Learning and Motivation最新文献

{"title":"EFL students’ perceptions about the role of generative artificial intelligence (GAI)-mediated instruction in their emotional engagement and goal orientation: A motivational climate theory (MCT) perspective in focus","authors":"Ali Derakhshan","doi":"10.1016/j.lmot.2025.102114","DOIUrl":"10.1016/j.lmot.2025.102114","url":null,"abstract":"<div><div>Research on the contributions of generative artificial intelligence (GAI) technologies to second language (L2) education has soared in the past couple of years. However, there is limited evidence pertaining to the impact of AI-mediated instruction on postgraduate students’ psycho-affective factors and the overall learning climate in English as a foreign language (EFL) context. To address this gap, the present study drew on motivational climate theory (MCT) to explore postgraduate EFL students’ perceptions of the role of GAI technologies in their emotional engagement and goal orientation. To do so, an interview was conducted with 30 postgraduate students using maximum variation sampling. The results of the inductive thematic analysis revealed that AI-mediated instruction had affected both the emotional engagement and goal orientation of the students. In particular, it was found that GAI tools fostered emotional engagement by ‘enlightening teacher-student classroom relationships’, ‘making the overall classroom culture/climate engaging, motivating, and updated’, ‘improving teachers’ action, instruction, and feedback quality’, ‘providing a personalized, interactive, and autonomy supporting education’, and ‘taping into learner-specific idiosyncrasies and individual differences’. Furthermore, GAI tools affected the students’ goal orientation by ‘facilitating the mastery of course content’, ‘setting personalized and achievable goals’, ‘fostering students’ performance comparison in the classroom’, and ‘providing a reflective and adaptive learning environment’. The findings are discussed and implications are provided for EFL teachers, students, teacher educators, and policymakers concerning the interplay of GAI, emotions, goal orientation, and motivational climate.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102114"},"PeriodicalIF":1.7,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143510560","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":"Does digital task-based instruction make a difference in EFL university students’ motivation in Saudi Arabia? An Active theory perspective","authors":"Anwar Hammad Al-Rashidi","doi":"10.1016/j.lmot.2025.102115","DOIUrl":"10.1016/j.lmot.2025.102115","url":null,"abstract":"<div><div>Drawing on Activity Theory, which emphasizes the role of tools and goal-directed actions in shaping learning processes, this study investigates the potential of digital task-based instruction (DTBI) to enhance motivation among English as a foreign language (EFL) learners in Saudi Arabia. Despite the growing recognition of DTBI as a means to promote active engagement and communicative competence, there is a notable lack of empirical research on its impact on EFL learners’ motivation, particularly in the Saudi Arabian context. This gap is significant given the unique cultural, educational, and technological landscape of Saudi Arabia, where traditional teaching methods often dominate EFL instruction. To address this gap, the study employed a true experimental design involving 50 EFL university students in Saudi Arabia, who were randomly assigned to an experimental group (n = 25) and a control group (n = 25). The experimental group engaged in digital task-based learning activities, while the control group received traditional instruction. Data were collected through pre-tests, post-tests, and delayed post-tests to assess changes in motivation. The results of a one-way ANCOVA revealed that the experimental group demonstrated significantly greater gains in motivation, with sustained improvements evident in the delayed post-test scores. These findings highlight the efficacy of DTBI in fostering motivation and communicative skills among EFL learners, underscoring the need for its integration into EFL curricula to promote sustained learner engagement and motivation. The study contributes to the growing body of research on technology-enhanced language learning and provides valuable insights for educators and policymakers in under-researched contexts like Saudi Arabia.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102115"},"PeriodicalIF":1.7,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143512173","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 the motivational dynamics of chinese learners on tandem and hellotalk: A self-determination theory perspective","authors":"Liang Yin ,&nbsp;Jalil Fathi","doi":"10.1016/j.lmot.2025.102113","DOIUrl":"10.1016/j.lmot.2025.102113","url":null,"abstract":"<div><div>With the increasing popularity of online language exchange platforms, understanding the motivational dynamics that drive learners' engagement and persistence in these informal learning environments is crucial. This study explores how the satisfaction of basic psychological needs—autonomy, competence, and relatedness—impacts the motivation of Chinese learners of English participating in online language exchange platforms, specifically Tandem and HelloTalk. Grounded in Self-Determination Theory (SDT), the research employed a quantitative design involving 120 Chinese learners of English. Participants completed measures assessing motivation, psychological needs satisfaction, and engagement with the platforms. Data analysis, including descriptive statistics, correlation analysis, multiple regression, and moderation analysis, revealed that autonomy and competence were the strongest predictors of intrinsic motivation, while relatedness had a more significant impact on extrinsic motivation. Amotivation was negatively correlated with autonomy and competence, highlighting the importance of satisfying these needs to prevent disengagement. Additionally, platform usage frequency moderated the relationship between autonomy and intrinsic motivation, amplifying its effects with increased usage. These findings underscore the critical role of basic psychological needs in shaping motivation in informal, peer-to-peer language learning contexts. The study suggests that online language exchange platforms can be optimized by incorporating features that support learners' needs for autonomy, competence, and relatedness, such as personalized learning paths, opportunities for social interaction, and effective feedback mechanisms. These findings offer valuable insights for educators and platform designers seeking to enhance learner motivation and promote successful language learning experiences in online environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102113"},"PeriodicalIF":1.7,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143488993","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":"Prediction error generated by extinction attenuates overshadowing in humans","authors":"Roberto Jiménez-Castillo,&nbsp;Charbel Aguilar-Espinosa,&nbsp;Javier Vila","doi":"10.1016/j.lmot.2025.102111","DOIUrl":"10.1016/j.lmot.2025.102111","url":null,"abstract":"<div><div>Prediction error is a discrepancy between expected and actual outcomes in each situation (Torrents-Rodas et al., 2021). Experiencing extinction causes a rise in prediction error, which produces attention to the context, and thus context dependency. Behavioral measures of attention, such as responses to specific elements of a compound stimulus (Reynolds, 1961), have been previously proposed and can add another measure of the effect of extinction on attention and an insight into how attention changes when extinction occurs. The present experiment aimed to study the effects of prediction error produced by extinction on overshadowing through behavioral measures. Forty-eight participants were randomly assigned to four groups (n = 16) and trained to respond to Sample Stimulus (SS): Y, in a matching to sample task during a first phase. In the second phase, two groups experienced the extinction of SS: Y, while the other groups did not. All groups were trained to emit R1 responses to either compound SS: AX or SS: X during this phase. The test phase presented elements A and X separated. Results showed overshadowing when the extinction of SS: Y was not experienced, where the percentage of R1 responses was greater for A than X. However, when the extinction of SS: Y was experienced, both elements received similar responses showing an overshadowing attenuation. These results suggest that extinction produces an attentional change to X. This effect appears to be related to a rise in prediction error during extinction, which produces changes in attention.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102111"},"PeriodicalIF":1.7,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143463384","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 academic emotions on learning outcomes: A three-level meta-analysis of research conducted between 2000 and 2024","authors":"Jianling Xie ,&nbsp;Kit W. Cho ,&nbsp;Tianlan Wei ,&nbsp;Jianzhong Xu ,&nbsp;Min Fan","doi":"10.1016/j.lmot.2025.102109","DOIUrl":"10.1016/j.lmot.2025.102109","url":null,"abstract":"<div><div>Over the past two decades, extensive research has been undertaken to examine students’ emotional experiences. The purpose of this meta-analysis study was to analyze the results in this area to approximate an accurate measure of the relationship between academic emotions (positive and negative) and learning outcomes (performance and motivation). A total of 120 studies were included in our analyses. The results indicate a significant relationship between positive emotions and performance (<em>k</em> = 76, N = 43,551, <em>r</em> = .24 [95 % CI:.20,.27]) and a significant effect of negative emotions (<em>k</em> = 78, N = 44,029, <em>r</em> = -.25 [95 % CI: −.28, −.21]). Regarding the effect of emotions on motivation, there were 58 effect sizes (N = 35,373) that assessed participants’ motivation and positive affect, which revealed a positive effect (<em>r</em> = .46 [95 % CI:.42,.51]) and 62 effect sizes (N = 37,571) that assessed participants’ motivation and negative affect, which revealed a negative effect, (<em>r</em> = <em>-.</em>28 [95 % CI: −.32, −.23]). This indicates the underlying mechanisms of how negative emotions affect motivation may be more complex than positive emotions. Culture and performance measurement moderated the effect of emotions on performance. Possibly due to the high-stakes testing environments in school, both positive and negative emotions had the strongest effect on Asian students’ performance. The effect of negative emotions was most robust when considering course grade, followed by GPA and then standardized test. It could be that emotions are short-lived and different assessment formats capture different attributes of students.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102109"},"PeriodicalIF":1.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419035","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":"Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory","authors":"Jiao Song ,&nbsp;Ru Wang ,&nbsp;Xinyuan Wu ,&nbsp;Zhiyu Zhang","doi":"10.1016/j.lmot.2025.102110","DOIUrl":"10.1016/j.lmot.2025.102110","url":null,"abstract":"<div><div>The growing interest in gamification as a pedagogical tool has highlighted its potential to enhance engagement and general language proficiency. However, limited research has specifically investigated its effects on autonomous and controlled motivation, as well as its role in fostering oral skills in EFL contexts. Addressing these gaps, this study draws on the Broaden-and-build Theory to examine the impact of gamification on autonomous motivation, controlled motivation, and oral skills among Chinese EFL learners. Utilizing a pretest-posttest quasi-experimental design, the study involved an experimental group (EG, n = 253) that participated in gamified learning activities and a control group (CG, n = 261) that followed traditional instructional methods. Data were analyzed using independent samples t-tests to compare the groups' performance before and after the intervention. The results revealed that the EG exhibited significantly higher levels of autonomous motivation and oral skill proficiency compared to the CG. Additionally, controlled motivation levels increased among learners in the gamified setting. These findings underscore the potential of gamification to not only promote autonomy but also enhance oral language development in EFL learners. The implications of the study suggest that integrating gamification into language instruction can create more engaging and effective learning experiences, offering valuable insights for educators and curriculum designers aiming to optimize EFL teaching practices.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102110"},"PeriodicalIF":1.7,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419034","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":"Which academic motivations predict scheduling styles: Academic goal pursuit situations in Japanese high school students","authors":"Masato Nagamine ,&nbsp;Li Tang ,&nbsp;Shuhei Miwa ,&nbsp;Ryo Kainuma ,&nbsp;Miki Toyama","doi":"10.1016/j.lmot.2025.102102","DOIUrl":"10.1016/j.lmot.2025.102102","url":null,"abstract":"<div><div>Scheduling styles include the clock-time style, which is based on time, and the event-time style, which is based on progress. Prior research suggested that the role of scheduling style in academic goal pursuit would be important. This study used two surveys to examine the motivations that predict scheduling styles in pursuing academic goals. For Part 1, a cross-sectional survey explored academic goal-pursuit among high school students. Part 2 involved a short-term longitudinal survey to examine the predictive relationships among scheduling style, academic motivation, and basic psychological need satisfaction in the academic domain. We found that the identified regulation predicted event-time style, that event-time style predicted the autonomy need satisfaction. Finally, we deliberated on the potential significance of event-time orientation in academic goal pursuit.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102102"},"PeriodicalIF":1.7,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377035","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":"Music as a contextual cue in human predictive learning","authors":"Sahar Aghajari,&nbsp;Harald Lachnit,&nbsp;Metin Üngör","doi":"10.1016/j.lmot.2025.102096","DOIUrl":"10.1016/j.lmot.2025.102096","url":null,"abstract":"<div><div>In two experiments, we investigated the capacity of musical stimuli in establishing context-dependent behavior using a human predictive learning paradigm. The first experiment employed a conditional discrimination task, in which musical contexts provided information to solve the discrimination problem. During a learning phase, participants were trained to discriminate between two stimuli (X + , Y-) in Context A, with the discrimination being reversed (X-, Y+) in Context B. Results from a subsequent test phase revealed that participants adjusted their responses to the stimuli according to the musical contexts. The second experiment used an ABA renewal design to examine whether changes in musical context could lead to response recovery following extinction. In Phase 1, participants learned to predict an outcome based on Cue X in Context A, but this response was extinguished in Context B during Phase 2. In the Test Phase, returning to Context A led to the recovery of the initially learned response. The present results show that musical stimuli can serve as contextual cues in human learning, and we discuss theoretical as well as clinical implications of our findings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102096"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149841","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":"A single reminder trial updates fear memory and affects extinction in rats housed under different living conditions","authors":"Irina V. Pavlova,&nbsp;Nadezda D. Broshevitskaya,&nbsp;Grigory A. Grigoryan","doi":"10.1016/j.lmot.2025.102098","DOIUrl":"10.1016/j.lmot.2025.102098","url":null,"abstract":"<div><div>The aim of the present study was to investigate the influence of housing of rats in the enriched environment (EE), social isolation (SI), overcrowding (CROW) and standard (STAND) conditions on the updating, reconsolidation and subsequent extinction of fear memory. Male and female rats were placed in different conditions from 30 to 120 postnatal days (PND). At PND 90 in all rats, the fear conditioning was elaborated. 24 hours later, half of the rats were re-exposed to the same context and cue presentation (Re+) and the other half did not receive re-exposure (Re-). After a further 24 hours, the retention test was used to assess reconsolidation of contextual and cue memory. For the next 2 days, the extinction of the conditioned fear response by applying 10 non-reinforced trials each day was carried out. In the retention test, the freezing time in response to the context or tone in Re+ groups housed in the STAND, EE or CROW conditions was substantially less than in Re- groups, which indicated memory updating. The freezing time to the tone in the SI Re+ vs. Re- groups were about the same and the freezing time in the SI Re+ was significantly longer than in the Re+ groups in STAND and CROW conditions. The decrease of the freezing time in response to the cue presentation in Re+ vs. Re- rats was maximal in the CROW group. The changes in fear memory elicited by reactivation persisted during the extinction trials. The results obtained indicate that the reactivation procedure in the SI rats does not update fear memory, and the memory of the CROW rats was the least stable. Two types of psychosocial stresses, social isolation and overcrowding, have multidirectional effects on the reconsolidation of fear memory.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102098"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149843","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":"Cooperation and competition enhance implicit sequence learning differently","authors":"Yajie Si 司亚杰 ,&nbsp;Biye Wang 王碧野 ,&nbsp;Adam Kawczyński","doi":"10.1016/j.lmot.2024.102090","DOIUrl":"10.1016/j.lmot.2024.102090","url":null,"abstract":"<div><h3>Background</h3><div>Cooperation and competition enhance learning. Intrinsic motivation exerts a crucial influence on the human learning process. The effects of cooperation and competition on intrinsic motivation during implicit sequence learning remain unclear.</div></div><div><h3>Objective</h3><div>To determine the effects of cooperation and competition on intrinsic motivation and implicit sequence learning.</div></div><div><h3>Methods</h3><div>A total of 111 participants were randomly assigned to cooperative, competitive, and individual groups. Participants completed the classic Sequential Reaction Time Task (SRTT) and the Intrinsic Motivation Inventory (IMI) to evaluate implicit sequence learning and intrinsic motivation during both the acquisition phase and retention test phase. Consciousness assessment was evaluated using the Process Dissociation Procedure after the retention test, to separate implicit and explicit knowledge of sequence learning.</div></div><div><h3>Results</h3><div>During the acquisition phase, cooperative and competitive groups exhibited superior response times, implicit learning effects, and standardized scores compared to the individual group. The IMI revealed higher enjoyment and effort scores in the cooperative and competitive groups compared to the individual group. The competitive group displayed the highest tension scores, while the cooperative group had the highest relatedness scores. Positive correlations were found between tension and relatedness scores, implicit sequence effects, and standardized scores. During the retention phase, responses were faster in the cooperative and competitive groups compared to the individual group. Additionally, there were no significant differences in the IMI scores of the three group’s dimensions.</div></div><div><h3>Conclusions</h3><div>Both cooperation and competition significantly elevated intrinsic motivation, enhancing the acquisition and consolidation of implicit sequence learning. Specifically, both cooperation and competition increased learners’ levels of enjoyment and effort. However, competition may promote implicit sequence learning by raising learner tension, whereas cooperation may improve learning through increased learner relatedness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102090"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149927","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}