Other-self similarity, motivation, emotion, and learning

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-09-26 DOI:10.1016/j.learninstruc.2024.102026

Misook Heo

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引用次数: 0

Abstract

Background

Effort investment is a critical component of learning and can be influenced by social comparisons, motivation, and emotion.

Aims

The current research investigated to what extent social comparisons and multimedia type associate with learning performance, as well as motivation and emotion, while controlling for spatial ability.

Samples

Participants were 129 (Study 1) and 138 (Study 2) female undergraduate students.

Methods

Participants were randomly assigned to study groups that received different visual interventions and multimedia types. The visual interventions showing learning progress in terms of effort were the same for both studies. However, in Study 2, the visual interventions with social comparison information also included textual other-self similarity information.

Results

Study 1 showed no significant main effects of the visual interventions or multimedia type on task performance. As expected, spatial ability was associated with task performance. Motivation declined over time in all study groups. While Study 2 also showed no significant main effects, spatial ability did not covary with task performance. Motivation and emotion increased over time in all study groups except for the control group. These findings suggest that other-self similarity information is associated with motivation and emotion, as well as learning outcomes independent of spatial ability.

Conclusions

The research offers unique empirical evidence of the influence of effort feedback when accompanied by other-self similarity information on motivational-affective consequences and cognitive performance.

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他我相似性、动机、情感和学习

背景努力投资是学习的重要组成部分，会受到社会比较、动机和情绪的影响。研究目的本研究调查了社会比较和多媒体类型与学习成绩以及动机和情绪的关联程度，同时控制了空间能力。在两项研究中，以努力程度显示学习进度的视觉干预是相同的。结果研究 1 显示，视觉干预或多媒体类型对任务表现没有显著的主效应。不出所料，空间能力与任务完成情况有关。随着时间的推移，所有研究组的动机都有所下降。虽然研究 2 也没有显示出明显的主效应，但空间能力与任务完成情况并不相关。除对照组外，所有研究组的动机和情绪都随着时间的推移而增加。这些研究结果表明，他我相似性信息与动机和情绪以及学习结果相关，而与空间能力无关。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.