Learning and Motivation最新文献_第10页

Formation of equivalence classes with the presentation of stimuli for fractions of a second 几分之一秒的刺激形成等价类

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-06-07 DOI: 10.1016/j.lmot.2024.102008

Catalina Serrano , Paula Debert , Gerson Yukio Tomanari

{"title":"Formation of equivalence classes with the presentation of stimuli for fractions of a second","authors":"Catalina Serrano , Paula Debert , Gerson Yukio Tomanari","doi":"10.1016/j.lmot.2024.102008","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102008","url":null,"abstract":"<div><p>Studies have shown that it is possible to establish conditional relations among stimuli presented for very brief durations in a matching-to-sample task.</p></div><div><h3>Objectives</h3><p>In the present investigation, we asked whether it is possible to establish equivalence relations following the training of conditional relations among stimuli presented for fractions of a second.</p></div><div><h3>Methods</h3><p>Two experiments were conducted. Adults performed a successive Go/No-go discrimination task in which one element of a compound stimuli was presented for durations as short as 33 ms. Stimuli were combinations of geometric figures and colored backgrounds. In the conditional discrimination training, touching only the correct stimuli was followed by reinforcement. Emergent stimulus relations were tested under extinction.</p></div><div><h3>Results</h3><p>Presenting either figures or colors with durations as short as 33 ms promoted the acquisition of baseline conditional relations that generated the emergence of corresponding equivalence classes.</p></div><div><h3>Conclusions</h3><p>Stimuli, with durations as short as 33 ms, exerted discriminative control over human participants and had the capability to establish equivalence classes, which holds significant importance for symbolic learning.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 102008"},"PeriodicalIF":1.4,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141286216","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}

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Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory 揭开 STEM 成功的秘密：从自我决定理论的角度探索科学学习动机、自我调节和情商的相互作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-06-04 DOI: 10.1016/j.lmot.2024.102012

Yumei Lei

{"title":"Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory","authors":"Yumei Lei","doi":"10.1016/j.lmot.2024.102012","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102012","url":null,"abstract":"<div><p>The key to excellence in Science, Technology, Engineering, and Mathematics (STEM) disciplines requires mastery of the dynamics that underlie student learning and achievement. Among these factors, self-regulated learning, motivation, and emotional intelligence play critical but distinct roles in attaining academic outcomes. However, the relationships among these educational and psychological factors are not fully understood from the perspective of self-determination theory. This study delves into the intricate relationship between emotional intelligence, motivation to learn science, and self-regulated learning among Chinese STEM students. A sample of 650 undergraduate STEM students from various universities in China participated in this study. The pilot test was conducted before distributing the questionnaires, including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Science Motivation Questionnaire II (SMQ-II), and the Motivated Strategies for Learning Questionnaire (MSLQ). Using the structural equation modeling, this study found a significant correlation between self-regulated learning, motivation to learn science, and emotional intelligence. Moreover, the study showed the predictive role of self-regulated learning in determining STEM students’ emotional intelligence and motivation to learn science. This study provided some important implications for policy-makers and instructors in considering self-determination theory in STEM education and developing STEM students’ motivation, emotional intelligence, and self-regulated learning to enhance educational outcomes.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 102012"},"PeriodicalIF":1.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241514","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}

引用次数: 0

Delving into the structural model of students’ music performance anxiety, self-efficacy, and motivation based on a self-determination theory 以自我决定理论为基础，深入研究学生音乐表演焦虑、自我效能感和动机的结构模型

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-31 DOI: 10.1016/j.lmot.2024.102011

Manli Hu

{"title":"Delving into the structural model of students’ music performance anxiety, self-efficacy, and motivation based on a self-determination theory","authors":"Manli Hu","doi":"10.1016/j.lmot.2024.102011","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102011","url":null,"abstract":"<div><p>Musical Performance Anxiety (MPA) is a multifaceted issue that exists on a spectrum of severity, necessitating an exploration of the underlying factors that hinder or reduce it within musical educational environments. Self-efficacy and motivation are widely recognized as significant determinants in the context of musical performance. Motivation has been a focal point in music education research, underscoring its importance in educational psychology and other skill-based performance domains. A comprehensive understanding of motivation is essential for elucidating students' achievements, performance, well-being, and intentions in music education. This study aims to investigate the impact of music students' self-efficacy and motivation on their MPA by analyzing data from 557 music participants who completed scales related to self-efficacy, motivation, and MPA. The research had a correlation-based research approach, typical in descriptive quantitative studies. The findings indicated that there exists a notable negative correlation between self-efficacy and MPA, as well as between motivation and MPA. In contrast, a substantial constructive correlation emerged between motivation and self-efficacy, indicating the interrelated nature of these constructs within the context of the study. The findings of the study through Structural Equation Modeling (SEM) indicated that a substantial proportion, estimated at around 54 %, of the variability evident in MPA among music students can be ascribed to the collective impact exerted by their levels of self-efficacy and motivation. Indeed, higher levels of self-efficacy and motivation are associated with lower degrees of MPA, suggesting that nurturing these attributes could potentially enhance music students’ overall performance. The paper provides recommendations for teaching participants in musical education.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 102011"},"PeriodicalIF":1.4,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241513","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}

引用次数: 0

Effect of Matricaria chamomile on morphine reward memory, the role of the serotonin receptor and CSF levels following conditional place preference in rats 母菊花对吗啡奖赏记忆的影响、5-羟色胺受体的作用以及大鼠条件性位置偏好后的脑脊液水平

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-28 DOI: 10.1016/j.lmot.2024.102010

Nooshin Doroodi , Abbas Ali Vafaei , Ali Ghanbari , Ali Khaleghian , Hossein Miladi-Gorji

{"title":"Effect of Matricaria chamomile on morphine reward memory, the role of the serotonin receptor and CSF levels following conditional place preference in rats","authors":"Nooshin Doroodi , Abbas Ali Vafaei , Ali Ghanbari , Ali Khaleghian , Hossein Miladi-Gorji","doi":"10.1016/j.lmot.2024.102010","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102010","url":null,"abstract":"<div><p>Matricaria chamomilla L. is a well-known plant, which has decreased morphine dependence and withdrawal. The aim of the present study was to investigate the effects of the hydroalcoholic extract of Matricaria chamomile and the role of serotonergic receptor on the rewarding effects of morphine using a conditioned place preference (CPP) paradigm in rats. In this study, adult male Wistar rats received intraperitoneal injection of Matricaria chamomile (30 mg/kg) to assess of the acquisition and expression of the morphine-induced CPP and also received intraperitoneal injection of ketanserin (1 mg/kg) to assess of the extinction and reinstatement of CPP following Matricaria chamomile and as well as measurement of CSF serotonin levels. The results indicated that the Matricaria chamomile extract significantly attenuated the acquisition and expression of morphine reward memory in CPP paradigm. While the Matricaria chamomile had no effect on the extinction of reward memory, despite a significant increase in the CSF serotonin levels in the rats receiving ketanserin/chamomile. Also, Matricaria chamomile had no effect on the reinstatement and the CSF serotonin levels, while ketanserin reduced the CSF serotonin level and increased the CPP score in the reinstatement of reward memory for morphine. We conclude that the Matricaria chamomile attenuated the acquisition and expression of morphine reward memory, while could not maintain the extinguished memory and had no effect on the reinstatement of reward memory. Also, the blocking of serotonin receptor reduced the CSF serotonin level and increased the CPP score in both extinction and reinstatement phases. Therefore, Matricaria chamomile as a useful adjunctive therapeutic strategy may exert a protective effect against opiate-induced reward and incentive motivation during drug craving in opiate-addicted individuals.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 102010"},"PeriodicalIF":1.4,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141164339","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}

引用次数: 0

The role of self-efficacy and learner engagement in the relationship between prior achievement and final achievement in EFL writing 自我效能感和学习者参与度在英语写作前期成绩与最终成绩之间关系中的作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-20 DOI: 10.1016/j.lmot.2024.102007

Xia Hao , Huaguo Lu

{"title":"The role of self-efficacy and learner engagement in the relationship between prior achievement and final achievement in EFL writing","authors":"Xia Hao , Huaguo Lu","doi":"10.1016/j.lmot.2024.102007","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102007","url":null,"abstract":"<div><p>EFL writing achievement is shaped by complex interactions among motivational factors. This study investigates these interactions by examining the mediating and chain effects among prior achievement, self-efficacy, learner engagement, and final writing in EFL writing contexts. Data were collected through surveys and writing tests over a term in a Chinese university. The participants consisted of 176 college students enrolled in an English writing course. Structural equation modeling analysis was used to examine the mediating effects and chain effects of the latent variables. Results indicate that self-efficacy has a positive and indirect influence on final achievement via the mediation of learner engagement. Prior achievement also has a positive and indirect influence on final achievement via the mediation of self-efficacy. However, prior achievement does not show a positive indirect effect on final achievement via the mediation of learner engagement. A chain effect is observed when self-efficacy is included in the chain among prior achievement, learner engagement and final achievement, highlighting the significant role of self-efficacy in this relationship. Lastly, theoretical and pedagogical implications are discussed.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 102007"},"PeriodicalIF":1.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072811","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}

引用次数: 0

Retrospective revaluation effects during interpersonal attributions 人际归因过程中的回溯重估效应

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-20 DOI: 10.1016/j.lmot.2024.101995

Paige N. Michener, Joanna Cassella, Todd R. Schachtman

{"title":"Retrospective revaluation effects during interpersonal attributions","authors":"Paige N. Michener, Joanna Cassella, Todd R. Schachtman","doi":"10.1016/j.lmot.2024.101995","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101995","url":null,"abstract":"<div><p>Three questionnaire studies examined retrospective revaluation during judgments of causal attribution in social situations, that is, judgments about whether a particular individual or environmental cause was responsible for an outcome. An initial phase of training occurred in which two individuals (or one person and an environmental event) were described as possible candidates as causes of an outcome. One cause was the target test cause, and the other cause was manipulated in Phase 2. In Phase 2, new information about the validity of the “nontarget” cause was presented. This “nontarget” cause was either elevated in its causal status (an “inflation” treatment) or decreased in status as a possible cause (a “deflation” treatment). Participants rated the extent that the target cause was the cause of the outcome before and after receiving the inflation or deflation information in Phase 2. The difference in those scores was calculated to examine the potential of the Phase 2 information to influence attributions regarding the target cause (retrospective revaluation). Retrospective revaluation effects were found, specifically in deflation conditions, such that this new Phase 2 information did influence judgments about causal status of the target cause (Study 1); but inflation effects were weak. Deflation occurred when the cause was environmental and when it involved two people as causes. Also, the importance of the strength of the association between two causes (“within-compound associations”) was evaluated in two subsequent studies, revealing that this factor is important for observing retrospective revaluation, particularly when the strength of the association is either weak or strong but not of medium strength.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 101995"},"PeriodicalIF":1.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141067927","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}

引用次数: 0

Delay of reinforcement switches attention between elements of a compound stimulus in humans, Reynolds (1961) revisited 雷诺兹（1961 年）再论延迟强化会在人类的复合刺激元素之间切换注意力

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-17 DOI: 10.1016/j.lmot.2024.101996

Javier Vila, Roberto Jiménez-Castillo, Charbel Aguilar-Espinosa

引用次数: 0

Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter? 在EMI课堂中提高中国学生的沟通意愿（WTC）：学习动机和学术自我效能感重要吗？

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-01 DOI: 10.1016/j.lmot.2024.101997

Caili Zhang , Kun Dai

{"title":"Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?","authors":"Caili Zhang , Kun Dai","doi":"10.1016/j.lmot.2024.101997","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101997","url":null,"abstract":"<div><p>Due to the vital role of classroom communications in the success of EMI courses, factors driving students to communicate with teachers and classmates need to be recognized. In this respect, several scholars worldwide have explored different emotional, personal, and environmental sources of students’ willingness to communicate (WTC). Nonetheless, the impacts of learning motivation and academic self-efficacy have somehow been overlooked in previous investigations. That is, few investigations have inspected the effects of these personal factors on students’ decisions to speak. Additionally, no research study has been carried out on the consequences of motivation and self-efficacy for EMI students’ decisions to communicate. To address the mentioned gaps, this investigation measured the influences of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. In doing so, three closed-ended questionnaires were given to 303 Chinese EMI students. Correlation tests indicated positive links between WTC, academic self-efficacy, and learning motivation. Regression analysis also demonstrated the significant, positive effects of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. The results of this inquiry could be beneficial for all EMI teachers and teacher trainers.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 101997"},"PeriodicalIF":1.4,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140815882","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}

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Transfer between tasks involving frustrative nonreward in rats: From consummatory to instrumental successive negative contrast 大鼠在涉及挫折性非奖励任务之间的转移：从消耗性到工具性连续负对比

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-30 DOI: 10.1016/j.lmot.2024.101998

Mariano N. Rodríguez , Martín M. Puddington , Mauricio R. Papini , Rubén N. Muzio

{"title":"Transfer between tasks involving frustrative nonreward in rats: From consummatory to instrumental successive negative contrast","authors":"Mariano N. Rodríguez , Martín M. Puddington , Mauricio R. Papini , Rubén N. Muzio","doi":"10.1016/j.lmot.2024.101998","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101998","url":null,"abstract":"<div><p>In tasks involving frustrative nonreward, animals learn to expect a large reward and eventually the reward is unexpectedly (i.e., without signals) downshifted to a small reward. Rats exposed to such tasks exhibit a transient rejection of the reward (in consummatory successive negative contrast, cSNC), or a transient deterioration of anticipatory behavior (in instrumental successive negative contrast, iSNC). When these tasks are administered in series, animals trained first in the cSNC task exhibit a reduced iSNC effect. This cSNC-to-iSNC transfer effect has been attributed to counterconditioning learning during cSNC postshift sessions, that is, to pairings of anticipatory frustration (a negative emotional response) with a reward. This hypothesis was tested in two experiments that manipulated the number of postshift trials in a cSNC task (Phase 1) before switching animals to the iSNC task (Phase 2). In these experiments, animals that received a single downshift session in the cSNC task (Phase 1) exhibited a stronger iSNC effect (Phase 2) than animals that had received either five (Experiment 1) or eight (Experiment 2) downshift sessions. More extensive downshift experience created more opportunities to develop counterconditioning. These results lend support to a role of counterconditioning in the recovery from reward downshift and in the development of transfer effects across reward downshift tasks that differ in terms of response requirements, reward type, and contextual cues.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 101998"},"PeriodicalIF":1.4,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140815881","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}

引用次数: 0

The impact of EFL teachers’ emotioncy level on their motivation and academic engagement 英语教师的情绪水平对其学习动机和学术参与度的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-27 DOI: 10.1016/j.lmot.2024.101990

Yanli Zhao

{"title":"The impact of EFL teachers’ emotioncy level on their motivation and academic engagement","authors":"Yanli Zhao","doi":"10.1016/j.lmot.2024.101990","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101990","url":null,"abstract":"<div><p>The educational landscape relies heavily on EFL instructors to shape students’ language learning journey, with emotional teaching aspects profoundly affecting motivation and academic involvement. This study delves into how EFL teachers’ emotioncy levels impact their motivation and academic engagement, referring to their ability to effectively handle emotions. Understanding how EFL teachers’ emotioncy level affects their motivation and academic engagement is crucial for optimizing teaching practices and student outcomes. Through empirical analysis and theoretical examination, this research investigates the relationship between EFL teachers’ emotioncy, motivation, and academic engagement. 596 EFL teachers filled out motivation, emotioncy, and engagement questionnaires. AMOS and SEM were employed to analyze the data. The results indicated that about 50 % of changes in teachers’ academic engagement can be explained by their emotioncy, and about 62 % of teachers’ motivation can be explained by their emotioncy. The findings contribute to enhancing teacher training programs and educational strategies aimed at promoting effective teaching practices and improving student engagement and performance. Theoretical and practical implications of the study are discussed.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"87 ","pages":"Article 101990"},"PeriodicalIF":1.4,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140650925","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}

引用次数: 0