Learning and Motivation最新文献

{"title":"Crocin has a greater therapeutic role in the restoration of behavioral impairments caused by maternal social isolation in adolescent than in adult offspring probably through GSK-3beta downregulation","authors":"Hanie Karimi ,&nbsp;Marjan Mohamadian ,&nbsp;Paniz Azizi ,&nbsp;Pouya Ghasemi ,&nbsp;Mokhtar Karimi ,&nbsp;Tannaz Layegh ,&nbsp;Majid Rahmatkhah-Yazdi ,&nbsp;Salar Vaseghi","doi":"10.1016/j.lmot.2024.102060","DOIUrl":"10.1016/j.lmot.2024.102060","url":null,"abstract":"<div><div>Parental stress drastically impairs cognitive and behavioral functions of the offspring. Social isolation, as one of the most stressful conditions for social animals including rats induces a wide range of destructive effects on behavioral functions. On the other hand, Crocin (active component of <em>Crocus sativa</em>) induces pro-cognitive and neuroprotective effects. In the present study, we aimed to investigate the effects of prolonged maternal social isolation (pre-gestational) and crocin treatment on cognitive and behavioral functions in both adolescent and adult offspring. Female adult rats (mothers) were socially isolated from PND 30 to PND 80 (50 days). The treatment was performed by intraperitoneal injections of crocin (10, 30, and 50 mg/kg) during PND 39–45 or PND 59–65 (7 consecutive days), in the rat offspring. Behavioral assessments were done when the offspring were on PND 45 (adolescent) or PND 65 (adult). The expression level of Glycogen synthase kinase-3 beta (GSK-3beta) in the hippocampus was measured using real-time PCR. The results showed maternal social isolation decreased locomotion and impaired memory in adolescents, and increased anxiety- and depressive-like behaviors and GSK-3beta level, and decreased pain threshold in both adolescents and adults. Crocin (30 and 50 mg/kg) restored or attenuated the effect of maternal social isolation on behavioral functions and GSK-3beta in adolescents and adults, with more effect in adolescents. In conclusion, we showed that crocin treatment can restore the destructive effects of maternal social isolation stress in the offspring, with stronger therapeutic effects in adolescents. Also, GSK-3beta downregulation may underlie the beneficial effects of crocin.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102060"},"PeriodicalIF":1.7,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535352","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":"How enjoyment spread its wings on tertiary learners’ psychological needs in ChatGPT-assisted English learning","authors":"Shuqiong Luo ,&nbsp;Di Zou","doi":"10.1016/j.lmot.2024.102057","DOIUrl":"10.1016/j.lmot.2024.102057","url":null,"abstract":"<div><div>While ChatGPT has emerged as a valuable asset in English education, the success of ChatGPT-assisted English learning requires the consideration of students’ emotional and psychological factors. Grounded by the self-determination theory and control-value theory of achievement emotions, this study investigated the associations between enjoyment and basic psychological needs in the ChatGPT-assisted English learning context to help learners achieve success in English learning in the ChatGPT-integrated setting as existing studies on the interplay between positive emotions and basic psychological needs did not consider the features of ChatGPT. The role of gender was also considered due to its importance in influencing enjoyment, basic psychological needs, and AI-integrated language learning in previous studies. Data were collected from 347 Chinese tertiary English learners through the quantitative method containing two questionnaires. The empirical findings via the structural equation modeling indicated a positive impact of enjoyment on basic psychological needs factors. In addition, the results of multivariate analysis of variance and multivariate analysis of covariance revealed no gender differences among enjoyment and basic psychological needs factors and no significant difference in the relation between enjoyment and basic psychological needs after controlling the impact of gender. Theoretical and practical implications for educators and university learners in ChatGPT-assisted English classrooms were discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102057"},"PeriodicalIF":1.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535351","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":"Does poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students","authors":"Xiaoqing Zeng ,&nbsp;Song Tu","doi":"10.1016/j.lmot.2024.102056","DOIUrl":"10.1016/j.lmot.2024.102056","url":null,"abstract":"<div><div>This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: <em>Optimists</em> (high pursuit of success, low failure avoidance, accounting for 7.90 %); <em>Self-protectors</em> (low pursuit of success, high failure avoidance, accounting for 29.40 %); <em>Failure Acceptors</em> (low pursuit of success, low failure avoidance, accounting for 39.30 %); and <em>Overstrivers</em> (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) <em>Optimists</em> and <em>Overstrivers</em> seem the more positive types of achievement motivation (accounting for 31.30 %).</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440961","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":"Using meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance","authors":"Bingxin Qi ,&nbsp;Lin Ma ,&nbsp;Xuantong Wang","doi":"10.1016/j.lmot.2024.102059","DOIUrl":"10.1016/j.lmot.2024.102059","url":null,"abstract":"<div><div>This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102059"},"PeriodicalIF":1.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440962","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":"“More is better”: Training multiple alternatives reduces resurgence","authors":"Julian C. Velasquez ,&nbsp;Carlos J. Flores ,&nbsp;L. Rebeca Mateos ,&nbsp;Carlos J. de Anda ,&nbsp;Camilo Hurtado-Parrado","doi":"10.1016/j.lmot.2024.102054","DOIUrl":"10.1016/j.lmot.2024.102054","url":null,"abstract":"<div><div>Resurgence is the recurrence of previously extinguished behavior due to the worsening of current alternative conditions (Lattal et al., 2017). While some studies have suggested that expanded-operant treatments might reduce resurgence, inconsistent findings warrant further investigation. Mixed results could be explained by attending to the type of training, the similarities of response topography, or the rate of alternative reinforcement. We aimed to explore the effect of different trainings of multiple alternative responses on resurgence when all responses had a different topography. Following reinforcement of the target response (i.e., chain-pull), four groups of rats were exposed to different training procedures. For Single group, only one alternative behavior was reinforced (i.e., lever-press). For the Between-Conditions group, two alternative behaviors (i.e., lever-press and key-push) were reinforced, each one across separate conditions. For the Within-Session groups, two alternating alternative responses were reinforced each session with a rich or lean programmed rate of reinforcement. Once alternative reinforcement was removed, the Single group exhibited resurgence, while neither expanded-operant treatments groups showed resurgence. The results shed light on the effects of expanded-operant treatments as an approach to modulate resurgence. These findings might have implications in clinical settings for the design of successful behavioral interventions for the promotion of durable outcomes despite treatment challenges.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102054"},"PeriodicalIF":1.7,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440960","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":"Evaluation of stress and anxiety levels on science and engineering undergraduate students in spain when facing written assessments guides for positive interventions","authors":"Clara Simón de Blas ,&nbsp;Karina Rojas ,&nbsp;Ana E. García Sipols ,&nbsp;Sonia Hernández Alonso ,&nbsp;María Eugenia Castellanos ,&nbsp;Javier Cano ,&nbsp;Claudia Córdoba","doi":"10.1016/j.lmot.2024.102058","DOIUrl":"10.1016/j.lmot.2024.102058","url":null,"abstract":"<div><div>Anxiety and stress disorders are increasingly common, especially among undergraduate students, significantly affecting their family, social, and academic lives. The isolation from restrictive measures during the COVID-19 pandemic in Spain has further exacerbated mental health issues. The disruption of in-person teaching has also impacted traditional learning and evaluation processes, increasing stress and anxiety levels in students. Based on this background, this study aims to analyze the incidence of these disorders among undergraduates and their relationship with various academic, demographic, and family factors, considering the influence of COVID-19. Our results were obtained from a survey conducted among first- and second-year URJC students who are enrolled in an experimental degree program. The statistical analysis provides guidelines for positive interventions to increase student motivation, which further leads to academic success. Results show that women exhibit higher levels of stress and a greater prevalence of anxiety compared to men. The study highlights the influence of specific factors on anxiety levels among students, proposing direct lines of action that enhance positive feelings concerning academic tasks.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102058"},"PeriodicalIF":1.7,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433898","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":"A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective","authors":"Siyi Wang ,&nbsp;Ziwen Pan ,&nbsp;Yongliang Wang","doi":"10.1016/j.lmot.2024.102055","DOIUrl":"10.1016/j.lmot.2024.102055","url":null,"abstract":"<div><div>Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102055"},"PeriodicalIF":1.7,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142427257","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":"Discerning equivalence relations from displayed but not previously learned stimulus pairs","authors":"Erik Arntzen ,&nbsp;Vanessa Ayres-Pereira ,&nbsp;David W. Dickins","doi":"10.1016/j.lmot.2024.102053","DOIUrl":"10.1016/j.lmot.2024.102053","url":null,"abstract":"<div><div>A method was devised to determine whether participants could discern stimulus equivalence (SE) relations between stimuli without prior training, but simply via visual inspection of an array of premise pairs. On each of a series of slides nine circles containing different colours were paired together in boxes in different ways on each slide to embody three 3-member equivalence classes. Below this “study” array of boxes were two “choice” boxes, with two colours derived from the same equivalence class in one, and colours from two different classes in the other. Participants were instructed to choose the box in which the colours were seemingly combined “according to the pairs above”. Then on a final “sort” slide they were asked, in relation to its array, to allocate the nine colours into groups of their own choosing. Twenty-two undergraduate students, some naïve and some with some prior experience of standard equivalence experiments, participated in this experiment. Participants 1–11, in addition to trials in which the within-class choice was a symmetric or transitive pair, were given extra “baseline” trials with a simple copy of one of the array pairs in the within-class choice box. Such “baseline” trials were omitted for the remaining participants. On the choice trials about half of the participants systematically selected the within-class alternatives. There was some indication that prior experience made this more likely, whereas inclusion of “baseline” trials seemingly had a negative effect. Participants who systematically selected the within-class alternatives mostly also sorted the colours into the appropriate three equivalence groups. Some methodological refinements and extensions of this “plain sight” procedure are proposed, and the analytical potential of comparing performance on these with that on standard MTS procedures is discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102053"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142427259","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 enjoyment and group-level emotion regulation in online collaborative English language learning","authors":"Zhipeng Zhang ,&nbsp;Xuesong (Andy) Gao","doi":"10.1016/j.lmot.2024.102052","DOIUrl":"10.1016/j.lmot.2024.102052","url":null,"abstract":"<div><div>This study investigates the dynamic connection between two emotional constructs, enjoyment and group-level emotion regulation (co- and socially-shared regulation), during one 21-week semester of online collaborative English language learning. The study involved 268 Chinese undergraduate English-major students who completed a series of English writing tasks in 88 online groups of three or four members. During their online collaboration, participants were invited to complete the enjoyment scale and the emotion regulation scale at three separate times at seven-week intervals. When analyzing the data, a latent growth curve (LGC) modeling approach was employed to examine the intercepts and slopes of participants’ scaled responses to questions regarding enjoyment, co-regulation, and socially-shared regulation and to analyze the covariance between them. The findings reveal that participants’ levels of enjoyment and group-level emotion regulation were generally high at the initial stage of their online collaboration and continued to increase toward the end of the semester. Furthermore, an increase in the level of their enjoyment was significantly and positively associated with an increase in the levels of both their co- and socially-shared regulation, with the relationship with socially-shared regulation during online collaborative learning being stronger. These findings will enable language teachers to develop strategies for supporting language learners’ emotion regulation in online contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102052"},"PeriodicalIF":1.7,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969024000948/pdfft?md5=7079610fe6e2ca20f5d12750f724b425&pid=1-s2.0-S0023969024000948-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312630","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":"Choice “under pressure”: Impulsive behavior and preference reversal of rats exposed to response-independent shocks","authors":"Camilo Hurtado-Parrado ,&nbsp;Alejandro Segura ,&nbsp;Julián Cifuentes","doi":"10.1016/j.lmot.2024.102048","DOIUrl":"10.1016/j.lmot.2024.102048","url":null,"abstract":"<div><p>Some research with human participants has shown that the choice of a smaller-sooner reinforcer (SS) over a larger-later reinforcer (LL) is more frequent in aversive than non-aversive contexts (e.g., presence versus absence of response-independent intense noise). Although there is evidence that this effect could be reproduced in rats (e.g., response-independent noise disrupts rats’ performance on schedules of reinforcement), no explicit attempt has been reported to date. The present study tested the generality of the disruptive effect of aversive contexts in rats’ impulsive choice. To emulate the procedures implemented with humans, response-independent (Random-Time 60 s) mild-intensity footshocks (.25 mA) were incorporated into a systematic replication of Green and Estle’s (2003) task designed to study preference reversal phenomena (i.e., SS preference changes to LL with the addition of delays before both the SS and LL alternatives). In doing so, we explored the effects of an aversive context on preference reversal, which also have not been reported to date. Male Wistar rats (16) were exposed to three different conditions; eight of them experienced shocks throughout the study. During an initial delay configuration condition (SS = 2 pellets after 0.5-s; LL = 4 pellets after 6 s), responding of non-shocked rats showed an increase from indifference (∼ 50 % LL) towards preference for the LL option (∼ 75 % or higher LL responses), whereas responding of shocked rats did not deviate from indifference. Next, delays were added to the LL reinforcer until SS preference was individually established (+6 s, +9 s, +15 s, etc.). The behavior of non-shocked rats seemed more affected by the added delays, e.g., they reached SS preference with less added delays. Preference-reversal conditions consisted of adding 5-s, 15-s, and 25-s delays to both SS and LL alternatives. Shocked rats showed a more robust and consistent preference reversal effect than non-shocked rats. Research on manipulations that reduce impulsive choice suggests that similar processes could explain the disruptive effects of aversive contexts and the effects of interventions; namely, aversiveness of delays and discrimination of contingent relations between temporally distant events. The results of the present study are discussed in that framework, focusing on covariations between rats’ choice patterns across the different delay configurations and the distribution of shocks pre- and post- reinforcement delivery.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102048"},"PeriodicalIF":1.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241914","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}