Literatura científica selecionada sobre o tema "Dropout Intention"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Índice
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Dropout Intention".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Dropout Intention"
Mai, Cam Binh, Nha Ghi Tran, Ngoc Hien Nguyen, Thi Trang Nhung Nguyen e Ngoc Pham Hoang Bao. "Factors Influencing Students’ Dropout Intentions in Ho Chi Minh City, Vietnam". International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) 11, n.º 3 (20 de dezembro de 2023): 417–37. http://dx.doi.org/10.23947/2334-8496-2023-11-3-417-437.
Texto completo da fonteSchnettler, Theresa, Julia Bobe, Anne Scheunemann, Stefan Fries e Carola Grunschel. "Is it still worth it? Applying expectancy-value theory to investigate the intraindividual motivational process of forming intentions to drop out from university". Motivation and Emotion 44, n.º 4 (17 de fevereiro de 2020): 491–507. http://dx.doi.org/10.1007/s11031-020-09822-w.
Texto completo da fonteGiudicelli, Edouard, Arielle Syssau, Royce Anders e Nathalie BLANC. "The Role of Contextual, Dispositional, and Affective Variables on Dropout Intentions of PhD Students in France". International Journal of Doctoral Studies 19 (2024): 004. http://dx.doi.org/10.28945/5294.
Texto completo da fonteVijayakumaran, Naranthiran, Halimah Mohd Yusof, Sivakanthan Oulaganathan e Dinesh Kumar Saundra Rajan. "THE IMPACT OF PARENTAL INVOLVEMENT AND STUDENT ENGAGEMENT ON SCHOOL DROPOUT INTENTION: A SYSTEMATIC LITERATURE REVIEW". International Journal of Education, Psychology and Counseling 8, n.º 50 (1 de junho de 2023): 36–46. http://dx.doi.org/10.35631/ijepc.850003.
Texto completo da fonteWolf, Kristin, Christina Maurer e Mareike Kunter. "“I Don’t Really Belong Here”". Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 53, n.º 1-2 (janeiro de 2021): 1–14. http://dx.doi.org/10.1026/0049-8637/a000233.
Texto completo da fonteBuizza, Chiara, Herald Cela, Giulio Sbravati, Sara Bornatici, Giuseppe Rainieri e Alberto Ghilardi. "The Role of Self-Efficacy, Motivation, and Connectedness in Dropout Intention in a Sample of Italian College Students". Education Sciences 14, n.º 1 (7 de janeiro de 2024): 67. http://dx.doi.org/10.3390/educsci14010067.
Texto completo da fontePark, Wan-KyeoLeeng, e Soo-Bi Lee. "The Impact of Parent’s Neglecting Attitude on School Dropout Intention of Multicultural Adolescents -The Dual Mediating Effect of Social Withdrawal and Achievement Motivation-". Korea Academy of Case Management 15, n.º 1 (30 de abril de 2024): 127–49. http://dx.doi.org/10.38019/kacm.15.1.127.
Texto completo da fonteVéliz Palomino, José Carlos, e Ana Maria Ortega. "Dropout Intentions in Higher Education: Systematic Literature Review". Journal on Efficiency and Responsibility in Education and Science 16, n.º 2 (30 de junho de 2023): 149–58. http://dx.doi.org/10.7160/eriesj.2023.160206.
Texto completo da fonteGuo, Qianronga, e Jinyoung Huh. "The Effect of Academic Stress on School Dropout of Chinese Physical Education Major University Students: The Mediating Effect of Social Support". World Society of Taekwondo Culture 14, n.º 1 (31 de janeiro de 2023): 77–92. http://dx.doi.org/10.18789/jwstc.2023.38.77.
Texto completo da fonteGardner, Lauren A., Christopher A. Magee e Stewart A. Vella. "Enjoyment and Behavioral Intention Predict Organized Youth Sport Participation and Dropout". Journal of Physical Activity and Health 14, n.º 11 (1 de novembro de 2017): 861–65. http://dx.doi.org/10.1123/jpah.2016-0572.
Texto completo da fonteTeses / dissertações sobre o assunto "Dropout Intention"
Grau, Valldosera Josep. "A dropout definition for continuance intention and effective re-enrolment models in online distance learning". Doctoral thesis, Universitat Oberta de Catalunya, 2020. http://hdl.handle.net/10803/668911.
Texto completo da fonteEsta investigación trata de encontrar una definición de abandono (dropout) empírica y adaptada a los estudiantes de la UOC y, por extensión, potencialmente adaptable a otras instituciones de aprendizaje a distancia en línea. Hemos realizado un análisis de la cantidad de semestres consecutivos de descanso (N) que hacen que se considere que un estudiante de un programa determinado ha abandonado los estudios (con una probabilidad inferior al 5 % de retorno o error máximo). Esta N es diferente para cada programa, así como el porcentaje global de abandono. Para todos los programas, hay una alta probabilidad de abandono tras una pausa, especialmente cuando esta interrupción es en el segundo o tercer semestre (early dropout). La investigación continúa poniendo el foco de análisis en el early dropout, con la definición de dos modelos para el conjunto de nuevos estudiantes de grado que descansan en el segundo semestre: el modelo de intención de continuar y el de rematrícula efectiva (o prolongación de descanso), ambos en el tercer semestre.
The aim of this research is to establish an empirical definition of dropout that is tailored to UOC students and can be adapted later on to other online distance learning institutions. To do so, we analyse the number of consecutive rest periods (N) needed for a student on a particular programme to be considered to have dropped out (with a probability of less than 5% return or maximum error). This N proves to be different for each programme, as does the overall dropout rate. All programmes show a high probability of students' leaving after a break, especially when this interruption in their studies takes place in the second or third semester (early dropout). The research then focuses on early dropout, defining two models for the total number of new bachelor's degree students taking a break in the second semester: the continuance intention model and the effective re-enrolment model (or extended rest period), both for the third semester.
Giudicelli, Edouard. "Abandonner ou continuer ? : Le vécu des doctorants au prisme des variables contextuelles, dispositionnelles et affectives". Electronic Thesis or Diss., Montpellier 3, 2023. https://ged.scdi-montpellier.fr/florabium45/jsp/nnt.jsp?nnt=2023MON30053.
Texto completo da fonteEvery year in France, between 2 and 40% of students enrolled in a doctorate program stop their studies at the postgraduate level, with significant variability depending on the discipline and the number of years of enrolment (Kalenbach et al., 2020; Thibault, 2019). One way of studying this phenomenon is to measure doctoral students' intention to drop out. The intention to drop out provides information about a change in students' experience and their motivation to continue with the doctorate. It can be described as an individual's motivation to leave university without obtaining a degree (Sheeran, 2002). This research therefore proposes to study the intention to drop out on a sample of PhD students in the Humanities and Social Sciences, through the prism of different variables that have all been associated in the international literature with dropping out or the intention to drop out (Juniper et al., 2012; Sverdlick et al., 2018). In the context of this thesis, these variables are organized into three broad categories. Contextual variables (i.e., Research, Social, Thesis direction, Health and private life, University, Facilities, Career prospects, Impact of confinement on Work and Mood, Year of thesis progression), dispositional variables (i.e., Conscientiousness, Agreeableness, Emotional sensitivity, Openness to experience, Extraversion, Self-efficacy), and affective variables (i.e., Anxiety, Depression, Flourishing, Pride, Interest, Satisfaction). To achieve the objective of this research, two surveys were sent to doctoral students in two doctoral schools in the Humanities and Social Sciences, one in 2020 and the other in 2021. The survey sent in 2020 included six questionnaires to be completed and the one sent in 2021 included eight questionnaires. In total, 393 students took part in this research, including 81 doctoral students who were evaluated on their experiences over two consecutive academic years (i.e., 2020 and 2021). The data collected in the course of these two surveys and their main contributions are presented in three experimental articles, with an organization of the reflection carried out around three studies. Studies 1 and 2 (i.e., 2a and 2b) examine the intention to drop out with respect to the three categories of variables mentioned above (i.e., contextual, dispositional, affective). Then, a literature review is provided to introduce a different perspective on the doctoral experience, with a focus on the determinants of a positive doctoral experience. Study 3, which follows this literature review, therefore considers the intention to abandon by examining affective variables in greater depth. Overall, this research makes it possible first of all to identify, among the contextual, dispositional and affective variables considered, those that have the greatest negative impact on the doctoral student's experience, showing that doctoral students who intend to drop out have a more difficult doctoral experience than those who wishto continue and obtain their doctorate. While the thesis experience is an 'ordeal' for all doctoral students, those who do not intend to drop out stand out for their positive affect, which is significantly higher than that of doctoral students who wish to drop out. Positive affect reduces the negative impact of the variables responsible for unhappiness and predicts the intention not to drop out. The results of the thesis are finally discussed in the context of Fredrickson's Broaden-and-Build model (1998). As a whole, while this thesis provides useful insights for many people involved in the doctoral world (i.e. thesis directors, research unit directors, doctoral school directors), its main aim is to provide all doctoral students with an insight into the levers that could help them make this stage of their career a positive and fulfilling experience
Corley, Alton L. "An investigation of the predictive relationship of academic variables in three different learning environments to the intentions of music education majors to leave the degree program". connect to online resource, 2003. http://www.library.unt.edu/theses/open/20031/corley%5Falton/index.htm.
Texto completo da fonteDavidse, Portia. "An examination of the relationship between learner and teacher motivation and self-efficacy in relation to the intention of learners to drop out of school". University of the Western Cape, 2016. http://hdl.handle.net/11394/4894.
Texto completo da fonteLearner and teacher motivation are vital to the study of learner retention or dropout rates in schools. Together with self-efficacy of both teachers and learners, its effect on learner retention rates in South African secondary schools can no longer be ignored. The aim of this research was to examine the relationships of learner and teacher motivation and self-efficacy with learners’ intention to drop out of high school. The Self-Determination Theory (SDT) and Bandura’s Theory of Self-efficacy were adopted to explain the relationship between studied variables. A quantitative methodology was used with a cross-sectional comparative design. The sample consisted of 625 learners and 111 teachers from 5 randomly selected high schools in the Metro North (from 43 government high schools) and 5 randomly selected schools in Metro East (from 42 government high schools) Education Districts in the Western Cape. Fifty percent of the schools were considered low income schools based on the school fees requirement. The data were collected using self-report questionnaires consisting of four sections, Demographic Information, the Motivational Index, Self-efficacy and Dropout Perceptions. The data were analysed with the Statistical Package for Social Sciences (SPSS V23). The current study found no significant relationships between teacher and learner motivation and self-efficacy. However, there was a significant negative relationship between teacher self-efficacy and learners’ intention to drop out of school. There was also a significant positive relationship between learner motivation and learners’ intention to drop out of school. Further research should be conducted to establish the reasons why there are negative relationships between teacher self-efficacy and learner self- efficacy. Also why a large number of learners, especially those from low socio-economic schools, seem more motivated to leave school than to persist. A further investigation is also required into the predictive factors which lead to learner vulnerability to drop out of school.
Corley, Alton L. "The predictive influence of variables in three different academic learning environments on the intentions of music education majors to leave the degree program". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4228/.
Texto completo da fonteLEE, KUAN-YI, e 李冠逸. "Using Motivation and Burnout to Predict Dropout Intention of College Cheerleaders". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/09644413108211759101.
Texto completo da fonte國立中正大學
運動與休閒教育研究所
104
This study aimed to explore the relationship among motivation, burnout and dropout intention of college cheerleaders. There were 362 college cheerleaders, from the mixed and all-female groups in both premier and elite divisions in 2016 University Cheerleading Championship, participated in this study. The study examined whether there were differences of motivation, burnout, and dropout intention among demographic groups, and whether motivation and burnout could predict dropout intention. The major findings were as followed: 1. For cheerleaders, intrinsic motivation is the most influent reason to keep their enthusiasm; emotional and physical exhaustion is the major reason for burnout, and they have relatively low dropout intention. 2. Cheerleaders rated motivation differerently by their athlete identities and competition divisions; burnout by practiced days; and dropout intention by gender and practiced years. 3. Devaluation of sport, emotional and physical exhaustion, intrinsic motivation, and external regulation effectively predict cheerleaders’ dropout intention. College cheerleaders enjoy the engagement process in cheerleading, but too much practice may lead to emotional and physical exhaustion. Student athletes in premier division care about the availability of scholarships. Cheerleaders who were female, practiced fewer days per week, and with fewer practice years tend to have higher dropout intention. Schools could increase cheerleaders’ motivation by increasing the quota of student athlete, scholarships, and other financial supports to the cheerleaders. To avoid dropout intention, coaches should set appropriate goals for cheerleaders according to their abilities. Keyword : Cheerleading, Motivation, Burnout, Dropout Intention
Yang, Yin-Lin, e 楊音琳. "Investigating Dropout Intention of Virtual Community Members by Viewpoint of Serious Leisure". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/03329459476185772937.
Texto completo da fonte東海大學
資訊管理學系
99
Virtual communities (VCs) are getting more and more prosperous and thus attracting many scholars to conduct numerous related researches. However, after detailed scrutiny of 1709 VC related journal and conference papers, we found some important questions remain unanswered. This finding inspired our research program. Thus we probed into reasons influencing member’s intention to quit a VC. VCs of interest are targeted to clarify the research scope. Since members voluntarily and chronically participate in a VC of interest for leisure purpose, we employed the notion of serious leisure and derived several possible determinants accordingly. Furthermore, two interpersonal factors were introduced in our research model, since participating in VCs are more interactive oriented by contrast with general leisure activities. 364 questionnaires was delivered and collected for further analysis. The results revealed social support within groups played most important part of cognitive leisure satisfaction; and thereby affected dropout intention. Personal investment was a critical factor of leisure involvement. Moreover, when dropout intention was considered, cognitive leisure satisfaction was more salient factor than leisure involvement.
Koay, See-Lean, e 郭儀蓮. "The Impact of High School Students’ Learning Motivation on Their Dropout Intention". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/33s8n4.
Texto completo da fonte國立彰化師範大學
輔導與諮商學系
106
This study is based on self-determination theory, exploring the impact of high school students' learning motivation on their dropout intention. The present study randomly surveyed 247 Malaysian Independent Chinese High School students. The instruments used in this study are the student's learning status scale, the learning motivation scale, the pressure scale and the dropout intention scale. Research data by SPSS Chinese version data processing, using independent-samples t test, hierarchical regression and multiple regression analysis. The results of this study were listed as below: 1. Learning motivation, academic achievement, basic psychological needs and learning pressure can predict drop intention. 2. Female students have much higher academic achievement and learning pressure than male students. 3. As students grow up according to grades, sense of relatedness in learning pressure and knowledge obtain from learning are reduced. 4. The basic psychological needs, academic achievement, intrinsic motivation and internal control external motivation (identified regulation and integrated regulation) from learning, there are none significantly related. Learning pressure and external motivation of external control (external regulation) are significantly related. 5. The basic psychological needs, academic achievement, learning motivation and learning pressure could explain 36% of dropout intention. 6. Learning motivation on basic psychological needs of the predictive force is 11% to 35%. Intrinsic motivation for academic achievement, there is a significant impact, could explain 7%. Sense of competence, external regulation and internal regulation can predict learning pressure. Suggestions were made accordingly. Keywords: learning motivation, dropout intention
Jia-Wei, Liu﹐, e 劉嘉瑋. "The Relationship between Peer Relation and Dropout Intention: The mediating Effect of Amotivation". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/f4gma2.
Texto completo da fonte國立臺灣師範大學
體育學系
103
Aim: In the field of competitive sport, in order to perform well in games, players need to be trained over a long period of time. Thus, motivation is an important issue. Study has shown that in youth soccer sport, there was positive correlation between positive peer relation quality and self-determined motivation (Ullrich-French &; Smith, 2006). Recent study also found that in sport circumstances, individuals with positive peer relation were associated with optimal physical education experiences and increase the level of sport participation (Cox &; Ullrich-French, 2010). In view of the importance of sport peer relation. This study examined women basketball players' perception of peer relation to amotivation and the prediction of dropout intention. Method: the participants of this study were 54 players from WSBL (Women Super Basketball League) The mean age of the participants was 23.3 years. This study used questionnaire survey. After received the informed consent from participants, they were asked to fill the sport peer relationship scale, amotivation scale and dropout intention scale. Results: This study found that, 1) Positive peer relation significantly predicted amotivation. 2) Positive peer relation significantly predicted quit intention. 3) Positive peer relation predicted quit intention by amotivation. 4) Negative peer relation significantly predicted amotivation. 5) Negative peer relation significantly predicted quit intention. 6) Negative peer relation predicted quit intention by amotivation. 7) Amotivaiton significantly predicted quit intention. Amotivation played the mediating role between peer relation predicting dropout intention.
Wang, Shun-Huei, e 王順輝. "Exploring the Impact of Personality Traits, Learning Motivation and Academic Pressure on Young Students’ Dropout Intention". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/4tet88.
Texto completo da fonte國立彰化師範大學
輔導與諮商學系
106
Based on Self-determination theory and Big-Five personality traits, this study explores the impact of young students’ personality traits, external learning motivation, three basic psychological needs (competence, autonomy, and relatedness) for intrinsic learning motivation, and academic pressure on the dropout intention. The purposes of the study are to (1)understand the current states of young students’ external learning motivation, basic psychological need, academic pressure, personality traits, and their dropout intention, examine the research variables in gender, and grade differences, (2)understand the relationship between young students’ dropout intention and their gender, grade, basic psychological need, external learning motivation, personality traits, and academic pressure, and (3)examine the contribution of young students’ gender, grade, basic psychological need, external learning motivation, personality trait and academic pressure to dropout intention. This research participants are 689 students from one university in both Taichung City and Changhua County, and one high school in Chiayi County. 670 provided valid data. The study instrument includes “Learning motivation scale”, “Personality trait scale”, “Academic pressure scale” and “Dropout intention scale”. The data were analyzed by descriptive statistics, t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple linear regressions to verify the above research objectives. The research results summary are: 1. Young students tend not to have dropout intention, and male students’ dropout intention is significantly higher than female students. 2. High school students have significantly higher academic pressure than university students, whereas there is no significant difference among the university students. 3. University students have significantly higher “competence” and “autonomy” than high school students. 4. Male students have significantly higher “external regulation” than their female counterparts, whereas female students have higher “identified regulation” and “integrated regulation”. High school students have significantly higher “external regulation” and “introjected regulation” than university students, while university students have significantly higher “Identity regulation” and “Integral regulation” compared to high school student. 5. ANOVA results show that "Agreeableness, Neuroticism" have significant difference across grades, but no post hoc tests are significant. 6. Students’ dropout intention correlate positively with academic pressure, neuroticism, external regulation, introjected regulation; it has negative correlations with gender, conscientiousness, extraversion, agreeableness, identified regulation, integrated regulation, and basic psychological needs 7. Gender and personality trait account for 20% of the dropout intention’s variance; the addition of learning attitude (extrinsic motivation regulation) can increase the total explain of dropout intention by 12%; finally, adding in academic pressure and basic psychological need, the explain of dropout intention raised by another 3%. Suggestions for practice and future research are made accordingly.
Livros sobre o assunto "Dropout Intention"
Taylor, Adrian Haffner *. Paths from perceived stress to psychological burnout, turnover intentions and actual dropout among soccer officials. 1989.
Encontre o texto completo da fonteRelationships among attitudes, intentions, and adherence to medical regimen of myocardial infarction patients. 1987.
Encontre o texto completo da fonteWongsopa, Janjira. RELATIONSHIPS AMONG ATTITUDES, INTENTIONS, AND ADHERENCE TO MEDICAL REGIMEN OF MYOCARDIAL INFARCTION PATIENTS. 1987.
Encontre o texto completo da fonteRelationships among attitudes, intentions, and adherence to medical regimen of myocardial infarction patients. 1988.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Dropout Intention"
Deaconu, Stefan-Marius, e Roland Olah. "Measuring Students’ Perception of COVID-19 Impact on Higher Education Through the National Student Survey in Romania". In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 141–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_8.
Texto completo da fonteSigurðsson, Baldur, Amalía Björnsdóttir e Thurídur Jóna Jóhannsdóttir. "Five-Year Teacher Education for Compulsory School in Iceland: Retreat from Research-Based to Practice-Oriented Teacher Education?" In Evaluating Education: Normative Systems and Institutional Practices, 209–23. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26051-3_8.
Texto completo da fonteGomes, Anabela de Jesus, António José Mendes e Maria José Marcelino. "Computer Science Education Research". In Innovative Teaching Strategies and New Learning Paradigms in Computer Programming, 1–29. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7304-5.ch001.
Texto completo da fonteSánchez Romero, Cristina, e Francisco Crespo Molero. "Psychosocial Factors Linked to Severe Mental Disorders in a Convenience Sample of Teenage Students". In Adolescences [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.104936.
Texto completo da fonteTrivedi, Ms Gouri, Ms Mansi Bhargav e Ms Mohini Tirole. "Student Social Responsibility at Abhakunj: An Eye Opener". In Digital Living: Redefining Culture with Technology for Industries, Education, Society & Entrepreneurship, 69–74. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/v3bflt6p2ch409.
Texto completo da fonteAtkins, Peter. "The Death of Metal: Corrosion". In Reactions. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199695126.003.0012.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Dropout Intention"
Pappas, Ilias O., Michail N. Giannakos e Letizia Jaccheri. "Investigating Factors Influencing Students' Intention to Dropout Computer Science Studies". In ITiCSE '16: Innovation and Technology in Computer Science Education Conference 2016. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2899415.2899455.
Texto completo da fonteBeatrice, Almasan. "HUMAN VALUES BUILDING COHESION IN VIRTUAL CLASS". In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-256.
Texto completo da fonteNiccolas-Morales, Heriberto, Jaime Garnica-González, Jazmín Georgina Licona-Olmos, César Alfonso Arroyo-Barranco, Ramiro Cadena-Uribe e Sergio Blas Ramírez-Reyna. "Conferencia de Búsqueda como metodología de apoyo en acciones de tutoría grupal con estudiantes universitarios". In INNODOCT 2022. Valencia: Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inn2022.2022.15758.
Texto completo da fonteNiccolas-Morales, Heriberto, Jaime Garnica-González, Jazmín Georgina Licona-Olmos, César Alfonso Arroyo-Barranco, Ramiro Cadena-Uribe e Sergio Blas Ramírez-Reyna. "Conferencia de Búsqueda como metodología de apoyo en acciones de tutoría grupal con estudiantes universitarios". In INNODOCT 2022. Valencia: Editorial Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/inn2022.2023.15758.
Texto completo da fonteMakhoul-Mansour, Michelle, Elio J. Challita e Eric C. Freeman. "Chain Failure Events in Microfluidic Membrane Networks". In ASME 2016 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/smasis2016-9143.
Texto completo da fonteWhite, A. J., e A. J. Meacock. "Wet Compression Analysis Including Velocity Slip Effects". In ASME Turbo Expo 2010: Power for Land, Sea, and Air. ASMEDC, 2010. http://dx.doi.org/10.1115/gt2010-23793.
Texto completo da fonteBraun, S., C. Höfler, R. Koch e H. J. Bauer. "Modeling Fuel Injection in Gas Turbines Using the Meshless Smoothed Particle Hydrodynamics Method". In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94027.
Texto completo da fonteHage, Michael, Andreas Dreizler e Johannes Janicka. "Flow Fields and Droplet Diameter Distributions of Water and N-Heptane Sprays at Varied Boundary Conditions in a Generic Gas Turbine Combustor". In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27108.
Texto completo da fonteLeask, Scott B., Alice K. Li, Vincent G. McDonell e Scott Samuelsen. "Preliminary Development of a Measurement Standard Using a Research Simplex Atomizer". In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87940.
Texto completo da fonteZhang, Peter, e Kamran Mohseni. "Scaling of Nusselt Number for Digitized Heat Transfer at All Axial Distances". In ASME 2013 Heat Transfer Summer Conference collocated with the ASME 2013 7th International Conference on Energy Sustainability and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/ht2013-17572.
Texto completo da fonte