Abstract The study aims to enhance the bonding strength in reinforced concrete using a novel Auxetic Tubular Deformed Rebar (ATDR). A high-resolution non-linear finite element model was developed to perform numerical analysis of pull-out tests (PoT). Two sets of numerical simulations were conducted: one to replicate the concrete behavior under compression and tension tests, and the other for PoT, validated with experimental and numerical data. Numerical tests utilized a microplane model with plasticity–damage, regularized by an implicit gradient. Auxetic geometry involves adding ellipsoidal orifices to the rebar surface. Comparing the behavior of ATDR with the conventional rebar, we observed an increase in the negative value of Poisson's ratio, resulting in higher normal and shear forces, enhancing adherence. This study presents the first comprehensive simulation of Auxetic Metamaterial Rebar in concrete, offering a promising approach to enhance bond strength. Further research, both numerical and experimental, is essential to assess Auxetic Reinforcement's mechanical behavior in diverse structural elements and load scenarios. ATDR. . (ATDR) highresolution high resolution nonlinear non linear pullout pull out PoT. PoT (PoT) conducted data plasticitydamage plasticity damage plasticity–damage gradient surface Poissons Poisson s ratio forces adherence research Reinforcements Reinforcement scenarios (ATDR (PoT

Abstract This research aims to evaluate the impact of the initial cell configuration and the limit volume fraction on the generation of mechanical metamaterial cells. The procedure was developed using a methodology based on preprocessing, processing, and post processing to facilitate fast exploration of metamaterial cell space design. The initial cell consisted of a square or cube of material with a central circular or spherical void diameters of 10 mm, 20 mm, and 30 mm. Additionally, the generation process employed three volume fractions limits (30%, 40%, and 50%) and eleven objective functions. These functions intended to generate cells that maximize stiffness in one or multiple directions and cells with maximum compressibility or shear modulus. Some of the obtained cells with tailored mechanical properties exhibit novel geometrical configurations. The results highlight volume fraction as the most significant factor in the generation process, with well-defined metamaterial cells produced using an initial volume fraction of 50% and low to medium void diameters. preprocessing design 1 mm 2 3 Additionally 30%, (30% 40 40% 50 modulus configurations welldefined well defined 30% (30 4 5 (3 (

We studied the timing of writing processes using a direct retrospective online technique, and differences in the textual product from the earliest school years where such a study is feasible to the final years of compulsory education. We also analysed a range of psychological variables to determine their modulating effect on writing. Participants comprised a highly purified sample of 348 students aged between 9 and 16 years old who presented standard development and average levels of curricular and writing competence. Our results reveal complex patterns in the development of the writing process and its orchestration, compared with the textual product, and no direct relationship was observed between development of the writing process and its timing, and improvement in the textual product. Among the youngest students, all this was mediated by psychological variables related to the existence of inaccurate perceptions of self-efficacy as regards the deployment and use of writing processes and causal attributions to external factors. The implications, limitations and future perspectives are discussed.

Se investiga la distribución temporal de los procesos de escritura, mediante una técnica on-line de retrospección directa, y diferencias en el producto textual, desde los cursos más inferiores donde es posible atender a su estudio hasta últimos cursos de la enseñanza obligatoria. Además, se atiende al análisis de diversas variables psicológicas para analizar su incidencia moduladora en la escritura. Se utilizó una muestra muy depurada de 348 alumnos, con edades comprendidas entre los 9 y 16 años, con un desarrollo normalizado y unos niveles de competencia curricular y escritora dentro de la media. Los resultados indican patrones complejos de evolución del proceso de escritura y su orquestación, en comparación con el producto escrito, constatando que no existe una traducción directa entre la evolución del proceso de escritura y su distribución temporal, y la mejoría del producto escrito; todo ello mediado por variables psicológicas relacionadas con la presencia de creencias de auto-eficacia hacia el despliegue y uso de procesos escritores no calibradas de forma adecuada y la realización de atribuciones causales a factores externos, en los niveles educativos más inferiores. Se discuten las implicaciones, limitaciones y perspectivas futuras.

We present a study which forms part of an innovation project under development at the University of León, Spain, for adapting different psychoeducational degrees to the guidelines of the European Higher Education Area (EHEA). To this end, we first analysed the characteristics of the students enrolled in the Faculty of Education. The characteristics of the students, such as their thinking style and learning approach, may offer insight into the success of teaching-learning in the classroom; these aspects should be understood before introducing such innovative methodologies. Thus, these psychological variables were analysed in a sample of 583 students enrolled in different teaching and psycho-educational courses and specialities prior to the development of methodological innovations within diverse subject areas. We evaluated these aspects using the Questionnaire of Evaluation of the Processes of Study and Learning and the Thinking Styles Inventory. There were statistically significant differences between the variables relating to the students’ speciality and course. These results should help to guide teachers when selecting the type of innovative methodologies to use in their classes in order to successfully adapt them to the specific characteristics of the students.

Se presenta un estudio, inmerso dentro de un proyecto de innovación que se está desarrollando en la Universidad de León, orientado a adaptar distintas titulaciones psicoeducativas a las directrices del Espacio Europeo de Educación Superior partiendo para ello, en una primera fase del mismo, del análisis caracterológico del alumnado matriculado en la Facultad de Educación. Las características propias de los estudiantes, tales como sus estilos de pensamiento y sus enfoques de aprendizaje, pueden determinar el éxito del método de enseñanza-aprendizaje aplicado en el aula, por lo que conocer estos aspectos resulta indispensable como punto de partida previo a la introducción de innovaciones metodológicas. Por ello, el objetivo de este trabajo ha sido analizar estas variables psicológicas en una muestra de 583 alumnos de los diferentes cursos y especialidades de Magisterio y Psicopedagogía previamente a la implementación de metodologías activas en diversas asignaturas. Para evaluar estos aspectos se han utilizado el Cuestionario de Evaluación de los Procesos de Estudio y Aprendizaje y el Inventario de Estilos de Pensamiento. Los resultados señalan diferencias estadísticamente significativas en las variables evaluadas en relación a la especialidad y el curso de los alumnos, lo cual debe orientar a los docentes a la hora de seleccionar sus métodos didácticos, considerando las particularidades del alumnado.

Este trabajo analiza la importancia de incluir el componente motivacional en la enseñanza de la escritura. Para ello, primeramente se expone la importancia de la motivación en el rendimiento académico y cómo ésta varía de un contexto a otro, mencionando los cuatro determinantes más evidentes de la misma: valor de la tarea, estándares de realización, creencias y expectativas, y atribuciones causales. Una vez descrito y analizado estudios representativos de diferentes culturas sobre motivación y rendimiento, se hace notar la falta de este tipo de estudios en un área tan importante a nivel curricular como es la escritura, exponiéndose las técnicas y estrategias que los investigadores sugieren para la instrucción de la misma. Se concluye con las posibles implicaciones que instrucciones dirigidas a fomentar la motivación en la escritura tendrían en los textos escritos por los alumnos con dificultades de aprendizaje.

This work analyzes the importance of including the motivational component on writing instruction. The importance of motivation in school achievement and how this motivation varies depending on the context are presented. The most evident four motivational factors are mentioned, task value, levels of demand, expectancies and beliefs, and causal attributions. Once different representative motivational studies of different cultures are described and analyzed, it can be noted the lack of motivational studies in writing, so a variety of techniques and strategies that researchers have suggested to train it are presented. The article concludes with the possible implications that writing instructions focused on motivational strategies would have on our learning disabled students.