Learning and Motivation最新文献

{"title":"Training model of practical innovative talents in polytechnic colleges based on fuzzy set and its extended modeling","authors":"Wang Xin ,&nbsp;Yan Zhengying ,&nbsp;Wang Sheng ,&nbsp;Wang Lili","doi":"10.1016/j.lmot.2023.101941","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101941","url":null,"abstract":"<div><p>Currently, some problems still exist in the cultivation system of innovative and entrepreneurial talents. Therefore, the education department should also continue to carry out practice on the relevant talent training mode, to determine the talent training mode most suitable for the growth of polytechnic colleges. Colleges and universities should take entrepreneurship and innovation ability as the fundamental purpose so that students are not only job seekers, but also creators. The fuzzy set and its extended modelling are crucial for developing students' innovation skills. Therefore, on this basis, this paper proposed a model for cultivating innovative talents with fuzzy sets as the core. The fuzzy comprehensive evaluation (FCE) method is one of the most widely utilized and efficient evaluation methods, which applies to multi-objective evaluation models, thus reflecting the comprehensive and complex nature of the assessment. The ultimate purpose was to derive the decision rules and help the decision-makers make better decisions. The experimental findings of this article showed that there were 3 and 4 students with strong practical ability in Model 1 and Model 2 before the experiment, and there were 8 and 33 students with strong practical ability in Model 1 and Model 2 after the experiment.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92140695","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":"Predictors of academic motivation in the first year of college","authors":"Teniell L. Trolian ,&nbsp;Elizabeth A. Jach ,&nbsp;Christopher D. Shepherd","doi":"10.1016/j.lmot.2023.101939","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101939","url":null,"abstract":"<div><p>Using data from the Wabash National Study of Liberal Arts Education, we analyzed whether certain precollege characteristics and experiences predicted students’ academic motivation when entering their first year of college. Results indicated that some precollege experiences positively predicted students’ academic motivation at the start of college, including certain minoritized identities, such as holding non-U.S. citizenship status, being a first-generation student, and being low-income; as well as higher measures of academic achievement and engagement, such as a higher high school GPA, a higher frequency of participation in high school extracurriculars, and a higher frequency of interacting with teachers. Conversely, higher ACT/SAT scores and higher reported frequency of socializing with friends negatively predicted students’ precollege levels of academic motivation. Implications for institutions of higher education, including faculty staff, as well as for high school guidance counselors, are considered.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177327","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":"Community theory-based learning framework for Higher education","authors":"Qian Li ,&nbsp;Fei Yan","doi":"10.1016/j.lmot.2023.101913","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101913","url":null,"abstract":"<div><p>With the increased request for better student success, several methods investigate teachers' effectiveness undertaken with continued support from a related learning technology. With less durational experiences or extended education, programmers can have several ranges in theory-based universities. Teaching effectiveness in higher education strengthens students' impact and performance in the learning environment. The technological development in different platforms is completely understood and enhances education strategies. Community-based learning advantages for higher education are well recorded. The author concludes that educational institutions must make thoughtful choices about the parts they use, that they should strategically manage the network of internal and external stakeholders, including all communications and well-informed decisions, that they should recognize that shifts in student perceptions are common and encourage flexibility in system operations, and that it is normal for platforms to have specialized, high-performing departments/sections. The perspective of the group member is relatively less understood. Therefore, this paper proposes a community theory-based learning (CT-BL) framework to improve higher education learning technologies. CT-BL presents perspectives on how professors should contribute to strengthening partnerships between students and educators. The descriptive statistical model is used in a questionnaire session to recognize the central points in community participants' answers. Practical application of the framework within a variety of conservation groups illustrates the integrated approach's potential to serve as a portal through which practitioners can enter the realm of social science theory to better comprehend the current state and future directions of CT-BL interventions and activities. Students from several universities form collaborations to describe the way of theory-based learning. The community-based learning is evaluated based on the questionnaire raised by the learning participants. The community-based theory enhances higher education learning technologies. The overall participants of the University's higher education strategies are focused on community-based learning. Added teacher support for student awareness of information, experience, and competence and expanded academic participation in all cooperation elements involving advisor suggestions. The numerical results show that the proposed CT-BL model enhances the evaluation rate of 95.6%, reliability ratio of 94.2%, an efficiency ratio of 95.3%, the recognition accuracy of 90.3%, learning recognition rate of 92.2%, the impact of beliefs of 96.2%, dynamic nature rate of 93.4% when compared to other existing models.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177328","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 impact of jigsaw cooperative learning on academic motivation, academic hardiness, and self-efficacy of English Foreign Language learners","authors":"Mengjuan Wang ,&nbsp;Mansooreh Alavi ,&nbsp;Siros Izadpanah","doi":"10.1016/j.lmot.2023.101940","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101940","url":null,"abstract":"<div><p>This research study investigates the effects of jigsaw cooperative learning (JCL) on academic motivation (AM), academic hardiness (AH), and self-efficacy (SE) of English as a Foreign Language (EFL) learners. JCL is an educational strategy that emphasizes collaboration, interdependence, and group cooperation. However, limited research has examined the specific impact of JCL on these factors among EFL learners. Thirty-eight learners from each of the two groups—one was the experimental group (EG) and the other was the control group (CG)—were randomly chosen from among the learners who had been chosen in the academic year 2023. Data were collected using three questionnaires on AM, AH, and SE. Before implementing the JCL treatment, both groups completed the questionnaires as a pretest. A post-test was administered after teaching JCL in the EG and using the traditional method in the CG. Descriptive and inferential statistics, including covariance tests, were conducted to analyze the collected data. The outcomes showed that JCL, as a cooperative learning technique, improved students' AM, AH, and SE. A comparison of the pretest and post-test results confirmed the significant and positive influence of JCL on AM, AH, and SE. These results suggest that the application of JCL techniques can facilitate the development of AM, AH, and SE among EFL learners. These findings have implications for EFL instructors and practitioners, as they can utilize JCL strategies to enhance their learners’ AM, AH, and SE in the classroom.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177329","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":"Cultural psychology of english translation through computer vision-based robotic interpretation","authors":"Chenxi Li ,&nbsp;Hongyao Chen","doi":"10.1016/j.lmot.2023.101938","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101938","url":null,"abstract":"<div><p>Computer Vision-based English translation approaches pledge robots to master complicated functions. Conversely, the debate remains unanswered as to how to extend persuasion skills to real-world relationships. The stable operation of robots in English translation is an upcoming development in the educational field. The development of science and technology in the form of robots helps in computer vision technology for object detection and learning. In education, the usage of advanced technology is still facing challenges in English translation based on the computer vision of robots. In the article, researchers investigate robotic simulation, movement identification, and target tracking in computer vision, learning from one illustration of the third person's perspective. Researchers consider using a previous information basis like a text repository to deduce the feature to be dealt with as part of a robot to promote its generalization through object detection and learning. A Robot translation based on computer vision of English translation (RT-CV) framework is proposed in the research. Robots' word recognition, facial expression, speech, and movement are captured and based on computer vision; the translation is permitted with the basic functions. RT-CV is implemented in real-world applications with manipulative functions with generalized outcomes. The results are obtained as emotional interaction with robots’ ratio is 87.6%, improving computer vision ratio is 88.7%, the Estimation of translating speed ratio is 84.5%, the efficiency of English translation ratio is 93.8%, and anxiety reduction through communication ratio is 82.2%.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177330","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":"Complex thinking and its relationship with gender and age in a group of Mexican students","authors":"Adriana Medina-Vidal ,&nbsp;José Carlos Vázquez-Parra ,&nbsp;Marco Cruz-Sandoval ,&nbsp;María Alejandra Clavijo-Loor","doi":"10.1016/j.lmot.2023.101937","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101937","url":null,"abstract":"<div><p>The literature addresses the importance of developing competencies, but not from the complexity theory, nor does it show the importance of the correlation between gender and age in this process. This article aims to show the results of a study seeking a possible correlation between the perceived achievement of complex thinking competency and gender and age in a student population attending a technological university in western Mexico. The intention is to argue whether there is a statistically significant difference in the acquisition and development of this competency between men and women of different ages during their training. Methodologically, a multivariate descriptive statistical analysis was carried out to demonstrate the relationship between these indicators. We concluded that there is evidence of a gender gap in developing the perceived achievement of the complex thinking competency and its sub-competencies since neither in the overall result nor in the specific results by indicator did women achieve results proportional to those of their male peers, although, in most competencies, they initially surpassed them. The learning experience shows that the gender gap in perceived achievement of complex thinking competency widens as the student population advances in their training process.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177331","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":"Generative processes and knowledge revision","authors":"Julia T. Wilson,&nbsp;Patricia J. Bauer","doi":"10.1016/j.lmot.2023.101936","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101936","url":null,"abstract":"<div><p>Which learning processes best support revision of educationally-relevant misconceptions in college students? In this study, we investigated the generative process <em>self-derivation through memory integration</em>, the integration of multiple facts to generate novel, never-directly-taught information. Specifically, we examined whether self-deriving correct information supported revision of misconceptions above and beyond an active, yet non-generative, learning process: rephrasing directly-provided correct information. We found that misconception revision occurred across both conditions, but at higher rates in the rephrase condition. However, the two learning processes led to equal success in revising misconceptions when only correct, generative self-derivation trials were considered. Thus, correctly generating one’s own information was critical for success in the self-derivation condition. These findings contribute to our understanding of generative learning processes such as self-derivation. The results also offer insight into scaffolding misconception revision, particularly highlighting the benefit of directly exposing learners to corrective information.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177332","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":"ABA, ABC, and AAB renewal effects and individual differences of learning on fear conditioning using social stimuli","authors":"Masato Nihei ,&nbsp;Daiki Hojo ,&nbsp;Noboru Matsumoto ,&nbsp;Kosuke Sawa","doi":"10.1016/j.lmot.2023.101935","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101935","url":null,"abstract":"<div><p>We examined whether ABA, ABC, and AAB renewal effects could be observed using fear conditioning with social stimuli as both conditioned stimulus (CS) and unconditioned stimulus (US) to investigate the possibility of relapse following exposure interventions for social anxiety in a laboratory setting. Sixty-four participants were randomly allocated to four groups (AAA, ABA, ABC, and AAB). They received nine pairings with a neutral face (CS) and aggressive facial expressions and insults (US) during the acquisition phase, and then received 18 pairings with the same CS and a neutral comment in the extinction phase. Following the extinction, the testing phase (three trials) was conducted. The background colors presented in each phase were manipulated to serve as the contextual stimuli. ANOVA showed the occurrence of the three types of renewals, but there were no consistent results showing differences between the renewals. Bayesian modeling demonstrated that there are some relationships between each parameter in the learning curves and social anxiety. The participants were non-clinical populations; therefore, it remains unclear whether the findings can be generalized to clinical populations. The results suggest that relapse following exposure therapy is related to a contextual change from the therapeutic environment and that individual differences in learning are related to social anxiety symptoms.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177334","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":"A study on the effectiveness of self-assessment learning system of ideological and political education for college students","authors":"Shuaiting Yue ,&nbsp;Jie Wei ,&nbsp;Haider Aziz ,&nbsp;Kwen Liew","doi":"10.1016/j.lmot.2023.101929","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101929","url":null,"abstract":"<div><p>Ideology and political education can be strengthened through legal interventions to enhance the judiciary learner approach and instill values and culture in college students' programs. Traditional methods are employed for rapid learning in ideology teaching and politics and social instruction. A self-assessment learning system allows students to evaluate their progress and the significance of changed learning criteria. Democratizing the teaching system and transforming ideological education present challenges, but Internet Multi-Media (IMM) and Digital Virtual Technology (DVT) provides innovative solutions. IMM-DVT enables comparative explorations and better comprehension of ideological and political education. It facilitates understanding of unequal social interactions and promotes the political, economic, and social sciences as essential components of ideology. Collecting knowledge through media streams and enabling interactions in teaching and learning improves educational effectiveness. Innovative ideological and cultural education strategies help to measure political development and college students' ideas resulting from individual experiences. The college's coordination of social practice projects with the examination has led to improved evaluation results for the ideological and political theory course, along with enhanced social practice competence among the students.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177344","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":"Organic integration of ideological and political education and entrepreneurship education based on artificial neural network","authors":"Wang Yongliang","doi":"10.1016/j.lmot.2023.101933","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101933","url":null,"abstract":"<div><p>Entrepreneurship is a systematic project, and it needs entrepreneurial knowledge, skills, psychology and many other basic qualities. Therefore, it is imperative to educate college students on entrepreneurship. IPE (Ideological and political education) courses offered by universities should adhere to the spirit of the Chinese dream and integrate with 2E (Entrepreneurship Education), which will not only provide more theoretical guidance for college entrepreneurs in practice but also promote their practical experience to theoretical innovation and promote their all-round development. Therefore, this research is based on ANN (artificial neural network) to study the organic integration of IPE and entrepreneurship education. According to the practice of carrying out quality education in our university, a set of index systems suitable for comprehensive quality evaluation of students in engineering colleges is established. Use BPNN (BP neural network) method to construct the test model, and IL (Input layer) is responsible for receiving external input information. Through the learning rules in HL (Hidden layer), this paper refers to the weight values of various quality indicators, transforms the input values, and adjusts the deviation of test results. OL (Output layer) is responsible for outputting calculation results, that is, evaluating students' comprehensive quality information. The results of BPNN show that the actual value and the expected value are within a reasonable range, and the maximum relative error is 1.607 %, which meets the accuracy requirements. The established evaluation index system of 2E is reasonable and effectively reflects students' innovation and entrepreneurship abilities.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50177343","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}