential design characteristics in a preliminary developed rubric; and testing the validity of the constructed instrument with an expert group of higher educational professionals (n=38).

The result of this study is a validated rubric instrument consisting of 11 presentation criteria, their related levels in performance, and a five-point scoring scale. These adopted criteria correspond to the widely accepted main criteria for presentations, in both literature and educational practice, regarding aspects as content of the presentation, structure of the presentation, interaction with the audience and presentation delivery.

Implications for the use of the rubric instrument in educational practice refer to the extent to which the identified criteria should be adapted to the requirements of presenting in a certain domain and whether the amount and complexity of the information in the rubric, as criteria, levels and scales, can be used in an adequate manner within formative assessment processes.

This instrument offers the opportunity to formatively assess students’ oral presentation performance, since rubrics explicate criteria and expectations. Furthermore, such an instrument also facilitates feedback and self-assessment processes. Finally, the rubric, resulting from this study, could be used in future quasi-experimental studies to measure students’ development in presentation performance in a pre-and post-test situation.

The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico.

This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues.

Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society

This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts.

This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students.

Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.