Learning and Motivation最新文献

{"title":"Curiosity-driven learning: How intrinsic motivation shapes attention, encoding, and long-term memory","authors":"Danlu Lei,&nbsp;Laim Adresion","doi":"10.1016/j.lmot.2026.102324","DOIUrl":"10.1016/j.lmot.2026.102324","url":null,"abstract":"<div><div>Educational psychologists have long been fascinated by the motivational factors of effective learning; however, our understanding of the cognitive mechanisms through which interest leads to long-term memory retention is in its early stages. This paper presents the findings of an experimental investigation into how natural curiosity affects, under controlled laboratory conditions, the mechanisms of selective attention, memory encoding, and long-term retention. We introduce and test a sequential mediation model that integrates Self-Determination Theory, Information Gap Theory of curiosity, and dual-process models of memory encoding. According to this model, curiosity enhances long-term memory recall through two processes: selective attention in the first and memory encoding in the second. 214 undergraduates participated in the research; 72 were assigned to the high-curiosity induction group, 74 to the low-curiosity induction group, and 68 to the neutral control group. A well-developed process, grounded in trivia, was used to spark curiosity by addressing the information gap. The researchers combined the Continuous Performance Task with eye-tracking fixation measures to assess selective attention. Memory encoding was tested with immediate free recall, delayed recall, and recognition tasks, which were applied to determine long-term retention 48 h after learning. The one-way ANOVA results indicated that individuals who were highly curious across all three outcome measures performed better than individuals who were lowly curious and the control group (all ps &lt;.001; Cohen's d ranged from 0.94 to 1.08). A bootstrap-based mediation study confirmed the direct correlation between curiosity and long-term memory (β = 0.291, 95% CI [0.18, 0.41]). The presence of a significant direct effect (0.182, p = .008) indicated partial mediation. Interaction β = 0.191, p = .004) shows that prior knowledge had a significant attenuating effect on the curiosity to memory correlation. The findings bring motivational learning theories to cognitive neuroscience-based laboratory research and offer solid empirical support to the principles of instructional design and curiosity-guided pedagogical strategies that exploit students' inherent motivational structure.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"95 ","pages":"Article 102324"},"PeriodicalIF":4.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148770033","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":"Quantum-based reading intervention and EFL learners’ motivation and academic self-efficacy: Quantitative and qualitative evidence from a semester-long study","authors":"Qingfeng Meng,&nbsp;Jun Xu","doi":"10.1016/j.lmot.2026.102323","DOIUrl":"10.1016/j.lmot.2026.102323","url":null,"abstract":"<div><div>The purpose of this study was to examine the effect of quantum-based reading intervention (QBRI) on EFL learners’ motivation and academic self-efficacy as two dynamic learner-related constructs over a sustained instructional period. To this aim, an embedded mixed-methods quasi-experimental pretest-posttest design with a comparison group was employed. The quantitative participants were Bachelor of Arts (BA) English students selected through criterion-based convenience sampling and assigned, through intact classes, to an experimental group receiving the QBRI and a control group receiving standard reading instruction with the same reading materials and instructional time. The qualitative phase included purposively selected learners from the experimental group, who completed weekly electronic journals on reading goals, effort, confidence, feedback, persistence, and perceived academic capability. Motivation and academic self-efficacy were measured before and after the intervention, and since the normality assumption was not met, the data were analyzed through non-parametric procedures. The findings indicated that the experimental group showed stronger post-intervention gains in motivation and academic self-efficacy than the control group. Moreover, within-group comparisons revealed meaningful improvement from pretest to posttest among learners who experienced QBRI. The qualitative findings supported the quantitative results, suggesting that the learners became more goal-directed, persistent, reflective, and confident in handling difficult reading tasks. In the end, the study suggests that QBRI can provide EFL teachers and curriculum designers with a practical model for enhancing motivation and academic self-efficacy through goal-setting, self-monitoring, collaborative interpretation, context-sensitive feedback, and reflective journaling.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"95 ","pages":"Article 102323"},"PeriodicalIF":4.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148735237","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":"Quantum-inspired adaptive pedagogy in EFL education: A quasi-experimental comparison of motivation regulation, uncertainty tolerance, and academic resilience","authors":"Juanjuan Qin","doi":"10.1016/j.lmot.2026.102320","DOIUrl":"10.1016/j.lmot.2026.102320","url":null,"abstract":"<div><div>This study set out to examine whether Quantum-Inspired Adaptive Pedagogy (QIAP), compared with Static Pedagogy (SP), could foster stronger motivation regulation, uncertainty tolerance, and academic resilience among intermediate-level English as a foreign language (EFL) learners. A quasi-experimental pretest-posttest comparison-group design was employed with 91 learners attending local language programs in China. Over 11 weeks, the QIAP group received context-sensitive instruction incorporating differentiated scaffolding, responsive task adjustment, reflective activities, open-ended learning tasks, and strategy-focused feedback, whereas the SP group followed a predetermined instructional sequence based on standardized activities and general feedback. Adapted self-report instruments were administered before and immediately after the intervention to assess motivation regulation, uncertainty tolerance, and academic resilience. Separate analyses of covariance (ANCOVA) were conducted for the three outcomes, with the corresponding pretest scores entered as covariates. The findings indicated that the QIAP group obtained significantly higher baseline-adjusted posttest scores than the SP group across all three outcomes. These results suggest that systematically responsive instruction can assist EFL learners in sustaining motivational effort, engaging more constructively with ambiguity, and responding more adaptively to academic difficulty. In light of these findings, incorporating calibrated scaffolding, reflective monitoring, flexible task pathways, and context-sensitive feedback into EFL curriculum design and teacher development appears to hold considerable pedagogical value.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"95 ","pages":"Article 102320"},"PeriodicalIF":4.4,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148735238","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":"Understanding peer learning participation: A multi-method study of gender roles, team interdependence, and personal attributes","authors":"Ozias A. Moore ,&nbsp;Vincent G. Munley","doi":"10.1016/j.lmot.2026.102245","DOIUrl":"10.1016/j.lmot.2026.102245","url":null,"abstract":"<div><div>Despite widespread recognition that peer learning advances skill development in teams, why individuals choose to participate remains poorly understood, as existing research typically examines individual or contextual factors in isolation. Developing an integrative framework that bridges gender social role and social interdependence theories, this multi-method study addresses this limitation by examining how gender social roles and team interdependence jointly influence peer learning participation. In Study 1, a three-year field study of NCAA student-athletes (<em>n</em> = 592), we examine how gender social roles and interdependence converge to shape both the rate (probability of participation) and extent (time commitment) of peer learning. Findings indicate that female athletes, on average, show higher peer learning participation, while male athletes show increased participation under high-interdependence conditions, narrowing the gender gap. Yet these findings leave unanswered a fundamental question: what leads individuals to select high- versus low-interdependence team contexts? In Study 2, a quasi-experimental survey of NCAA student-athletes (<em>n</em> = 499), we examine the attributes, characteristics, and personal preferences (ACPPs) that drive sport selection, revealing how these personal attributes determine the degree of team interdependence individuals experience and, in turn, their opportunities for peer learning. Together, these studies demonstrate that personal attributes drive selection into high- versus low-interdependence teams, and that team interdependence—combined with gender social roles—determines peer learning participation. This research advances theory and offers practical insights for understanding how individual characteristics and team structures influence peer learning participation in educational and organizational settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102245"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192663","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 explicit, inquiry-based, and problem-based instructional strategies in interactive learning environments on retention effect and learning transfer","authors":"Muyao Ji","doi":"10.1016/j.lmot.2026.102284","DOIUrl":"10.1016/j.lmot.2026.102284","url":null,"abstract":"<div><div>This study aimed to investigate the effects of three instructional strategies - explicit, inquiry-based, and problem-based on retention effect and learning transfer in a computer-assisted language learning (CALL) course. A pretest-posttest random assignment experimental design was used with 186 Chinese EFL students. Participants were randomly assigned to one of four groups: explicit instruction, inquiry-based instruction, problem-based instruction, and a control group. Ethical standards were followed throughout the study. Both inquiry-based and problem-based instructional strategies were found to be effective in facilitating retention effect and learning transfer. However, the inquiry-based strategy was more effective than the problem-based and explicit strategies in promoting retention effect and learning transfer. The findings suggest that inquiry-based instruction is an effective strategy for promoting retention effect and learning transfer in CALL courses. These findings can inform instructional designers and educators on how to optimize teaching practices in interactive learning environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102284"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147858569","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 longitudinal study of digital multimodal learning activities and achievement motivation: A superposition perspective from Chinese EFL learners","authors":"Haining Zhang ,&nbsp;Fei Ma","doi":"10.1016/j.lmot.2026.102252","DOIUrl":"10.1016/j.lmot.2026.102252","url":null,"abstract":"<div><div>In the context of China's evolving English as a Foreign Language (EFL) education landscape, where traditional exam-oriented practices often hinder sustained learner engagement, digital multimodal learning activities (DMLAs), which integrate visual, auditory, and kinesthetic modalities, have been increasingly recognized for their potential to enhance engagement. Nevertheless, their longitudinal effects on achievement motivation, particularly through a quantum-inspired superposition perspective that models concurrent motivational states, remain underexamined. This study addresses this gap by investigating the impact of DMLAs on EFL learners’ achievement motivation over an extended period. A longitudinal study was conducted with 260 Chinese EFL university students (110 males, 150 females) in [Blinded for review], who engaged in a 12-month period involving digital multimodal learning tasks tailored to EFL contexts. Achievement motivation was measured using the Achievement Motivation Scale (AMS) at three time points (baseline, 6 months, and 12 months). Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships between multimodal learning and achievement motivation, with a superposition framework to capture the interplay of multiple motivational drivers. Findings revealed that DMLAs significantly enhanced achievement motivation across all time points, with a cumulative increase in motivation from baseline to 12 months. The superposition perspective highlighted the synergistic effect of simultaneous intrinsic and extrinsic motivational states. These results suggest that DMLAs, informed by superposition principles, offer a robust approach to sustaining EFL learners’ achievement motivation through sustained, scaffolded integration into curricula that leverage synergistic intrinsic and extrinsic motivational states for long-term engagement. Implications include the adoption of multidigital modal strategies in EFL curricula to foster long-term motivation, with further research needed to explore their applicability across diverse educational settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102252"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192191","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 cognitive decision-making gamification tasks on academic motivation and academic enjoyment in EFL students: Under a quantum cognition framework","authors":"Zhou Hong ,&nbsp;Yuan Xiaohe","doi":"10.1016/j.lmot.2026.102253","DOIUrl":"10.1016/j.lmot.2026.102253","url":null,"abstract":"<div><div>In exam-oriented English as a Foreign Language (EFL) contexts, students frequently experience motivational decay and reduced academic enjoyment as a result of repetitive drills and high-stakes assessment practices. The purpose of the present study is to examine whether cognitive decision-making gamification tasks can enhance students’ academic motivation and enjoyment in the immediate posttest and the one-month delayed posttest. In doing so, the intervention draws on principles of quantum cognition to represent decision-making as context-dependent and probabilistic, in which choices and their consequences may shift as a function of preceding selections. To these aims, a cluster-randomized controlled trial initially recruited 140 undergraduates (aged 16–24) from diverse academic disciplines. After applying the eligibility criteria and accounting for attrition, the final analytic sample included 68 participants, comprising 33 students in the experimental group and 35 students in the control group. Intact classes were assigned to either a gamified cognitive-task condition or a non-gamified control condition. Over an eight-week period, the intervention group engaged with gamified decision-making tasks delivered through a digital platform. It should be noted that the tasks incorporated tangible scenarios, such as probabilistic dialogue trees in simulated workplace negotiations, where alternative pathways remained unresolved until selection and prior choices reshaped subsequent option probabilities through interference-like effects. Academic motivation was measured through the Academic Motivation Scale (AMS), and academic enjoyment was assessed using the SInAPSi Academic Engagement Scale (SAES). The measures were administered at the pretest, immediately after the intervention, and one month later. For the quantitative analysis, a one-way ANCOVA was employed to compare group differences while controlling for baseline scores. Findings evidenced that, on the posttest, the gamified group obtained significantly higher intrinsic motivation and academic enjoyment than the control group. The delayed posttest results also showed sustained improvements in both outcomes, albeit with a slight decrease in their magnitude over time. In sum, the findings suggest that gamification tasks informed by quantum cognition can promote engagement by leveraging context-sensitive decision processes, and they offer a design framework for pedagogically grounded gamification that sustains engagement through uncertainty and choice in high-stakes EFL systems.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102253"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192664","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":"Beyond the brain – Individual differences in heart rate variability are associated with avoidance in test anxiety","authors":"Swathy Parameswaran,&nbsp;Venkatesh Balasubramanian","doi":"10.1016/j.lmot.2026.102251","DOIUrl":"10.1016/j.lmot.2026.102251","url":null,"abstract":"<div><div>Avoidance in test anxiety (TA) disrupts a student's ability to regulate their responses, leading to a significant drop in academic performance. TA research has traditionally focused on behavioral and self-reported measures to capture avoidance. Emerging evidence posits the crucial role of individual physiological differences in adaptive behaviors. This study addresses this gap by relating test-taking avoidance to physiological markers. By accounting for predisposition to anxiety indexed by resting-state Heart Rate Variability (HRV), and intraindividual variations (IIV) in physiological responses, the objective of the study is to identify students with higher likeliness of avoidance.</div><div>Fifty-seven students (M = 22.07 ± 2.61years) participated in a 30-minute mock test before their university assessment. Declining a 15-minute test extension was measured as avoidance. Correlation analysis revealed significant associations of resting and IIV in HRV with avoidance: resting HRV was negatively correlated (r = -0.359, <em>p</em> &lt; 0.01), while IIV in HRV was positively correlated (r = 0.407, <em>p</em> &lt; 0.01). Mediation analysis further demonstrated that resting HRV was significantly associated with avoidance (c = −0.1590, <em>p</em> &lt; 0.05), and this relationship remained significant after controlling for intra-individual variations in HRV (c′ = −0.1163, <em>p</em> &lt; 0.05).</div><div>Results demonstrate that higher heart rate variability was associated with lower odds of avoidance, highlighting the relevance of individual differences in physiological responses, beyond the scope of resting HRV. The data suggest an autonomic advantage in individuals who maintain resting HRV values when confronting stressors, thereby facilitating adaptive coping. The study highlights the critical role of individual differences in physiological regulation and supports the integration of HRV through wearable technology and biofeedback for interventions in TA. Findings offer valuable insights for clinical and educational cohorts, particularly for students at risk for TA.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102251"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192600","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":"Mitigating interpersonal uncertainty in collaborative argumentation: Using LLMs as scaffolds for group cohesion, dialogic behavior and learning performance in CSCL","authors":"Bing Xu","doi":"10.1016/j.lmot.2026.102249","DOIUrl":"10.1016/j.lmot.2026.102249","url":null,"abstract":"<div><div>Collaborative argumentation requires learners to navigate inherent epistemic and interpersonal uncertainty. While Computer-Supported Collaborative Learning (CSCL) facilitates deep inquiry, the volatility of argumentative conflicts often triggers anxiety and negative behavioral responses, hindering motivational dynamics. To address these challenges, this study adopts a behavioristic lens to investigate the integration of Large Language Models (LLMs) as learning peers in collaborative argumentation, specifically examining their role in regulating behavioral and emotional uncertainty. Fifty high school students were randomly assigned to either an experimental group (supported by DeepSeek as an active group member) or a control group (unsupported). Quantitative data were analyzed using independent samples and paired samples t-tests (for learning performance and cohesion) and Mann-Whitney U tests (for dialogic behaviors), while qualitative interview data underwent thematic analysis. Results indicate that the presence of the LLM significantly reshaped students' experiences: the experimental group exhibited higher learning performance, more adaptive positive dialogic behaviors, and a reduction in maladaptive negative behaviors associated with conflict anxiety. Furthermore, the LLM fostered stronger group cohesion, suggesting that, when positioned as situated scaffolds, AI peers can facilitate the transformation of potential social threats into opportunities for constructive engagement. Interview analyses further reveal that LLMs function as emotional and behavioral anchors. These findings highlight the potential of AI peers in fostering resilience and optimizing motivational dynamics in volatile learning contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102249"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146116593","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":"Pinoresinol diglucoside mitigates streptozotocin-induced cognitive decline in rats by regulating neurotransmitters, apoptosis and cytokines- NF-κB/ BDNF/ CREB/ caspase-3 pathway: Molecular docking study","authors":"Shaktipal Patil ,&nbsp;Hiren Chaudhary ,&nbsp;Ujashkumar Shah","doi":"10.1016/j.lmot.2026.102242","DOIUrl":"10.1016/j.lmot.2026.102242","url":null,"abstract":"<div><div>Diabetes mellitus (DM) is a widespread chronic disease affecting over 300 million people globally. Prolonged hyperglycemia leads to glucotoxicity, triggering neuroinflammation, neurodegeneration, and cognitive impairment. Pinoresinol diglucoside (PDG) exhibited potent neuroprotective action; however, its potential in mitigating streptozotocin (STZ)-induced cognitive impairment remains unexplored. This study aimed to evaluate PDG’s neuroprotective effects in STZ-induced cognitive deficits in male Wistar rats. The rats were randomly divided into five groups: Group I, non-diabetic control (normal saline, 1 ml/kg, p.o., twice daily for 30 days); Group II, diabetic control (STZ, 60 mg/kg, i.p., single dose, followed by normal saline, 1 ml/kg, i.p., twice daily for 30 days); Group III, PDG control (PDG, 10 mg/kg, p.o., twice daily for 30 days); Group IV, diabetic rats treated with PDG (5 mg/kg, p.o., twice daily for 30 days); and Group V, diabetic rats treated with PDG (10 mg/kg, p.o., twice daily for 30 days). DM was confirmed by elevated blood glucose levels (BGL), while cognitive function was assessed using the Y-maze and Morris water maze (MWM) tests. Following behavioural experiments, oxidative stress markers [malondialdehyde (MDA), superoxide dismutase (SOD), glutathione (GSH), catalase (CAT)], cholinergic indices [acetylcholinesterase (AChE), choline acetyltransferase (ChAT)], neuroinflammatory cytokines [nuclear factor kappa-B (NF-κB), IL-6, interleukin-1β, tumor necrosis factor-α (TNF-α)], neurogenesis and cell proliferation markers [cAMP response element-binding protein (CREB), brain-derived neurotrophic factor (BDNF)], apoptosis parameter (caspase-3) and neurotransmitter dysregulation [acetylcholine (ACh), dopamine (DA)] was also validated. Molecular docking was performed to evaluate PDG’s interactions with key targets. Chronic PDG treatment significantly normalized BGL, body weight (BW), improved cognitive performance, and inhibited oxidative stress. It also attenuated cholinergic dysfunction, neuroinflammation, neurogenesis and cell proliferation and apoptosis while modulating neurotransmitter levels. Docking analysis revealed strong binding affinities of PDG to AChE, DA, caspase-3, CREB, BDNF, and NF-κB, supporting its anti-cholinesterase, anti-neuroinflammatory, and anti-apoptotic properties. These findings suggest PDG as a promising therapeutic candidate for DM-associated cognitive impairment, warranting further investigation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102242"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924700","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}