Learning and Motivation最新文献

{"title":"Frustrative nonreward after extensive training in the consummatory successive negative contrast task","authors":"Jessica A. Suarez,&nbsp;Christopher W. Hagen,&nbsp;Angela Adame,&nbsp;Mauricio R. Papini","doi":"10.1016/j.lmot.2025.102162","DOIUrl":"10.1016/j.lmot.2025.102162","url":null,"abstract":"<div><div>In the consummatory successive negative contrast (cSNC) task, animals typically receive 10 sessions of access to 32 % sucrose followed by 4 sessions of access to 4 % sucrose. Such downshift yields a transient suppression of consummatory behavior relative to unshifted controls always exposed to 4 % sucrose. Previous research shows that a 16-to-4 % sucrose disparity rarely, if ever, yields evidence of cSNC. We explored the possibility that cSNC would emerge with an extended number of preshift sessions (overtraining, OT: 30 sessions), compared to the typical procedure (regular training, RT: 10 sessions). OT was expected to increase reward expectancy thus enhancing the effects of the downshift on consummatory suppression and perhaps revealing an cSNC effect with a reward disparity that usually does not produce such an effect. This experiment also tested whether OT converts licking into a habitual response, failing to respond to reward downshift. Five groups were included: 32-4/OT, 32-4/RT, 16-4/OT, 16-4/RT, and 4-4. A stronger cSNC effect was observed in Group 32-4/OT relative to 32-4/RT. No evidence of cSNC was observed in the 16-to-4 % sucrose downshifts, whether in OT or RT. Analysis of individual differences in downshift performance provided no evidence of cSNC in the 16-to-4 % sucrose groups, but significant cSNC effects in the 32-to-4 % sucrose groups. A manipulation leading to a stronger cSNC effect (i.e., OT) still failed to yield the effect with a suboptimal reward disparity. Moreover, there was no evidence suggesting that OT switched licking into a habitual behavior.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102162"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144596037","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 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":"2025-08-01","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":"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":"2025-08-01","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":"Examining longitudinal development of writing motivation in the GenAI context: A self-determination theory perspective","authors":"Mark Feng Teng","doi":"10.1016/j.lmot.2025.102157","DOIUrl":"10.1016/j.lmot.2025.102157","url":null,"abstract":"<div><div>This longitudinal study examines the development of motivation among a sample of 261 Chinese EFL student writers in generative AI (GenAI)-supported writing contexts through the lens of Self-Determination Theory (SDT). Using three-wave data collection, the focus was on how GenAI influences four key motivational constructs: autonomy, competence, relatedness, and identified regulation, and the developmental trajectory of motivation over time. Results from mixed-effects modeling reveal significant time and group interactions, demonstrating that GenAI use leads to substantial motivational gains over time. The results from Gradient Boosting Machine for Time Series (GBMT) indicated that the EFL learners’ motivation development follows curvilinear trajectories, characterized by rapid initial growth that gradually plateaus. Theoretically, the findings extend SDT’s application to AI-mediated learning by demonstrating how GenAI scaffolds psychological needs: fostering competence through adaptive feedback, autonomy via personalized support, and relatedness and identified regulation through simulated social interaction. The study contributes to emerging discourse on technology-enhanced motivation while highlighting the need for proficiency-sensitive implementation strategies in EFL writing contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102157"},"PeriodicalIF":1.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144722032","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":"2025-08-01","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":"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":"2025-08-01","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":"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":"2025-08-01","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":"Investigating Chinese English learners’ readiness for Artificial Intelligence (AI) technologies: A theory of planned behavior (TPB) perspective","authors":"Huan Zhang","doi":"10.1016/j.lmot.2025.102164","DOIUrl":"10.1016/j.lmot.2025.102164","url":null,"abstract":"<div><div>With a rapid shift toward the use of Artificial Intelligence (AI) technologies in various aspects of human life and career, second and foreign language (L2) educators and practitioners highlighted AI readiness and literacy for students to succeed in learning English. However, there is insufficient empirical evidence on how much Chinese English as a foreign language (EFL) students are ready to accept and implement AI tools in their L2 learning. To address this gap, drawing on theory of planned behavior (TPB), the present quantitative study employed a survey with 283 EFL students from different Chinese universities. The results of a one-sample <em>t</em>-test and descriptive statistics revealed that Chinese EFL students had demonstrated an above-average level of AI readiness in their L2 education reflecting the three dimensions of TPB (i.e., attitudes, subjective norms, and perceived behavioral control) through an emphasis on positive attitudes towards and intentions to adopt AI tools. They also showed higher than average scores in three sub-factors of AI readiness (i.e., ethics, ability, and vision). Only the cognitive dimension was below the average point. The results are discussed in relation to TPB and practical implications are provided for EFL students and teachers to maintain and develop their level of AI readiness in the context of L2 education.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102164"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144632700","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":"Effects of europinidin-o-methylated anthocyanidin on scopolamine-induced memory impairments by improving neurological expression: An integrated with insilico and ADMET properties by computational analysis","authors":"Mohamamd Anas Ansari ,&nbsp;Faisal Imam ,&nbsp;Naif O. Al-Harbi ,&nbsp;Emine Guven ,&nbsp;Md Sohrab Alam ,&nbsp;Md Maaz Ahmad ,&nbsp;Shoaeb Mohammad Syed ,&nbsp;Meraj Khan ,&nbsp;Nadeem Sayyed","doi":"10.1016/j.lmot.2025.102161","DOIUrl":"10.1016/j.lmot.2025.102161","url":null,"abstract":"<div><div>This research aimed to determine if europinidin-o-methylated anthocyanidin could protect rats from memory and learning impairments induced by scopolamine (SCOP). The experiment involved four groups of Wistar rats with normal control, SCOP-treated group, europinidin (10 mg/kg and 20 mg/kg p.o.) for 14-day. After that, assessments of movement, memory recall, and learning were conducted. Brain tissue was analyzed for various markers, namely choline acetyltransferase (ChAT), acetylcholine esterase (AChE), antioxidants, nitrites, anti-inflammatory, and brain-derived neurotrophic factor (BDNF). SCOP significantly impaired memory and altered brain chemistry. Europinidin treatment, however, reversed these effects, improving neurobehavioral function, reducing oxidative stress and inflammation, and restoring AChE, ChAT, and BDNF levels. Docking studies further revealed europinidin's favourable interaction with ChAT, supporting its protective mechanism. Europinidin showed favorable affinity towards ChAT with docking scores of -8.77 kcal/mol. The study demonstrates europinidin effectiveness in mitigating SCOP-induced memory deficits among rats.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102161"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597108","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":"2025-08-01","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}