Learning and Motivation最新文献

{"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}

{"title":"Unlocking student potential: How AI-driven personalized feedback shapes goal achievement, self-efficacy, and learning engagement through a self-determination lens","authors":"Qunai Xu ,&nbsp;Yijia Liu ,&nbsp;Xue Li","doi":"10.1016/j.lmot.2025.102138","DOIUrl":"10.1016/j.lmot.2025.102138","url":null,"abstract":"<div><div>This study explores how AI-driven personalized feedback influences goal achievement, self- efficacy, and learning engagement in Chinese college students through a self-determination theory lens. The participants, 1079 Chinese college students (56.2 % female, 43.8 % male; mean age = 21.4), including undergraduates, graduates, and PhD students, came from various academic disciplines. The study examines how personalized AI feedback impacts students’ motivation and academic performance. Data were collected via a questionnaire and analyzed using SPSS (version 27) and AMOS (version 24), employing descriptive statistics, correlation, regression analysis, and structural equation modeling (SEM) to investigate relationships among variables. The results reveal significant positive relationships between AI-driven personalized feedback and students’ goal achievement, academic self-efficacy, and learning engagement. AI feedback enhances students’ clarity of goals, boosts their confidence, and increases their involvement in learning by providing adaptive, personalized support. It fosters a sense of mastery and control, improving both goal achievement and self-efficacy, which subsequently enhances engagement. The study finds that AI-driven feedback is a strong predictor of these outcomes, with more personalized feedback leading to higher levels of motivation, engagement, and confidence. This research underscores the importance of AI-driven personalized feedback in supporting students’ academic success and intrinsic motivation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102138"},"PeriodicalIF":1.7,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143929627","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":"Cues paired with alternative reinforcement mitigate resurgence in humans","authors":"Christopher A. Podlesnik ,&nbsp;Carla N. Martinez-Perez ,&nbsp;Carolyn M. Ritchey ,&nbsp;Toshikazu Kuroda","doi":"10.1016/j.lmot.2025.102137","DOIUrl":"10.1016/j.lmot.2025.102137","url":null,"abstract":"<div><div>Resurgence is the return of a previously reinforced and extinguished operant response with the worsening of more recent conditions, including extinction of a more recently reinforced alternative response. Given the relevance of resurgence to relapse of clinically relevant behavior, this preclinical experiment evaluated a method for mitigating resurgence by arranging a cue paired with alternative reinforcement in adult humans. After reinforcing target button pressing with points during Phase 1, Phase 2 arranged extinction of target responding and reinforced alternative responding with point delivery and a paired cue. Phase 3 provided a within-subject evaluation of the presence and absence of the cue between two groups either with continued or removed alternative reinforcement. Target responding was greater during Phase 3 in the absence (i.e., resurgence) than presence of alternative reinforcement. Continued presentation of the cue decreased target responding with the removal but not when continuing alternative reinforcement. Alternative response rates did not differ, however, depending on the presence or absence of cues, which is inconsistent with interpretations based on conditioned reinforcement and generalization. These findings are consistent with previous studies with rats, pigeons, and children, though moderate effect sizes suggest future research is needed to identify variables that could enhance the effectiveness of such cues to mitigate resurgence clinically.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102137"},"PeriodicalIF":1.7,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918447","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 introduction to the special issue on the applications of positive psychology in educational environments: Teachers’ and students’ psychological states in the spotlight","authors":"Ali Derakhshan ,&nbsp;Dariusz Doliński ,&nbsp;Yongliang Wang ,&nbsp;Zhiguang Fan","doi":"10.1016/j.lmot.2025.102116","DOIUrl":"10.1016/j.lmot.2025.102116","url":null,"abstract":"<div><div>This special issue focuses on the applications of positive psychology in educational environments, emphasizing the role of positive emotions, positive individual traits, and positive institutions in teachers’ and students’ psychological states. It addresses the existing gaps in the literature by exploring how positive experiences shape teachers’ and students’ motivation, engagement, and overall well-being. The issue is organized into two major sections: (1) studies addressing students’ psychological states within educational environments, and (2) studies addressing teachers’ psychological states within educational environments. By embracing a global and multidisciplinary perspective, this special issue presents diverse viewpoints on teachers’ and students’ mental states, offering valuable insights to enhance their psychological well-being and overall educational performance.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102116"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934813","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":"Harnessing generative AI: Exploring its impact on cognitive engagement, emotional engagement, learning retention, reward sensitivity, and motivation through reinforcement theory","authors":"Huili Yang","doi":"10.1016/j.lmot.2025.102136","DOIUrl":"10.1016/j.lmot.2025.102136","url":null,"abstract":"<div><div>With the rapid integration of artificial intelligence into educational environments, understanding its influence on student learning and engagement has become increasingly critical. This study examines the impact of generative AI on students’ cognitive engagement, emotional engagement, learning retention, reward sensitivity, and motivational engagement through the lens of Reinforcement Theory. A total of 487 undergraduate students from seven universities in North China participated in the study. The study employed SPSS and AMOS for descriptive statistics, correlation analysis, regression analysis, and structural equation modeling (SEM) to explore the complex relationships between generative AI and student outcomes. The findings revealed a significant positive relationship between generative AI and all measured student outcomes. Specifically, 62 % of the variance in cognitive engagement, 66 % in emotional engagement, 46 % in learning retention, 50 % in reward sensitivity, and 72 % in motivation were attributed to the influence of AI-driven learning tools. These results highlight the role of AI in enhancing cognitive processing, fostering emotional connections with learning materials, improving retention through personalized learning, and strengthening reward-based motivation. The study further confirms that students’ engagement with generative AI is a strong predictor of their learning outcomes. Frequent interaction with AI-generated content enhances cognitive comprehension, emotional investment, and adaptive learning behaviors, reinforcing intrinsic and extrinsic motivation. The findings underscore the transformative potential of AI-assisted learning environments in higher education, offering valuable implications for educators, policymakers, and technology developers seeking to optimize AI integration in academic settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102136"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891426","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":"Investigating the impact of immediate vs. delayed feedback timing on motivation and language learning outcomes in online education: Perspectives from Feedback Intervention Theory","authors":"Yang Qun","doi":"10.1016/j.lmot.2025.102132","DOIUrl":"10.1016/j.lmot.2025.102132","url":null,"abstract":"<div><div>Despite extensive research on feedback in language learning, a notable gap persists regarding the influence of feedback timing—specifically immediate versus delayed—on motivation and learning outcomes in online education, particularly among Chinese EFL learners. This study addressed this gap by examining the effects of feedback timing on motivation and language learning outcomes within the context of China’s online learning environment, employing Feedback Intervention Theory (FIT) as its theoretical foundation. The research involved an experimental design with 98 intermediate EFL students, randomly allocated to three groups: an immediate feedback group (IFG), a delayed feedback group (DFG), and a no-feedback group (NFG). Participants completed pretests assessing motivation and English proficiency, followed by an educational task tailored to their assigned feedback condition. Posttests measured changes in motivation and language learning outcomes, with one-way ANOVA applied to analyze differences across groups. Findings revealed that both immediate and delayed feedback significantly enhanced motivation and language learning outcomes compared to the no-feedback condition, though no substantial differences emerged between IFG and DFG. These results indicate that integrating timely feedback into online education can effectively support Chinese EFL learners’ motivation and language learning outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102132"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143891425","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":"Promoting learner flourishing and well-being beyond the classroom: The role of advising in language learning from a self-determination theory perspective","authors":"Scott J. Shelton-Strong","doi":"10.1016/j.lmot.2025.102127","DOIUrl":"10.1016/j.lmot.2025.102127","url":null,"abstract":"<div><div>This study adopts a Self-Determination Theory (SDT; Ryan, 2023) perspective to investigate how Advising in Language Learning (Kato &amp; Mynard, 2016) and the role of the learning advisor contribute to satisfying language learners’ basic psychological needs and foster an autonomy-supportive learning climate. These needs are conceptualised as learners perceiving personal ownership (autonomy), progressive mastery (competence), acceptance and emotional connection (relatedness) within the advising sessions, leading to positive outcomes in their learning processes and well-being. SDT contends that learning environments and social supports that facilitate need satisfaction activate learners’ autonomous motivation, foster well-being and flourishing, and contribute to adaptative functioning. Building on previous research (Shelton-Strong &amp; Tassinari, 2022) this study seeks to provide novel insights into how learners’ basic psychological needs are satisfied and identify associated benefits of experiencing need satisfaction resulting from the Advising process. While much of SDT research in education has focussed on the teacher’s role in enabling or hindering need-supportive conditions, the distinct role of the learning advisor remains underrepresented in the literature. To address this gap, this study explores the extent to which the participants experienced perceived autonomy, competence, and relatedness within the Advising relationship, and identifies ways this support facilitated a learning climate conducive to basic psychological need satisfaction. The findings indicate that learning advisors play a pivotal role in providing an important need-supportive experience, leading to positive outcomes including personal growth, the development of effective coping strategies, experiencing hope, meaning, and agentic engagement within the learning process.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102127"},"PeriodicalIF":1.7,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143903859","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":"Self-determination theory perspectives on the influence of digital learning engagement on motivation in extracurricular learning activities: Considering the mediating role of digital self-efficacy","authors":"Diwen Dong","doi":"10.1016/j.lmot.2025.102135","DOIUrl":"10.1016/j.lmot.2025.102135","url":null,"abstract":"<div><div>The increasing integration of digital media in educational settings has generated considerable interest in exploring its effects on learners' engagement, motivation, and digital self-efficacy, particularly within extracurricular learning activities (ELAs). Understanding how these constructs interact in extracurricular settings is crucial. This research, anchored in Self-Determination Theory (SDT), aimed to investigate the connection between engagement with digital media and motivation in the ELAs, emphasizing the mediating function of digital self-efficacy in China. Utilizing a quantitative research methodology, data collected from 286 secondary school students through validated survey instruments that measured their engagement with digital media, digital self-efficacy, and online learning motivation. The study implemented Structural Equation Modeling (SEM) to analyze the interrelations among these constructs. Results indicated a strong positive relationship between digital media engagement and motivation for online learning, suggesting that the students who actively utilize digital tools tend to demonstrate greater motivation in the ELAs. Additionally, a significant association exists between digital media engagement and digital self-efficacy, indicating that regular interaction with digital platforms enhances learners’ self-confidence regarding their ability to navigate these environments efficiently. Crucially, digital self-efficacy acts as a mediator between digital media engagement and motivation, underscoring the critical role of perceived competence in maintaining student motivation in technology-enhanced learning settings. These results carry practical implications for educators, policymakers, and curriculum developers. Specifically, they stress the importance of creating interventions that enhance digital self-efficacy, such as targeted training programs and supportive digital learning environments, ultimately amplifying learners’ engagement and their motivation in their learning experiences.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102135"},"PeriodicalIF":1.7,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143868223","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":"Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective","authors":"Hanwei Wu ,&nbsp;Yongliang Wang","doi":"10.1016/j.lmot.2025.102134","DOIUrl":"10.1016/j.lmot.2025.102134","url":null,"abstract":"<div><div>The role of flow experience in enhancing GenAI-assisted informal digital learning of English (GAI-IDLE) has recently gained increasing attention. However, the mechanisms underlying the achievement of flow experience in this context remain underexplored. Grounded in Self-Determination Theory (SDT), this study investigates how GAI-IDLE influences flow experience through the lens of three basic psychological needs: autonomy, competence, and relatedness. Specifically, we aim to examine the mediating effects of these psychological needs on the relationship between GAI-IDLE and flow experience. To achieve this, we conducted a survey among 333 English as a Foreign Language (EFL) learners from various colleges in China. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) with Smart PLS 4.0 software, our results show that GenAI literacy and English proficiency positively and directly impacted flow experience, while gender had no direct effect. GAI-IDLE directly predicted flow experience and positively influenced autonomy and relatedness, which in turn directly enhanced flow experience. Thus, GAI-IDLE indirectly affected flow experience through the mediation of autonomy and relatedness. However, contrary to SDT, GAI-IDLE did not directly affect competence, and competence did not directly influence flow experience, resulting in an insignificant mediating role for competence. We discuss potential explanations for these findings and conclude with educational implications.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102134"},"PeriodicalIF":1.7,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863970","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}