Learning and Motivation最新文献

{"title":"The negative effects of external rewards on young language students’ performance, withdrawing, and psychological factors: An experimental study","authors":"Abdullah Alamer ,&nbsp;Hanan Al Sultan ,&nbsp;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}

{"title":"Stereotype threat effects on motor performance and learning: A systematic review of 30 years","authors":"Caroline Valente Heidrich,&nbsp;Priscila Cardozo,&nbsp;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}

{"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}

{"title":"The effect of normative feedback on motor learning among elite goalball players","authors":"Ayoub Asadi ,&nbsp;Reza Goudini ,&nbsp;Saeed Ashrafpoornavaee ,&nbsp;Hubert Makaruk ,&nbsp;Christopher Aiken ,&nbsp;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> &lt; 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}

{"title":"The role of learners’ AI literacy and resilience in boosting their engagement and motivation in AI-based settings: From an achievement goal theory perspective","authors":"Jun Zhao","doi":"10.1016/j.lmot.2025.102152","DOIUrl":"10.1016/j.lmot.2025.102152","url":null,"abstract":"<div><div>In the changing educational perspective, artificial intelligence (AI) is revolutionizing conventional teaching methods, boosting learners’ motivation and engagement, which are among the vital psychological factors in learners' success. AI literacy is crucial for efficiently incorporating AI tools into education; however, many learners lack the necessary skills to engage with these technologies. Furthermore, resilience is vital for sustaining motivation and engagement in the difficulties presented by AI-based settings. As a result, this research tries to investigate the influence of AI literacy and resilience on learners' engagement and motivation within AI-based settings, using Achievement Goal Theory (AGT) as a theoretical framework. To reach this aim, 585 learners attended and answered the four scales, but among them, 461 questionnaires were valid. This research utilizes structural equation modeling (SEM) to investigate the interaction among these variables. The results indicated that resilience and AI literacy were both significant predictors of motivation, jointly explaining 26.9 % of its variance. However, AI literacy proved to be a stronger predictor, uniquely accounting for 10.7 % of the variance, compared to resilience, which explained 6.5 % of the variance. Concerning engagement, the two variables were also significant predictors, jointly explaining 50.4 % of its variance. Here, resilience was found a better predictor uniquely explaining 23.6 % of the variance in engagement scores, while AI literacy could uniquely explain 12.3 % of its variance. Finally, these findings highlight the critical roles of AI literacy and resilience in fostering learners’ engagement and motivation. The results emphasize the need for developing AI literacy programs and resilience-building strategies to optimize learning outcomes in AI-based educational environments. This study underscores the value of AGT as a theoretical lens for understanding the mechanisms underlying these relationships and offers actionable insights for educators aiming to create supportive, technology-enhanced learning settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102152"},"PeriodicalIF":1.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144170244","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":"Types of errors in Raven tests in a population with Down syndrome: An online assessment","authors":"J.B. Barrón-Martínez ,&nbsp;J. Salvador-Cruz","doi":"10.1016/j.lmot.2025.102150","DOIUrl":"10.1016/j.lmot.2025.102150","url":null,"abstract":"<div><div>The objective of this study was to describe the types of visuoperceptual errors on Raven tests in a sample of Mexican people with Down syndrome (DS), and to explore whether these errors were related to mental age (MA) or chronological age (CA). Participants included 50 people with DS, with a mean CA of 19.47 years and a mean MA of 7.40 years. The Raven Colored Progressive Matrices test was used to obtain the MA and also to analyze four types of errors: 1) difference, 2) figure repetition, 3) inadequate individuation, and 4) incomplete correlates. The study was carried out online due to the COVID-19 pandemic. Participants made an average of 22.84 errors on a total of 36 items. No predominance was found of any of the four types of errors. However, MA was negatively correlated with three error types. Because there are similar proportions of the four errors, the results do not allow us to define a specific perceptual deficit profile; errors on the test could be the result of general difficulties in the organization of perceptual information. Future studies could investigate whether this pattern of results is related to cognitive abilities such as working memory or executive functions.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102150"},"PeriodicalIF":1.7,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144147522","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":"EFL students’ motivation predicted by their self-efficacy and resilience in artificial intelligence (AI)-based context: From a self-determination theory perspective","authors":"Shuangshuang Shi ,&nbsp;Hongmei Zhang","doi":"10.1016/j.lmot.2025.102151","DOIUrl":"10.1016/j.lmot.2025.102151","url":null,"abstract":"<div><div>As Artificial Intelligence (AI) technology becomes more integrated across various areas, institutes of higher education implement different AI tools to modernize their teaching methods. Incorporating AI into teaching has revolutionized conventional learning settings, providing innovative resources to boost student motivation and success. Motivation is a critical factor influencing English as a foreign language (EFL) learners’ success in AI-based settings. However, understanding how psychological elements like self-efficacy and resilience impact motivation in these contexts remains a growing area of educational interest. Directed by Self-determination theory (SDT), which underlines the importance of autonomy, relatedness, and competence, the present research aims to reveal the intricate dynamics between EFL learners’ self-efficacy, resilience, and learning motivation. To this aim, data were collected from 472 EFL students in four Chinese universities including a range of academic majors including computer science, ecology, history, and business with most participants being freshmen and sophomores. Structural equation modeling (SEM) was used to evaluate the measurement model and multiple regression analyses investigated the predictive effects of self-efficacy and resilience on EFL learners’ motivation. Indeed, the results indicated that resilience and self-efficacy were both significant predictors of motivation, jointly explaining 54.2 % of its variance. Nonetheless, resilience was a strong predictor, uniquely explaining 24.71 % of its variance against self-efficacy’s 14.75 %. The findings highlight SDT’s relevance in explaining how psychological factors influence motivation in AI-based settings. Moreover, the results underscore the relativeness of SDT’s fundamental concepts in describing how psychological elements affect learning motivation in AI-based settings. The present research offers precious knowledge for teachers, policymakers, and scholars aiming to optimize AI tools in teaching. Practical recommendations include targeted strategies to enhance learners’ self-efficacy and resilience, thereby fostering motivation. These results contribute to a broader understanding of SDT’s application in AI-assisted education, offering a foundation for future investigations into motivational mechanisms in such environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102151"},"PeriodicalIF":1.7,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144139626","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":"Eye Fixations in Delayed Matching-to-Sample Task as Predictors of Stimuli Class Formation in MTS Tasks","authors":"Eduardo Cunha Vilela ,&nbsp;João Lucas Bernardy ,&nbsp;Gerson Yukio Tomanari","doi":"10.1016/j.lmot.2025.102140","DOIUrl":"10.1016/j.lmot.2025.102140","url":null,"abstract":"<div><div>This study examined whether eye fixation duration on sample stimuli predicts success in equivalence class formation during matching-to-sample (MTS) tasks with varying delays. Nine typically developing adults completed conditional discrimination training using a one-to-many (OTM) structure to establish four three-member equivalence classes. Each class was trained under a different delay condition: simultaneous MTS, 0-s, 2-s, or 4-s delays between sample offset and comparison onset. Eye movements were recorded throughout training to assess observing behavior. Seven participants met the learning criterion and demonstrated equivalence class formation. The delay condition did not significantly affect the acquisition or emergence of equivalence or symmetry relations. Similarly, sample fixation durations did not significantly differ across delay conditions. However, fixation durations were longer in early training blocks, suggesting a practice effect. A strong positive correlation between sample response latency and fixation duration also emerged, supporting the interpretation that latency may reflect engagement time. These findings challenge the view that increased delay intervals inherently enhance learning by extending sample observation and instead highlight the value of direct eye-tracking measures in understanding observing behavior and its relation to stimulus control.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102140"},"PeriodicalIF":1.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105698","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":"Can self-paced learning improve judgments of learning accuracy ? Evidence from paired materials learning","authors":"Peiyao Cong ,&nbsp;Xiaojing Zhang ,&nbsp;Yingjie Jiang","doi":"10.1016/j.lmot.2025.102139","DOIUrl":"10.1016/j.lmot.2025.102139","url":null,"abstract":"<div><div>Enhancing students’ academic performance is an important concern among educators. Self-paced learning has been shown to improve memory performance, yet its role in promoting the accuracy of metacognitive monitoring remains to be investigated. This study systematically investigates how self-paced learning affects the accuracy of judgments of learning (JOLs) across different material types. Through two experiments, this study demonstrates that self-paced learning selectively enhances the resolution of delayed JOLs without significantly improving calibration. Notably, this enhancement effect shows robust stability across both word and image materials, with computational modeling revealing that increased decision thresholds serve as the core mechanism underlying this improvement. Our findings indicate that when learners control their study pace, they adopt more stringent monitoring criteria during delayed JOLs, particularly for materials requiring retrieval-based processing. These results not only clarify the specific pathway through which self-paced learning facilitates metacognitive monitoring but also provide empirical support for implementing delayed JOLs in educational settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102139"},"PeriodicalIF":1.7,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935543","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":"Unlocking the interplay among Chinese EFL Learners’ L2 motivation, regulatory focus, and language learning achievement: From a regulatory focus theory perspective","authors":"Chili Li ,&nbsp;Yuxin Fang ,&nbsp;Ali Derakhshan","doi":"10.1016/j.lmot.2025.102141","DOIUrl":"10.1016/j.lmot.2025.102141","url":null,"abstract":"<div><div>Enlightened by Regulatory Focus Theory (RFT) and bridging the gap of some deficiencies in the Second Language Motivational Self System (L2MSS), the present paper reports on the results of a study investigating the disposition of L2 motivation and its relationship with regulatory focus and English language learning achievement among 159 Chinese tertiary English as a Foreign Language (EFL) learners. The results of descriptive analyses, Pearson’s correlations, and regression analyses revealed that (1) the participants demonstrated the highest level of dreaded L2 self, and promotion-oriented instrumentality among the L2MSS dimensions; (2) they also displayed a high level of promotion and prevention foci in the regulatory focus scale; (3) ideal L2 self-own has a significantly positive effect on promotion focus, and both ideal L2 self-other and promotion-oriented instrumentality have significantly positive effects on promotion and prevention foci; (4) promotion-oriented instrumentality is a significantly positive predictor of English achievement. These findings suggest that due attention should be paid to learners’ regulatory focus and L2 motivation, particularly ideal L2 self-other and promotion-oriented instrumentality to improve the effectiveness of L2 classroom instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102141"},"PeriodicalIF":1.7,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935542","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}