Anne-Wil Kramer , Hilde M. Huizenga , Anna C.K. Van Duijvenvoorde , Lydia Krabbendam
{"title":"Do I want to learn today? Day-to-day variations in adolescents’ academic motivation and effort","authors":"Anne-Wil Kramer , Hilde M. Huizenga , Anna C.K. Van Duijvenvoorde , Lydia Krabbendam","doi":"10.1016/j.lmot.2023.101957","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101957","url":null,"abstract":"<div><p>In this preregistered study, we examined factors influencing academic motivation among secondary school students (aged 13 – 15) on a day-to-day basis. Using cognitive effort-discounting (Cog-ED) as behavioral manifestation of motivation and self-report for internal motivational state, we utilized a daily diary method (two-week protocol, <em>N</em> = 39, total <em>N</em> = 342 diaries) to explore how these measures relate to daily experiences of need satisfaction (i.e., autonomy, competence, relatedness), social support, invested homework hours, stress and physical (versus online) school attendance both at within- and between-person levels. Employing Bayesian hierarchical modeling, we found that motivation to invest effort in learning (Cog-ED) and self-reported academic motivation were higher on days when students experienced greater competence. In addition self-reported academic motivation was higher on days when students experienced more social support from classmates and teachers, invested more effort in homework and physically attended school, but lower on days when students experienced more stress. Additionally, both motivation to invest effort in learning (Cog-ED) and self-reported academic motivation were higher for those with greater average levels of perceived autonomy and support from parents. Moreover, students who, on average, dedicated more time to homework, reported elevated stress levels, and received greater support from teachers reported higher academic motivation. Conversely, those with greater support from classmates reported lower academic motivation. These findings stress the importance of cultivating feelings of competence, supportive environments and stress reduction on a daily basis, while highlighting the importance of perceived autonomy, adult social support and physical school attendance for academic motivation. Importantly, the current study contributes by assessing motivation both behaviorally and via self-report, and fills a gap by extending trait-level motivation research to the daily-level.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"85 ","pages":"Article 101957"},"PeriodicalIF":1.4,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969023000887/pdfft?md5=74ed83b754ea61e2131e065717ef7a8e&pid=1-s2.0-S0023969023000887-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139107833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Investigation on evaluation of education effect based on deep learning algorithm","authors":"Dong Hao , Wang Guohua","doi":"10.1016/j.lmot.2023.101942","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101942","url":null,"abstract":"<div><p>With the rapid development of society today, in the context of the impact of education on personal future development, people have increasingly attached importance to education. Various types of online and offline education institutions have mushroomed. However, the factors that affect the effectiveness of education are numerous and complex. As a very important part of early childhood learning, preschool education should receive more attention. The deep learning algorithm can reasonably classify and plan the factors affecting preschool education through massive data calculations to ensure the reasonable allocation of resources and save the time and energy costs wasted in allocating educational resources. The educational effectiveness of preschool education institutions and organizations can be reasonably evaluated. This article applied deep learning algorithms to the evaluation of preschool education effectiveness. Data related to the effectiveness of preschool education in preschool education institutions using convolutional neural networks and not using algorithms were compared. The experimental results showed that the expert recognition rates of the convolutional neural network algorithm and traditional manual measurement data were 98.8% and 92.55%, respectively. At the time level of teaching quality estimation, five algorithms and 100 sets of relevant experimental data were compared. In terms of the accuracy of feature search, the average accuracy of the convolutional neural network algorithm was 97.96%, while the accuracy of the traditional manual search was 53.9%. Therefore, the application of the convolutional neural network algorithm in deep learning to the evaluation of preschool education effectiveness was more efficient and efficient and could improve the evaluation effect from various aspects.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"85 ","pages":"Article 101942"},"PeriodicalIF":1.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138770097","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 power of the “be creative” instruction: A meta-analytical evaluation","authors":"Xing Wei , Wangbing Shen , Haiying Long , Fang Lu","doi":"10.1016/j.lmot.2023.101945","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101945","url":null,"abstract":"<div><p>The “be creative” instruction has been reported to improve individuals’ creativity. However, this “be creative” effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the “be creative” effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the “be creative” instruction had a moderate effect on creativity (<em>d</em> =.69, <em>p</em> < 0.001) and a significant effect on originality (<em>d</em> =.79, <em>p</em> < 0.001) but no effect on fluency (<em>d</em> =.06, <em>p</em> > 0.1) or flexibility (<em>d</em> =.48, <em>p</em> > 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"85 ","pages":"Article 101945"},"PeriodicalIF":1.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138466316","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}
Kimberley Handley , Susan Hazel , Jade Fountain , Eduardo J. Fernandez
{"title":"Comparing trial-and-error to errorless learning procedures in training pet dogs a visual discrimination","authors":"Kimberley Handley , Susan Hazel , Jade Fountain , Eduardo J. Fernandez","doi":"10.1016/j.lmot.2023.101944","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101944","url":null,"abstract":"<div><p>Errorless learning is a stimulus fading procedure that can reduce incorrect responses in a stimulus discrimination task. Errorless learning has been described as a beneficial dog training procedure, although minimal research has been performed with dogs to support its use. The current study compared the effects of using an errorless learning to a trial-and-error learning procedure to train a stimulus discrimination in companion dogs. Eight dogs were trained, four in each group, with concurrent stimuli and either through gradually fading in an incorrect stimulus (errorless learning group) or by differentially reinforcing correct and incorrect responses (trial and error group). Correct responses, incorrect responses, frustration-related responses, and non-responses were measured and compared across the two groups. The results showed the errorless learning dogs were more likely to meet the criteria for learning the discrimination, showed faster speeds of acquisition, and displayed fewer frustration-related behaviours compared to the trial-and-error group. These results are discussed in relation to their benefits for training dogs more effectively and with better welfare during training, suggesting errorless learning could be more greatly utilized for canine training and research.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"84 ","pages":"Article 101944"},"PeriodicalIF":1.4,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969023000759/pdfft?md5=b297ea8c80fc839b440333bfb39efd4d&pid=1-s2.0-S0023969023000759-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138395524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teniell L. Trolian , Elizabeth A. Jach , Christopher D. Shepherd
{"title":"Predictors of academic motivation in the first year of college","authors":"Teniell L. Trolian , Elizabeth A. Jach , 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":"84 ","pages":"Article 101939"},"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 , 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":"84 ","pages":"Article 101913"},"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":"Cultural psychology of english translation through computer vision-based robotic interpretation","authors":"Chenxi Li , 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":"84 ","pages":"Article 101938"},"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}
Adriana Medina-Vidal , José Carlos Vázquez-Parra , Marco Cruz-Sandoval , María Alejandra Clavijo-Loor
{"title":"Complex thinking and its relationship with gender and age in a group of Mexican students","authors":"Adriana Medina-Vidal , José Carlos Vázquez-Parra , Marco Cruz-Sandoval , 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":"84 ","pages":"Article 101937"},"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, 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":"84 ","pages":"Article 101936"},"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 , Daiki Hojo , Noboru Matsumoto , 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":"84 ","pages":"Article 101935"},"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}