Perceptual and Motor Skills最新文献

{"title":"Modeling the Contribution of Grit, Enjoyment, and Boredom to Predict English as a Foreign Language Students' Willingness to Communicate in a Blended Learning Environment.","authors":"Elias Bensalem, Ali Derakhshan, Fahad Hamed Alenazi, Amy S Thompson, Radhia Harizi","doi":"10.1177/00315125241289192","DOIUrl":"10.1177/00315125241289192","url":null,"abstract":"<p><p>The complex relationships between emotions experienced by learners and learners' personality traits, such as grit, that influence students' willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students' L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"144-168"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142472110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Mixed-Methods Investigation into the Interplay Between Supportive Work Environment, Achievement Emotions, and Teaching for Creativity as Perceived by Chinese EFL Teachers.","authors":"Hanwei Wu, Yonghong Zeng","doi":"10.1177/00315125241272593","DOIUrl":"10.1177/00315125241272593","url":null,"abstract":"<p><p>Teaching for creativity (TfC) has recently received increased attention in English-as-a-foreign-language (EFL) contexts. Previous studies confirmed that TfC links with achievement emotions (AEs) in this context. Additionally, a supportive work environment (SWE) has been shown to be associated with AEs. However, relationships among all three variables - SWE, AEs, and TfC - have not been adequately explored in EFL contexts, nor have the underlying bases for these links been elucidated. In this study, we adopted a mixed-methods approach to investigate the complex associations between SWE, AEs (anxiety, pride, enjoyment, and anger), and TfC as perceived by 441 Chinese EFL teachers. Quantitative results revealed that SWE, four AEs, and TfC were significantly correlated, with small to large effect sizes. Furthermore, the four AEs collectively mediated the relationship between SWE and TfC in our structural equation model. Qualitative interviews with 15 EFL teachers provided nuanced insights into possible reasons for these statistical patterns. We discuss the theoretical and pedagogical implications of these findings and suggest directions for future research.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"16-39"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141982935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Chinese English as a Foreign Language College Students' Emotional Intelligence and Willingness to Communicate: A Latent Profile Analysis.","authors":"Yihan Gao, Yumeng Guo, Yongliang Wang","doi":"10.1177/00315125241283151","DOIUrl":"10.1177/00315125241283151","url":null,"abstract":"<p><p>In language learning, communication is essential, where learners' desire and willingness to interact with others are significant in honing their communication capabilities alongside other necessary competencies. There are many factors that influence students' willingness to communicate (WTC), among which the correlation between emotional intelligence and WTC still needs to be further researched. To investigate the emotional intelligence profiles of Chinese EFL college students and to examine different levels of their willingness to communicate, we recruited 476 Chinese English as a foreign language (EFL) learners across 11 provinces to complete our questionnaire. Through latent profile analysis (LPA) and one way analysis of variance, we found that there were four EI profiles of Chinese EFL college students: Emotionally Challenged (EC), Emotionally Struggling (ES), Emotionally Average (EA), and Emotionally Proficient (EP), among which most students (63%) fell into the EA profile. The EC profile (17%) was the second largest profile. We also found that each of the four profiles had unique WTC characteristics, with and different dimensions of WTC including, speaking, reading, writing, and comprehension. Notably, the EC profile demonstrated the lowest WTC level among the four profiles, whereas the EP profile displayed the highest overall WTC level. These findings are meaningful for comprehending students' emotional intelligence profiles within language learning environments, and they provide valuable insights for educators to address diverse students' needs to enhance their WTC.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":"132 1","pages":"119-143"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143409903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Farewell, Steeped in Joy and Gratitude.","authors":"John David Ball","doi":"10.1177/00315125241306855","DOIUrl":"10.1177/00315125241306855","url":null,"abstract":"","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"5-7"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142792207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Relationships Among Emotions, Self-Efficacy, and Engagement in Virtual Reality-Assisted Foreign Language Learning: A Social Cognitive Theory-Based Study.","authors":"Xuemei Wang, Maojie Zhou","doi":"10.1177/00315125241297188","DOIUrl":"10.1177/00315125241297188","url":null,"abstract":"<p><p>While many studies have identified multiple benefits and affordances in using virtual reality (VR) technology in language learning, most have been qualitative, with few providing evidence of factors that may impact VR effectiveness for language learning or of the role of learners' unique psychological, environmental, and emotional experiences in language learning. Against this backdrop, we framed this study within social cognitive theory and surveyed 368 Chinese university students of English who were participating in VR-assisted language instruction to explore whether learners' foreign language learning enjoyment and boredom related to their learning engagement; we also investigated the mediating role of learning self-efficacy in these relationships. Our results suggested that (a) students learning English through VR-assisted instruction experienced a relatively high level of enjoyment but moderate level boredom; (b) foreign language learning enjoyment significantly (positively) predicted foreign language learning self-efficacy and engagement; and (c) foreign language learning boredom significantly (negatively) predicted foreign language learning self-efficacy, but not engagement; and foreign language learning self-efficacy fully mediated the relationship between foreign language learning boredom and engagement, and partially mediated the significant relationship between foreign language learning enjoyment and engagement. Based on these findings, we suggest ways to improve VR-assisted language teaching and learning.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"218-236"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142583899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Complex Relationships Between Students' Foreign Language Attitudes and Proficiency Perceptions with Foreign Language Classroom Enjoyment: Insights from Chinese University Students of Japanese.","authors":"Nan Jiang, Bo Wang, Yinxing Jin","doi":"10.1177/00315125241273995","DOIUrl":"10.1177/00315125241273995","url":null,"abstract":"<p><p>In the present study, we addressed (a) Chinese students' level of enjoyment in studying Japanese; (b) the independent and interactive predictive associations of student attitudes towards the Japanese language and their perceived Japanese proficiency with their Japanese classroom enjoyment; and (c) gender as a potential moderating variable in these relationships. Three hundred participants completed three questionnaires assessing their attitudes towards the Japanese language, perceived Japanese proficiency, and Japanese classroom enjoyment. Descriptive analysis, multiple regression analysis, and path analysis revealed the following: (a) high overall student enjoyment in the Japanese classroom; (b) student attitudes towards both Japanese and their perceived Japanese proficiency were significant positive predictors of their levels of Japanese classroom enjoyment; (c) there was no significant interaction in the relationship between student attitudes towards the Japanese language and their perceived Japanese proficiency and Japanese classroom enjoyment; and (d) gender differences significantly moderated the relationships between perceived Japanese proficiency and Japanese classroom enjoyment, characterized by a stronger relationship among female participants; but gender was not a significant mediator in the relationship between attitudes towards the Japanese language and Japanese classroom enjoyment. We discuss these findings and their pedagogical implications, as well as the limitations of this study and future research directions.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"40-60"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142018229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Psychometric Validation of Turkish Versions of Four Scales: The Foreign Language Enjoyment, Peace of Mind, Boredom, and Classroom Anxiety Scales.","authors":"Sabahattin Yeşilçınar, Jean-Marc Dewaele, Nihan Erdemir","doi":"10.1177/00315125241280333","DOIUrl":"10.1177/00315125241280333","url":null,"abstract":"<p><p>In this study, we present psychometrically validated Turkish versions of four popular foreign language learner emotion scales. They include the Foreign Language Classroom Peace of Mind Scale (Zhou et al., 2023), the Short-Form Foreign Language Enjoyment Scale (Botes et al., 2021), the Short-Form Foreign Language Classroom Anxiety Scale (Botes et al., 2022a), and the Foreign Language Classroom Boredom Scale (Li et al., 2023). We collected data from 1202 Turkish to English as a Foreign Language (EFL) learners. Cross-validation analyses confirmed the scales' applicability and reliability among these Turkish learners, and, measurement invariance (configural, metric, and scalar) analyses revealed consistency in respondents' emotional experiences across diverse educational levels, enabling valid cross-group comparisons. Although strict invariance across student subgroups was not achieved, our findings provide Turkish researchers with four valid instruments for collecting emotional data from Turkish learners. The scale means and relationships between the four emotions measured with these adapted scales were comparable to those established in previous studies.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":"132 1","pages":"61-92"},"PeriodicalIF":1.4,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143409908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"No Incidental Memory Advantage for Mixed Handed vs. Consistent Right Handed Participants: Conflicting Results From Earlier Research.","authors":"Henriette Johansen, Emilie H Rusten, René Westerhausen","doi":"10.1177/00315125241291266","DOIUrl":"10.1177/00315125241291266","url":null,"abstract":"<p><p>Individuals who vary their preferred hand when performing different types of manual activities, so-called mixed handers (MH), have been frequently reported to outperform individuals with a consistent (right) hand preference (cRH) on tasks assessing declarative-memory functions. For example, in one influential study, this MH advantage extended to incidental learning from presumed \"deep\" semantic processing of verbal stimuli but not from \"shallow\" phonemic or structural processing. In the present study, we aimed to replicate this research finding in two separate participant samples. First, in a pre-registered and sample-size planned experiment we confronted 49 participants (23 MH; 26 cRH) with \"phonemic\" and \"semantic\" word evaluation tasks (using a within design), followed by a surprise delayed recognition test. In a second experiment, we repeated the same procedure with 65 other participants (31 MH, 34 cRH). A mixed-effect analyses of variance found a significant main effect of Encoding Condition (phonemic vs. semantic tasks) in both experiments (effect size: <i>η</i>_<i>p</i>^<i>2</i> = .81 to .85), indicating the classical level-of processing effect with higher recognition hits and sensitivity (<i>d'</i>) for words that followed semantic versus phonemic encoding. However, the predicted interaction effect of Encoding Condition with Handedness Group was not statistically significant for either sample (all <i>η</i>_<i>p</i>^<i>2</i> < .03), nor was the main effect of Handedness Group. Thus, our findings conflicted with those of the original study in two independent samples. As we had sufficient statistical power to be confident in our failure to detect a genuine group difference, we cannot confirm the previously reported MH over cRH advantage in incidental learning of verbal material. We discuss possible reasons for these contradictory results and the theoretical implications of this discovery.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"2049-2068"},"PeriodicalIF":1.4,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11575099/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142472112","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Zone In Not Out! The Key to Winning High-Level Tetris.","authors":"Jacquelyn H Berry","doi":"10.1177/00315125241289687","DOIUrl":"10.1177/00315125241289687","url":null,"abstract":"<p><p>Automating a perceptual-motor task will not win you a perceptual-motor contest. Despite claims that mindless automaticity is the essence of expertise, the view espoused here is that automaticity is worthwhile only because it enables the expert to plan and strategize. Indeed, the purpose of learning to manually shift gears is to eventually ignore that function to focus instead on actual driving. To perform well, the expert must transition their attention from a task's low-level components to its high-level nuances. This is best understood in real-world scenarios (e.g. driving, in which performance is dynamic and sometimes competitive). This argument is based on a years-long, longitudinal case study of learning to play the puzzle game, Tetris. Tetris is intensively perceptual-motor with complicated manual routines needed to manage expert game speeds. For this case study, the player began as an advanced novice but successfully transitioned to championship level in the 2020 Classic Tetris World Championship. Initially, the challenge was gaining enough skill to make and execute perceptual-motor decisions in a fraction of a second. However, once that process became automatic, the player could spend those freed mental resources elsewhere. Performance was better for all games when the player was mentally engaged and used their focused attention to plan ahead rather than just automatically respond to the game pieces. We argue that the end goal for automating perceptual-motor skills in competitive, dynamic environments is to free cognitive space in the brain for the user to excel strategically.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"2304-2323"},"PeriodicalIF":1.4,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142372481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Test-Retest Reliability of Dynamic Subjective Visual Vertical and Visual Dependency in Older Adults Using Virtual Reality Methods.","authors":"Shota Hayashi, Tomohiko Kamo, Hirofumi Ogihara, Yuta Tani, Kazuya Hoshino, Kazutaka Kobayashi, Tatsuya Igarashi, Akira Kimura","doi":"10.1177/00315125241292094","DOIUrl":"10.1177/00315125241292094","url":null,"abstract":"<p><p>The perception of verticality is formed through the integration of multisensory gravitational information, including somatosensory, visual, and vestibular inputs. Older adults exhibit visual dependency (VD) as they rely more on visual information to compensate for reduced somatosensory and vertical perception. Increased VD is associated with falls, and the dynamic subjective visual vertical (SVV) is used to assess VD. However, the measurement reliability of dynamic SVV and VD using virtual reality (VR), which has garnered considerable attention in recent years, remains unclear. Therefore, our purpose in this study was to assess the test-retest reliability of dynamic SVVs and VDs using a VR method. We evaluated static and dynamic SVV of 40 older adults using a smartphone-based VR system (SVR-SVV). Dynamic SVV consisted of numerous spheres on the background rotating clockwise (CW-SVV) or counterclockwise (CCW-SVV). Each SVV measurement consisted of one set of 10 trials. VD was calculated as the mean value of dynamic SVV minus the mean values of static SVV. A re-test was conducted after one week. Reliability was analyzed using Bland-Altman plots and intraclass correlation coefficients (ICC 2, k) for each SVV measure. We observed no systematic bias in any of the SVV values, which were 0.1° (<i>SD</i> = 2.8°), 13.3° (<i>SD</i> = 8.3°), -12.8° (<i>SD</i> = 6.9°), and 15.7° (<i>SD</i> = 8.1°) for static SVV, CW-SVV, CCW-SVV, and VD, respectively. Test-retest reliability was good for static SVV (ICC = .817, <i>p</i> < .001), CW-SVV (ICC = .896, <i>p</i> < .001) and excellent for CCW-SVV (ICC = .914, <i>p</i> < .001), VD (ICC = .937, <i>p</i> < .001). The dynamic SVV and VD measurements using SVR-SVV demonstrated good test-retest reliability. Moreover, the SVR-SVV is more portable than conventional methods, making it highly useful in clinical practice.</p>","PeriodicalId":19869,"journal":{"name":"Perceptual and Motor Skills","volume":" ","pages":"2069-2084"},"PeriodicalIF":1.4,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142472114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}