Learning and Motivation最新文献

Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective 中国英语学习者对人工智能（AI）技术的准备程度调查：计划行为理论视角

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-07-15 DOI: 10.1016/j.lmot.2025.102164

Huan Zhang

{"title":"Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective","authors":"Huan Zhang","doi":"10.1016/j.lmot.2025.102164","DOIUrl":"10.1016/j.lmot.2025.102164","url":null,"abstract":"<div><div>With a rapid shift toward the use of Artificial Intelligence (AI) technologies in various aspects of human life and career, second and foreign language (L2) educators and practitioners highlighted AI readiness and literacy for students to succeed in learning English. However, there is insufficient empirical evidence on how much Chinese English as a foreign language (EFL) students are ready to accept and implement AI tools in their L2 learning. To address this gap, drawing on theory of planned behavior (TPB), the present quantitative study employed a survey with 283 EFL students from different Chinese universities. The results of a one-sample <em>t</em>-test and descriptive statistics revealed that Chinese EFL students had demonstrated an above-average level of AI readiness in their L2 education reflecting the three dimensions of TPB (i.e., attitudes, subjective norms, and perceived behavioral control) through an emphasis on positive attitudes towards and intentions to adopt AI tools. They also showed higher than average scores in three sub-factors of AI readiness (i.e., ethics, ability, and vision). Only the cognitive dimension was below the average point. The results are discussed in relation to TPB and practical implications are provided for EFL students and teachers to maintain and develop their level of AI readiness in the context of L2 education.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102164"},"PeriodicalIF":1.7,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632700","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}

引用次数: 0

Effects of europinidin-o-methylated anthocyanidin on scopolamine-induced memory impairments by improving neurological expression: An integrated with insilico and ADMET properties by computational analysis europinidin-o-甲基化花青素通过改善神经表达对东莨菪碱诱导的记忆障碍的影响：通过计算分析集成了insilico和ADMET特性

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-07-11 DOI: 10.1016/j.lmot.2025.102161

Mohamamd Anas Ansari , Faisal Imam , Naif O. Al-Harbi , Emine Guven , Md Sohrab Alam , Md Maaz Ahmad , Shoaeb Mohammad Syed , Meraj Khan , Nadeem Sayyed

{"title":"Effects of europinidin-o-methylated anthocyanidin on scopolamine-induced memory impairments by improving neurological expression: An integrated with insilico and ADMET properties by computational analysis","authors":"Mohamamd Anas Ansari , Faisal Imam , Naif O. Al-Harbi , Emine Guven , Md Sohrab Alam , Md Maaz Ahmad , Shoaeb Mohammad Syed , Meraj Khan , Nadeem Sayyed","doi":"10.1016/j.lmot.2025.102161","DOIUrl":"10.1016/j.lmot.2025.102161","url":null,"abstract":"<div><div>This research aimed to determine if europinidin-o-methylated anthocyanidin could protect rats from memory and learning impairments induced by scopolamine (SCOP). The experiment involved four groups of Wistar rats with normal control, SCOP-treated group, europinidin (10 mg/kg and 20 mg/kg p.o.) for 14-day. After that, assessments of movement, memory recall, and learning were conducted. Brain tissue was analyzed for various markers, namely choline acetyltransferase (ChAT), acetylcholine esterase (AChE), antioxidants, nitrites, anti-inflammatory, and brain-derived neurotrophic factor (BDNF). SCOP significantly impaired memory and altered brain chemistry. Europinidin treatment, however, reversed these effects, improving neurobehavioral function, reducing oxidative stress and inflammation, and restoring AChE, ChAT, and BDNF levels. Docking studies further revealed europinidin's favourable interaction with ChAT, supporting its protective mechanism. Europinidin showed favorable affinity towards ChAT with docking scores of -8.77 kcal/mol. The study demonstrates europinidin effectiveness in mitigating SCOP-induced memory deficits among rats.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102161"},"PeriodicalIF":1.7,"publicationDate":"2025-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597108","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}

引用次数: 0

Frustrative nonreward after extensive training in the consummatory successive negative contrast task 广泛训练后的挫败性无奖励完成性连续负性对比任务

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-07-10 DOI: 10.1016/j.lmot.2025.102162

Jessica A. Suarez, Christopher W. Hagen, Angela Adame, Mauricio R. Papini

{"title":"Frustrative nonreward after extensive training in the consummatory successive negative contrast task","authors":"Jessica A. Suarez, Christopher W. Hagen, Angela Adame, Mauricio R. Papini","doi":"10.1016/j.lmot.2025.102162","DOIUrl":"10.1016/j.lmot.2025.102162","url":null,"abstract":"<div><div>In the consummatory successive negative contrast (cSNC) task, animals typically receive 10 sessions of access to 32 % sucrose followed by 4 sessions of access to 4 % sucrose. Such downshift yields a transient suppression of consummatory behavior relative to unshifted controls always exposed to 4 % sucrose. Previous research shows that a 16-to-4 % sucrose disparity rarely, if ever, yields evidence of cSNC. We explored the possibility that cSNC would emerge with an extended number of preshift sessions (overtraining, OT: 30 sessions), compared to the typical procedure (regular training, RT: 10 sessions). OT was expected to increase reward expectancy thus enhancing the effects of the downshift on consummatory suppression and perhaps revealing an cSNC effect with a reward disparity that usually does not produce such an effect. This experiment also tested whether OT converts licking into a habitual response, failing to respond to reward downshift. Five groups were included: 32-4/OT, 32-4/RT, 16-4/OT, 16-4/RT, and 4-4. A stronger cSNC effect was observed in Group 32-4/OT relative to 32-4/RT. No evidence of cSNC was observed in the 16-to-4 % sucrose downshifts, whether in OT or RT. Analysis of individual differences in downshift performance provided no evidence of cSNC in the 16-to-4 % sucrose groups, but significant cSNC effects in the 32-to-4 % sucrose groups. A manipulation leading to a stronger cSNC effect (i.e., OT) still failed to yield the effect with a suboptimal reward disparity. Moreover, there was no evidence suggesting that OT switched licking into a habitual behavior.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102162"},"PeriodicalIF":1.7,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596037","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}

引用次数: 0

Synergistic action of arachidonylcyclopropylamide and yohimbine in alleviating acute stress-related emotional memory deficits in mice 花生四烯基环丙酰胺和育亨宾在缓解小鼠急性应激相关情绪记忆缺陷中的协同作用

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-07-04 DOI: 10.1016/j.lmot.2025.102160

Amir Chitsaz , Fatemeh Khakpai , Mohaddeseh Ebrahimi-Ghiri , Mohammad-Reza Zarrindast

{"title":"Synergistic action of arachidonylcyclopropylamide and yohimbine in alleviating acute stress-related emotional memory deficits in mice","authors":"Amir Chitsaz , Fatemeh Khakpai , Mohaddeseh Ebrahimi-Ghiri , Mohammad-Reza Zarrindast","doi":"10.1016/j.lmot.2025.102160","DOIUrl":"10.1016/j.lmot.2025.102160","url":null,"abstract":"<div><div>Stress may exhibit contradictory effects on learning and memory processes. The endocannabinoid and noradrenergic systems have been implicated separately in modulating stress responses and memory formation; however, their interactions in avoidance memory processing under stress have received little attention so far. The step-down test was used to evaluate the memory abilities of male Naval Medical Research Institute (NMRI) mice. Acute restraint stress (ARS) for 4 h reduced step-down latency in mice, indicating stress-induced amnesia. The intracerebroventricular microinjection of the cannabinoid CB1 receptor (CB1R) agonist arachidonylcyclopropylamide (ACPA; 0.25 and 0.5 µg/mouse) prevented the amnesia induced by ARS. The microinjection of a lower dose of ACPA in conjunction with the α<sub>2</sub>-noradrenoceptor agonist clonidine (0.25 and 0.5 µg/mouse) resulted in an enhancement of memory retention in non-ARS (NARS) and ARS mice. Meanwhile, ARS impaired memory retention in mice administered with clonidine (0.25 µg/mouse). Moreover, mice received different doses of the α<sub>2</sub>-noradrenoceptor antagonist yohimbine (0.25 and 0.5 µg/mouse) in the presence or absence of ACPA demonstrated successful memory retention. Synergistic effect of ACPA and yohimbine was presented by the isobologram analysis. However, none of the treatments had any effect on mice's locomotion. These results suggest that targeting both CB1 and α<sub>2</sub>-noradrenergic receptors may offer a potential therapeutic strategy for mitigating stress-induced memory deficits.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102160"},"PeriodicalIF":1.7,"publicationDate":"2025-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557499","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}

引用次数: 0

Aligning learning theories with Widening Access Mature Students’ perceptions: Insights from a mixed methods study in London, UK 调整学习理论与扩大成熟学生的认知：来自英国伦敦一项混合方法研究的见解

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-07-01 DOI: 10.1016/j.lmot.2025.102159

Rahaman Hasan , Tommie Anderson-Jaquest , June Dennis , Jonathan Liu , Ilias Mahmud , Nazim Uddin , Nick Papé

{"title":"Aligning learning theories with Widening Access Mature Students’ perceptions: Insights from a mixed methods study in London, UK","authors":"Rahaman Hasan , Tommie Anderson-Jaquest , June Dennis , Jonathan Liu , Ilias Mahmud , Nazim Uddin , Nick Papé","doi":"10.1016/j.lmot.2025.102159","DOIUrl":"10.1016/j.lmot.2025.102159","url":null,"abstract":"<div><div>This study explores the relevance of learning theories in understanding how Widening Access Mature Students (WAMS) in a UK Higher Education institution perceive learning. Using an explanatory mixed-methods approach, the research examines adult learners’ preferences for teaching methods. These preferences can be explained by constructivist, humanistic and social learning theories, which emphasise experiential learning and the social aspects of education. Growing importance of digital learning theories in the modern educational landscape and as digital tools and platforms become integral to the learning process, understanding how these technologies can enhance learning for WAMS is crucial. The findings reveal significant correlations between students’ demographic characteristics and their teaching method preferences, demonstrating the need for educational strategies that are both inclusive and adaptable to diverse needs. The study recommends that educators combine traditional learning theories with digital approaches to create an educational framework that addresses the cognitive, emotional, and social dimensions of learning for WAMS. This wide approach is essential in building a more effective and inclusive learning environment. Future research could focus on the long-term impact of these educational strategies on WAMS’ outcomes, as well as the potential of emerging technologies to support personalised and experiential learning pathways.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102159"},"PeriodicalIF":1.7,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144519183","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}

引用次数: 0

Enhancing EFL writing with visualised GenAI feedback: A cognitive affective theory of learning perspective on revision quality, emotional response, and human-computer interaction 用可视化GenAI反馈提高英语写作：从学习的角度看复习质量、情绪反应和人机交互的认知情感理论

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-06-27 DOI: 10.1016/j.lmot.2025.102158

Bin Zou , Chenghao Wang , Huimin He , Congxin Li , Erick Purwanto , Ping Wang

{"title":"Enhancing EFL writing with visualised GenAI feedback: A cognitive affective theory of learning perspective on revision quality, emotional response, and human-computer interaction","authors":"Bin Zou , Chenghao Wang , Huimin He , Congxin Li , Erick Purwanto , Ping Wang","doi":"10.1016/j.lmot.2025.102158","DOIUrl":"10.1016/j.lmot.2025.102158","url":null,"abstract":"<div><div>With the rapid development of large language models and natural language processing technologies, Generative AI (GenAI) chatbots have offered new opportunities for supporting EFL learners in writing and revision. However, existing GenAI chatbots’ output is predominantly presented in plain, text-only formats, which may impose a high cognitive load and trigger negative emotional responses. Despite growing interest in GenAI-assisted writing instruction, limited research has examined how visual enhancements to GenAI chatbot output might improve revision outcomes and learners’ emotional experiences. Grounded in the Cognitive-Affective Theory of Learning with Media, this study employed a self-developed GenAI-powered writing chatbot to investigate the effects of visualised feedback on EFL learners’ writing performance and emotional responses during revision. A 2 (time: pre-test and post-test) × 2 (feedback mode: visualised vs. non-visualised) quasi-experimental design was employed. Group A (<em>N</em> = 30) received standard text-only feedback, while Group B (<em>N</em> = 30) received visualised feedback incorporating colour variation, tabular formatting, and bolded text. Results from pre-and post-tests and questionnaires indicated that visualised feedback significantly improved coherence and cohesion in learners’ writing, reduced negative emotions, and resulted in lower cognitive load. These findings offer practical implications for language educators, learners, and developers, highlighting the critical role of how AI-generated content is presented in building emotionally supportive and cognitively effective GenAI-assisted learning environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102158"},"PeriodicalIF":1.7,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144490384","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}

引用次数: 0

The negative effects of external rewards on young language students’ performance, withdrawing, and psychological factors: An experimental study 外部奖励对青年语言学生成绩、退缩及心理因素的负面影响：一项实验研究

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-06-17 DOI: 10.1016/j.lmot.2025.102156

Abdullah Alamer , Hanan Al Sultan , Ahmed Alharfi

{"title":"The negative effects of external rewards on young language students’ performance, withdrawing, and psychological factors: An experimental study","authors":"Abdullah Alamer , Hanan Al Sultan , Ahmed Alharfi","doi":"10.1016/j.lmot.2025.102156","DOIUrl":"10.1016/j.lmot.2025.102156","url":null,"abstract":"<div><div>Investigating the factors influencing the acquisition of a L2 among young learners is a valuable area for researchers and practitioners. In schools, external rewards are commonly employed by language teachers to enhance primary school students’ performance on language tasks and increase their motivation. However, the impact of this practice on this age group remains largely unexplored, with no experimental studies conducted to date. Therefore, this study represents the first to delve into the influence of the extrinsic reward system while engaging students in a language activity. Specifically, we investigated whether introducing an extrinsic reward in the first language task and removing it in the second impacts young students’ performance, withdraw from doing the activity, and psychological factors including intrinsic and external motivation, anxiety, perceived difficulty, and frustration. Our results showed that primary school students (grade 6) performed poorly in the second round once the reward was removed. Moreover, 14 % of the students, among them those who won the first round, withdrew from participating in the second round. Furthermore, losers exhibited lower levels of intrinsic motivation but a higher sense of difficulty, frustration, and external motivation, indicating that losing a reward can negatively affect students’ language performance and psychological factors. Also, we found that our experimental results are consistent among the two genders. We conclude the paper with important implications for the use of the extrinsic reward system for language teaching purposes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102156"},"PeriodicalIF":1.7,"publicationDate":"2025-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307438","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}

引用次数: 0

Stereotype threat effects on motor performance and learning: A systematic review of 30 years 刻板印象威胁对运动表现和学习的影响：30年的系统回顾

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-06-13 DOI: 10.1016/j.lmot.2025.102155

Caroline Valente Heidrich, Priscila Cardozo, Suzete Chiviacowsky

{"title":"Stereotype threat effects on motor performance and learning: A systematic review of 30 years","authors":"Caroline Valente Heidrich, Priscila Cardozo, Suzete Chiviacowsky","doi":"10.1016/j.lmot.2025.102155","DOIUrl":"10.1016/j.lmot.2025.102155","url":null,"abstract":"<div><div>Stereotype threat can impair performance in individuals who fear confirming a negative stereotype about their group. This study systematically analyzed its effects on motor performance and learning observed in the last 30 years. Searches in Web of Science, PubMed, Scopus, and PsycInfo, conducted in March 2025, identified 808 studies published between 1995 and March 2025, of which 65 met the inclusion criteria, covering 79 experiments and 5734 participants. Most experiments focused on motor performance (n = 65) rather than learning (n = 14). Gender stereotypes were the most studied (n = 45), followed by age (n = 13), race (n = 7), weight (n = 3), sports status (n = 2), nonexerciser (n = 2), disability (n = 1), height (n = 1), and socioeconomic status (n = 1). Some studies examined combined stereotypes (e.g., gender and race, n = 2). Adults were the most studied population, followed by children, elderly individuals, and adolescents. Explicit manipulation was the most used, followed by combined explicit-implicit and solely implicit approaches. Few studies assessed underlying mechanisms, as perceived competence, self-efficacy, and nervousness. Most findings indicate that stereotype threat negatively affects motor performance and learning across different populations and manipulation types. The limited research on motor learning, different stereotype types, and diverse populations highlights the need for further studies to clarify the mechanisms of stereotype threat and its effects on motor skill acquisition. Finally, we recommend research focused on developing strategies to mitigate the detrimental impact of stereotype threat on motor performance and learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102155"},"PeriodicalIF":1.7,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271614","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}

引用次数: 0

The role of AI tools on EFL students’ motivation, self-efficacy, and anxiety: Through the lens of control-value theory 人工智能工具对英语学生动机、自我效能感和焦虑的作用：基于控制价值理论的视角

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-06-12 DOI: 10.1016/j.lmot.2025.102154

Shuai Shao

{"title":"The role of AI tools on EFL students’ motivation, self-efficacy, and anxiety: Through the lens of control-value theory","authors":"Shuai Shao","doi":"10.1016/j.lmot.2025.102154","DOIUrl":"10.1016/j.lmot.2025.102154","url":null,"abstract":"<div><div>Incorporating Artificial Intelligence (AI) into education has unveiled changing opportunities, especially for English as a Foreign Language (EFL) learners. Moreover, promoting learner motivation and self-efficacy and minimizing learners' anxiety regarding AI-based education is vital for achieving effective learning results. This study delved into how AI tools affect EFL learners’ motivation, anxiety, and self-efficacy. A total of 168 university learners in two classes participated in this research, 82 were assigned to the experimental group and 86 were assigned to the control group. The cases utilized the AI tool, namely Duolingo, whereas the controls received conventional language teaching. Three scales were used as post-tests and pre-tests. Using One-way Analysis of Covariance (ANCOVA), findings revealed significant improvements in motivation, self-efficacy, and anxiety reduction among the experimental group, while the control group exhibited only minor changes. These results highlight the effectiveness of AI-based language learning in fostering engagement and emotional resilience. This is consistent with the Control-Value Theory (CVT), suggesting that a greater sense of perceived control results in positive educational emotions, resulting in lower anxiety while increasing self-efficacy and motivation. The present research adds to the growing research on AI in language teaching, providing information on the effective integration of AI tools to optimize learner learning, boost motivation, and promote emotional resilience within EFL settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102154"},"PeriodicalIF":1.7,"publicationDate":"2025-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144271613","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}

引用次数: 0

The effect of normative feedback on motor learning among elite goalball players 规范反馈对优秀足球运动员运动学习的影响

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-06-10 DOI: 10.1016/j.lmot.2025.102153

Ayoub Asadi , Reza Goudini , Saeed Ashrafpoornavaee , Hubert Makaruk , Christopher Aiken , Esmaeel Saemi

{"title":"The effect of normative feedback on motor learning among elite goalball players","authors":"Ayoub Asadi , Reza Goudini , Saeed Ashrafpoornavaee , Hubert Makaruk , Christopher Aiken , Esmaeel Saemi","doi":"10.1016/j.lmot.2025.102153","DOIUrl":"10.1016/j.lmot.2025.102153","url":null,"abstract":"<div><div>Goalball is a Paralympic sport for athletes with visual impairments that relies on auditory cues, where effective feedback is crucial for guiding motor learning and can significantly impact successful performance. The present study investigated the effect of normative feedback on throwing accuracy among elite goalball athletes. Twenty elite goalball players (10 men, 10 women; mean age = 24.55 ± 1.50 years) were recruited from the national men’s and women’s goalball teams and randomly assigned to either a positive feedback group or a control group. Participants in the positive feedback group received performance feedback 10 % better than their actual performance, while the control group received feedback on their actual performance. The acquisition phase included 6 blocks of 10 trials, followed by immediate and delayed (24 h after acquisition) retention tests conducted without augmented feedback. Data were analyzed using a mixed-factor ANOVA with repeated measures, along with post hoc tests (Bonferroni corrections and independent samples t-tests), to assess group differences and performance changes over time. Results indicated that the positive feedback group demonstrated significant improvements in motor performance and immediate and delayed retentions compared to the control group (<em>p</em> < 0.05). These findings highlight the effectiveness of positive feedback in enhancing motor learning and suggest its practical application as a motivational tool in the training of elite athletes with vision impairment such as goalball.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102153"},"PeriodicalIF":1.7,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144242830","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}

引用次数: 0