Learning and Motivation最新文献

{"title":"Metacognitive training for algebra teaching to high school students: An action research study","authors":"Özlem Okumuş ,&nbsp;Mesut Öztürk","doi":"10.1016/j.lmot.2024.102064","DOIUrl":"10.1016/j.lmot.2024.102064","url":null,"abstract":"<div><div>Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. <em>Mathematics mobilization</em> is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571257","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":"Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective","authors":"Tianxia Luo ,&nbsp;Ali Derakhshan","doi":"10.1016/j.lmot.2024.102062","DOIUrl":"10.1016/j.lmot.2024.102062","url":null,"abstract":"<div><div>Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (<em>N</em> = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552718","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":"Degraded contingency effect on running-based flavor aversion in rats: Testing the associative cue-competition account with flavors of minimal similarity","authors":"Sadahiko Nakajima,&nbsp;Kenji Okuda","doi":"10.1016/j.lmot.2024.102061","DOIUrl":"10.1016/j.lmot.2024.102061","url":null,"abstract":"<div><div>Wheel running endows aversion to a paired flavor in laboratory rats, reflecting a form of Pavlovian conditioning, where the contingency between the flavor and running is crucial for the development of flavor aversion. This study investigates the impact of additional wheel running (extra running) opportunities on the development of flavor aversion based on the contingent flavor-running training. All rats had access to a target solution, followed by the opportunity to run on 5 out of 10 training days. The three groups of rats differed in treatment on the remaining 5 days: Unsignaled rats ran after consuming familiar tap water, while signaled rats ran after ingesting a solution of another flavor (a cover cue), and control rats drank tap water without running. The post-training choice test revealed that the unsignaled rats exhibited a weaker aversion for the target flavor compared to the control rats, indicating an attenuating effect of the extra running on running-based conditioned flavor aversion. This \"degraded contingency effect\" remained unchanged when the running was signaled by another flavor cue: the target flavor preference of the signaled rats was equivalent to that of the unsignaled rats. The failure to obtain any effect of the second flavor on the target aversion suggests that the degraded contingency effect demonstrated here is better explained by either habituation or the comparator mechanism, rather than cue competition.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552717","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 mediating role of self-efficacy between high school students’ perceived teacher support and mathematics feedback literacy","authors":"Hao Chen ,&nbsp;Yafeng Xu ,&nbsp;Defang Wang ,&nbsp;Xia Zhang ,&nbsp;Jun Ma ,&nbsp;Sanyi Tang","doi":"10.1016/j.lmot.2024.102065","DOIUrl":"10.1016/j.lmot.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.</div></div><div><h3>Methods</h3><div>The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.</div></div><div><h3>Results</h3><div>The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.</div></div><div><h3>Conclusion</h3><div>This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560759","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":"Effect of Raha syrup on the motivational effects of morphine and CSF serotonin levels in rats","authors":"Mitra As’habi ,&nbsp;Mahdi Zahedi-Khorasani ,&nbsp;Freshteh Haerifar ,&nbsp;Ali Ghanbari ,&nbsp;Ali khaleghian ,&nbsp;Hossein Miladi-Gorji","doi":"10.1016/j.lmot.2024.102063","DOIUrl":"10.1016/j.lmot.2024.102063","url":null,"abstract":"<div><div>Opiates may influence motivational processes by a dysregulation of brain reward pathways that play a role in context-induced reinstatement of drug seeking. Raha syrup as herbal bioactive compounds with anti-anxiety/depressant effects may be prevented morphine-induced reward and motivation effects. Therefore, the aim of this study was to investigate the effect of Raha syrup on the rewarding effects of morphine and motivational aspects of morphine-seeking behavior in morphine-induced conditioned place preference (CPP) model and also the cerebrospinal fluid (CSF) serotonin levels following the extinction and reinstatement in rats. In this study, adult male Wistar rats received Raha syrup via oral gavage to assess of the acquisition, extinction and reinstatement of the morphine-induced CPP and as well as measurement of the CSF serotonin levels. Administration of Raha syrup during the conditioning period significantly attenuated the acquisition of morphine-induced CPP, and increased the CSF serotonin level, 6 days after cessation of treatment during extinction, while did not affect the duration of the extinction period. Also, Raha syrup during the extinction period did not affect the reinstatement of morphine-induced CPP and the CSF serotonin levels in rats. We conclude that Raha syrup attenuated the acquisition of morphine reward probably through an increase in CSF serotonin, while could not maintain the extinguished CPP and had no effect on the reinstatement. Therefore, Raha syrup as a useful adjunctive therapeutic strategy may exert a protective effect against opiate-related rewards, while it may be ineffective to prevention of motivation or drug-seeking reinstatement (relapse).</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560758","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":"Crocin has a greater therapeutic role in the restoration of behavioral impairments caused by maternal social isolation in adolescent than in adult offspring probably through GSK-3beta downregulation","authors":"Hanie Karimi ,&nbsp;Marjan Mohamadian ,&nbsp;Paniz Azizi ,&nbsp;Pouya Ghasemi ,&nbsp;Mokhtar Karimi ,&nbsp;Tannaz Layegh ,&nbsp;Majid Rahmatkhah-Yazdi ,&nbsp;Salar Vaseghi","doi":"10.1016/j.lmot.2024.102060","DOIUrl":"10.1016/j.lmot.2024.102060","url":null,"abstract":"<div><div>Parental stress drastically impairs cognitive and behavioral functions of the offspring. Social isolation, as one of the most stressful conditions for social animals including rats induces a wide range of destructive effects on behavioral functions. On the other hand, Crocin (active component of <em>Crocus sativa</em>) induces pro-cognitive and neuroprotective effects. In the present study, we aimed to investigate the effects of prolonged maternal social isolation (pre-gestational) and crocin treatment on cognitive and behavioral functions in both adolescent and adult offspring. Female adult rats (mothers) were socially isolated from PND 30 to PND 80 (50 days). The treatment was performed by intraperitoneal injections of crocin (10, 30, and 50 mg/kg) during PND 39–45 or PND 59–65 (7 consecutive days), in the rat offspring. Behavioral assessments were done when the offspring were on PND 45 (adolescent) or PND 65 (adult). The expression level of Glycogen synthase kinase-3 beta (GSK-3beta) in the hippocampus was measured using real-time PCR. The results showed maternal social isolation decreased locomotion and impaired memory in adolescents, and increased anxiety- and depressive-like behaviors and GSK-3beta level, and decreased pain threshold in both adolescents and adults. Crocin (30 and 50 mg/kg) restored or attenuated the effect of maternal social isolation on behavioral functions and GSK-3beta in adolescents and adults, with more effect in adolescents. In conclusion, we showed that crocin treatment can restore the destructive effects of maternal social isolation stress in the offspring, with stronger therapeutic effects in adolescents. Also, GSK-3beta downregulation may underlie the beneficial effects of crocin.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535352","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":"How enjoyment spread its wings on tertiary learners’ psychological needs in ChatGPT-assisted English learning","authors":"Shuqiong Luo ,&nbsp;Di Zou","doi":"10.1016/j.lmot.2024.102057","DOIUrl":"10.1016/j.lmot.2024.102057","url":null,"abstract":"<div><div>While ChatGPT has emerged as a valuable asset in English education, the success of ChatGPT-assisted English learning requires the consideration of students’ emotional and psychological factors. Grounded by the self-determination theory and control-value theory of achievement emotions, this study investigated the associations between enjoyment and basic psychological needs in the ChatGPT-assisted English learning context to help learners achieve success in English learning in the ChatGPT-integrated setting as existing studies on the interplay between positive emotions and basic psychological needs did not consider the features of ChatGPT. The role of gender was also considered due to its importance in influencing enjoyment, basic psychological needs, and AI-integrated language learning in previous studies. Data were collected from 347 Chinese tertiary English learners through the quantitative method containing two questionnaires. The empirical findings via the structural equation modeling indicated a positive impact of enjoyment on basic psychological needs factors. In addition, the results of multivariate analysis of variance and multivariate analysis of covariance revealed no gender differences among enjoyment and basic psychological needs factors and no significant difference in the relation between enjoyment and basic psychological needs after controlling the impact of gender. Theoretical and practical implications for educators and university learners in ChatGPT-assisted English classrooms were discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535351","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 poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students","authors":"Xiaoqing Zeng ,&nbsp;Song Tu","doi":"10.1016/j.lmot.2024.102056","DOIUrl":"10.1016/j.lmot.2024.102056","url":null,"abstract":"<div><div>This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: <em>Optimists</em> (high pursuit of success, low failure avoidance, accounting for 7.90 %); <em>Self-protectors</em> (low pursuit of success, high failure avoidance, accounting for 29.40 %); <em>Failure Acceptors</em> (low pursuit of success, low failure avoidance, accounting for 39.30 %); and <em>Overstrivers</em> (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) <em>Optimists</em> and <em>Overstrivers</em> seem the more positive types of achievement motivation (accounting for 31.30 %).</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440961","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 meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance","authors":"Bingxin Qi ,&nbsp;Lin Ma ,&nbsp;Xuantong Wang","doi":"10.1016/j.lmot.2024.102059","DOIUrl":"10.1016/j.lmot.2024.102059","url":null,"abstract":"<div><div>This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440962","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":"“More is better”: Training multiple alternatives reduces resurgence","authors":"Julian C. Velasquez ,&nbsp;Carlos J. Flores ,&nbsp;L. Rebeca Mateos ,&nbsp;Carlos J. de Anda ,&nbsp;Camilo Hurtado-Parrado","doi":"10.1016/j.lmot.2024.102054","DOIUrl":"10.1016/j.lmot.2024.102054","url":null,"abstract":"<div><div>Resurgence is the recurrence of previously extinguished behavior due to the worsening of current alternative conditions (Lattal et al., 2017). While some studies have suggested that expanded-operant treatments might reduce resurgence, inconsistent findings warrant further investigation. Mixed results could be explained by attending to the type of training, the similarities of response topography, or the rate of alternative reinforcement. We aimed to explore the effect of different trainings of multiple alternative responses on resurgence when all responses had a different topography. Following reinforcement of the target response (i.e., chain-pull), four groups of rats were exposed to different training procedures. For Single group, only one alternative behavior was reinforced (i.e., lever-press). For the Between-Conditions group, two alternative behaviors (i.e., lever-press and key-push) were reinforced, each one across separate conditions. For the Within-Session groups, two alternating alternative responses were reinforced each session with a rich or lean programmed rate of reinforcement. Once alternative reinforcement was removed, the Single group exhibited resurgence, while neither expanded-operant treatments groups showed resurgence. The results shed light on the effects of expanded-operant treatments as an approach to modulate resurgence. These findings might have implications in clinical settings for the design of successful behavioral interventions for the promotion of durable outcomes despite treatment challenges.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440960","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}