Learning and Motivation最新文献

{"title":"Exploring the role of EFL students’ AI literacy and readiness in their academic goal orientations: An achievement goal theory (AGT) perspective","authors":"Feng Gao","doi":"10.1016/j.lmot.2025.102203","DOIUrl":"10.1016/j.lmot.2025.102203","url":null,"abstract":"<div><div>The use of various artificial intelligence (AI) tools and technologies in second language (L2) learning contexts has received increasing attention in the past decade. However, the impacts of AI literacy and readiness of English as a foreign language (EFL) students on their goal orientations have remained uncharted. To fill the gap, this study drew on achievement goal theory (AGT) to unveil Chinese EFL students’ perceptions about the ways through which AI literacy and readiness could affect their goal orientations. A sample of 38 students was interviewed online. The thematic analysis of data indicated that AI literacy and readiness could affect both mastery and performance goals of the participants. Specifically, they shaped mastery goal orientations by fostering passion for deep learning and developing adaptive learners, while performance goal orientation was affected through increasing recognition and performance as well as maximizing classroom participation among EFL students. A discussion of the findings is provided for each theme and implications for increasing the AI literacy and readiness of EFL teachers, students, teacher educators, and school administrators are presented.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102203"},"PeriodicalIF":1.8,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266610","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":"Feedback valence and framing in AI-mediated EFL learning: A quantum-inspired analysis of their effects on goal orientation, motivational affect, and task persistence through achievement goal theory","authors":"Ehsan Namaziandost ,&nbsp;Ferdi Çelik ,&nbsp;Volkan Duran","doi":"10.1016/j.lmot.2025.102200","DOIUrl":"10.1016/j.lmot.2025.102200","url":null,"abstract":"<div><div>As artificial intelligence (AI) increasingly shapes language learning, the role of feedback in AI-mediated environments has become a focal concern—particularly in how it influences learner motivation, affect, and engagement. Grounded in Achievement Goal Theory and enriched by a quantum-inspired analysis, this mixed-methods study examined how feedback valence (positive vs. negative) and framing (process-oriented vs. outcome-oriented) jointly impact English as a Foreign Language (EFL) learners’ goal orientation, motivational affect, and task persistence. The study also explored non-classical cognitive patterns, including emotional ambivalence, decision reversals, and motivational interference. A total of 120 undergraduate EFL students were randomly assigned to one of four feedback conditions during an eight-session ChatGPT-based grammar course. Quantitative data were gathered through validated instruments measuring goal orientation, motivational affect, and task persistence. Qualitative data from reflection logs and semi-structured interviews were analyzed thematically to uncover deeper cognitive-emotional dynamics. Results from MANOVA and follow-up ANOVAs revealed that positive, process-oriented feedback significantly enhanced mastery goals, positive affect, and persistence, whereas negative, outcome-oriented feedback resulted in declines across these domains. Qualitative findings uncovered complex, nonlinear responses including dual emotional states, motivational conflicts, and cognitive interference, which are thepatterns consistent with quantum-inspired models of cognition. This study offers both theoretical and practical implications, highlighting the importance of feedback design in AI-supported instruction. It underscores how subtle variations in feedback framing and tone can generate divergent motivational trajectories, and introduces a novel quantum-inspired lens to capture the probabilistic, emotionally dynamic nature of learner cognition in digitally mediated settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102200"},"PeriodicalIF":1.8,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266612","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":"An exploratory analysis of reinforcer competition and novelty in domestic dogs","authors":"Valdeep Saini ,&nbsp;Asude Ayvaci ,&nbsp;Tina Vo","doi":"10.1016/j.lmot.2025.102204","DOIUrl":"10.1016/j.lmot.2025.102204","url":null,"abstract":"<div><div>Reinforcer competition in domestic dogs by studied by exploring their preferences between social (human-mediated) and non-social (environmental) reinforcers under varying conditions of familiarity and novelty. Five pet dogs were presented with choices involving either their owner or a stranger in either familiar or unfamiliar contexts. Each scenario was further split into passive and active conditions, depending on whether the human attempted to solicit attention. Dogs’ sociability was measured through contact latency, proximity, and gaze rate. Results revealed that dogs consistently preferred social reinforcement from owners, regardless of environmental novelty. They were quicker to approach and spent more time with owners, and gaze rate was generally higher toward them. In contrast, dogs demonstrated less sociability toward strangers, especially in novel contexts, indicating that social reinforcer novelty did not increase preference. However, non-social novelty did appear to influence behavior, as dogs showed increased attention toward novel environments at the expense of social interaction, especially in the presence of strangers. Active behavior by the human (e.g., calling the dog’s name) increased sociability measures across all conditions, though most changes were not statistically significant. Findings suggest that the reinforcing value of owner social interaction generally outweighs that of non-social novelty, whereas a stranger’s social interaction is less preferred than even non-social stimulation. These results have implications for understanding dog behavior in human-centered environments and highlight the influence of domestication, learning history, and context on dog sociability.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102204"},"PeriodicalIF":1.8,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266611","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 effects of concept mapping experience, feedback timing, and motivation on students’ learning outcomes","authors":"Oluwafemi J. Sunday,&nbsp;Olusola O. Adesope,&nbsp;Dai Shenghai,&nbsp;Kira Carbonneau","doi":"10.1016/j.lmot.2025.102201","DOIUrl":"10.1016/j.lmot.2025.102201","url":null,"abstract":"<div><div>Motivation plays a critical role in shaping how learners engage with instructional strategies such as concept mapping and feedback, yet its moderating influence remains underexplored. This classroom-based study investigated the impact of feedback timing and concept map experience on students’ retention and knowledge transfer in an undergraduate chemistry course. A total of 316 students were randomly assigned to one of three feedback conditions (immediate, delayed, or none) while also categorized based on their prior experience with concept mapping. The study employed a 3 × 2 factorial design. Learners completed a computer-based concept mapping task followed by assessments measuring retention and transfer. Both immediate and delayed feedback significantly enhanced knowledge transfer compared to no feedback. However, feedback timing did not significantly influence retention performance. Although not experimentally manipulated, prior concept mapping experience was associated with better performance, particularly on transfer tasks—suggesting it may support deeper knowledge application. Concept map quality strongly predicted retention, while intrinsic goal orientation emerged as a key predictor of transfer. These findings highlight how motivation and prior experience influence learning outcomes in concept mapping tasks, suggesting implications for instructional design in chemistry and related domain-specific learning environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102201"},"PeriodicalIF":1.8,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266609","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":"Modeling Chinese second language learners' motivation, engagement, and resilience in AI-enhanced contexts: A self-determination theory","authors":"Jingjing Chen","doi":"10.1016/j.lmot.2025.102199","DOIUrl":"10.1016/j.lmot.2025.102199","url":null,"abstract":"<div><div>The advance of Artificial Intelligence (AI) in the academic field has revolutionized traditional settings into innovative tools that capitalize on the presentation of learners. Chinese as a Second Language (CSL) learners' engagement is significant for their achievement in AI-enhanced contexts. Different factors can affect learners' engagement, and among them, resilience, and motivation are significant even in challenging environments. Accordingly, this study bridges the gap by suggesting a conceptual model in which resilience impacts engagement through the mediating function of motivation<strong>,</strong> analyzed through the perspectives of Self-determination theory (SDT). As a result, 630 undergraduate students from various universities in China were selected using a purposive sampling approach. The three validated questionnaires were distributed, and after collecting data, structural equation modeling (SEM) via AMOS 24.0 and SPSS 26.0 was run to examine the model. The results indicated that CSL learners' motivation, engagement, and resilience in AI-enhanced contexts are interrelated, emphasizing the interrelated nature of these psychological constructs in the path of learning. The finding prove that the resilience of learners acts as a robust predictor of their engagement, mainly through the mediating role of motivation. These results provide some implications for educators and curriculum designers in AI-enhanced contexts, emphasizing the necessity of increasing learners' motivation and resilience to optimize engagement.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102199"},"PeriodicalIF":1.8,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266608","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":"Unveiling Chinese youth students’ AI adoption goals and experiences: An achievement goal theory (AGT) perspective","authors":"Ying Sun","doi":"10.1016/j.lmot.2025.102198","DOIUrl":"10.1016/j.lmot.2025.102198","url":null,"abstract":"<div><div>Different studies have been done on various tools and technologies powered by artificial intelligence (AI) in recent years. However, the role of age groups in using and perceiving AI tools has been ignored in academic contexts. To fill the gap, this qualitative research aimed to explore Chinese youth students’ perceived AI adoption goals and experiences. A semi-structured interview was conducted with 58 general education students. The results of thematic analysis showed different AI adoption goals and experiences. The students had employed AI tools for ‘deep learning and understanding’, ‘personal growth and skill development’, ‘discovery of novel ideas and solutions’, ‘others’ outperformance and surpassing’, and ‘praise and recognition attainment’. Regarding experiences, the participants referred to four themes, namely ‘the emotional impact of AI on learners’, ‘providing a personalized and adaptive learning path’, ‘AI-mediated language learning’, and ‘the ethical considerations of AI technologies’. The findings are discussed and implications are provided for youth students, teachers, and educators to augment their AI literacy and help them set realistic goals and orientations regarding the use of AI tools.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102198"},"PeriodicalIF":1.8,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219956","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":"Exploring enjoyment, motivation, self-efficacy, and engagement in AI-assisted English learning: A self-determination theory approach","authors":"Linyan Wang ,&nbsp;Long Wang","doi":"10.1016/j.lmot.2025.102197","DOIUrl":"10.1016/j.lmot.2025.102197","url":null,"abstract":"<div><div>As artificial intelligence becomes rapidly integrated into language education, the need to understand learners’ psychological responses has grown increasingly important. However, limited research has systematically examined how emotional and motivational factors interact in AI-assisted English learning. This study investigates the relationships among enjoyment, motivation, self-efficacy, and engagement in the context of AI-assisted English learning, guided by Self-Determination Theory (SDT). A total of 840 university students participated in the study. Data analysis was carried out using SPSS 26.0 and AMOS 26.0. Structural equation modeling revealed that both enjoyment and motivation significantly predicted self-efficacy and engagement, while self-efficacy also strongly predicted engagement. Mediation analysis further confirmed that self-efficacy significantly mediated the relationships between enjoyment and engagement, as well as between motivation and engagement. These findings highlight the critical role of emotional and motivational factors in enhancing learner confidence and involvement in technology-supported language education. The results provide empirical support for applying SDT in AI-enhanced learning environments and offer practical implications for designing emotionally supportive and psychologically empowering AI tools for language learners.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102197"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219957","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":"Predicting learner autonomy through AI-supported self-regulated learning: A social cognitive theory approach","authors":"Guanghui He","doi":"10.1016/j.lmot.2025.102195","DOIUrl":"10.1016/j.lmot.2025.102195","url":null,"abstract":"<div><div>As artificial intelligence (AI) becomes increasingly integrated into education, its influence on learner autonomy through self-regulated learning warrants investigation. This study examined the predictive role of AI tool usage on learner autonomy, mediated by self-efficacy, metacognitive strategies, and self-monitoring, among university students. Grounded in Social Cognitive Theory, structural equation modeling was used to analyze data from validated self-report questionnaires. Results showed that AI tool use significantly influenced learner autonomy, both directly and indirectly through psychological resources. The findings suggest that effective AI integration should not only provide technological support but also foster students’ self-regulatory capacities, contributing to the design of educational environments that encourage autonomous learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102195"},"PeriodicalIF":1.8,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157669","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":"Simulated uncertainty in gamified language learning: Investigating resilience, academic buoyancy, and on-task focus through the lens of expectancy-value theory and operant conditioning","authors":"Ehsan Namaziandost ,&nbsp;Ferdi Çelik","doi":"10.1016/j.lmot.2025.102196","DOIUrl":"10.1016/j.lmot.2025.102196","url":null,"abstract":"<div><div>Gamification has gained prominence in language education for its ability to enhance learner motivation and engagement, yet the role of simulated uncertainty within these environments remains underexplored. This study addresses this gap by examining how unpredictable elements in gamified language learning influence Turkish EFL learners’ resilience, academic buoyancy, and on-task focus, drawing on Expectancy-Value Theory and Operant Conditioning. A mixed-method approach was employed, involving 69 EFL students aged 16–18, randomly assigned to an experimental group (n = 36) receiving gamified instruction with simulated uncertainty or a control group (n = 33) receiving traditional non-gamified instruction without uncertainty. Quantitative data were collected using the Academic Resilience Scale, the Academic Buoyancy Scale, and an On-Task Focus Observation Checklist, while qualitative data were gathered through semi-structured interviews with 16 experimental group participants. Statistical analyses, including t-tests and ANCOVA, showed that the experimental group exhibited significantly greater improvements in resilience, buoyancy, and task-focused behavior compared to the control group, after controlling for pretest scores. Interview findings revealed that uncertain tasks fostered increased motivation, emotional regulation, and adaptive strategies, with participants noting that variable rewards and unpredictable challenges sustained their engagement and encouraged reflective learning. These results evidence that embedding simulated uncertainty in gamified instruction can enhance psychological and behavioral outcomes critical for language learning success. This study offers insights for designing motivationally supportive EFL instruction in technology-enhanced contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102196"},"PeriodicalIF":1.8,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157668","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":"Using a virtual reality resurgence task to compare time-out and extinction during alternative reinforcement","authors":"Rodrigo Benavides ,&nbsp;Carlos Flores ,&nbsp;Julian C. Velasquez ,&nbsp;Brissa Gutiérrez ,&nbsp;L. Rebeca Mateos","doi":"10.1016/j.lmot.2025.102194","DOIUrl":"10.1016/j.lmot.2025.102194","url":null,"abstract":"<div><div>Recent studies on the resurgence of human operant behavior have failed to identify a difference in recurrence mitigation between traditional response reduction procedures (e.g. extinction) and negative reinforcement alternatives (e.g. time out). The present study employed a virtual reality-based task to enhance human ecological validity of the task while evaluating the difference between extinction and time out of the target response during a resurgence procedure. Participants were exposed to a multiple schedule consisting of alternating extinction and a time-out component for a single 10-minute session during which the target response was acquired, eliminated and tested for recurrence. Twenty participants were exposed to the procedure, which allowed the assessment of recurrence effects when participants were first exposed to either extinction or time out. No statistically significant difference was found in resurgence mitigation between participants regardless of the order of presentation. This work highlights the methodological innovation of embedding extinction and time-out procedures within a virtual reality environment, offering a promising framework for studying complex behavioral processes. Future directions are suggested to refine virtual reality-based procedures.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102194"},"PeriodicalIF":1.8,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105237","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}