Learning and Motivation最新文献

{"title":"Linking emotional intelligence and AI-enhanced learning to goal-setting behavior: A cognitive load theory framework","authors":"Jie Zhang ,&nbsp;Qinghua Guo ,&nbsp;Rong Hu ,&nbsp;Yibin Zhou ,&nbsp;Zijing Hu","doi":"10.1016/j.lmot.2025.102216","DOIUrl":"10.1016/j.lmot.2025.102216","url":null,"abstract":"<div><div>Reflecting previous studies on technology-mediated language learning, the present research focused on the interrelatedness of artificial intelligence (AI) use, cognitive load, emotion regulation, goalsetting behaviour and satisfaction in English as a Foreign Language (EFL) situations. A total of 549 EFL learners in higher education voluntarily participated in the research by responding to validated questionnaires on the use of AI tools, perceived cognitive load, emotion regulation strategies, goalsetting behaviour and overall satisfaction. The data were analysed through SPSS (version 27) for descriptive and correlational statistics and AMOS (version 24) for structural equation modelling. The results indicated that AI use positively impacted on goalsetting behaviour and satisfaction of learners with cognitive load and emotion regulation functioning as both mediators and moderators of this effect. More specifically, those learners who managed cognitive load effectively and used adaptive emotion regulation strategies indicated greater clarity in their goals, greater commitment to learning and greater satisfaction with the learning process. The findings contribute to Social-Cognitive Theory and Cognitive Load Theory by focusing on the interplay of technology, cognition and emotion in language learning and provide valuable perspectives on how AI-enhanced EFL learning environments may be designed and implemented.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102216"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571175","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 teachers’ motivational cues entangle with learners’ states to produce synchronized or conflicting engagement: Insights from a behaviorist reinforcement model","authors":"Xujing Xie ,&nbsp;Yiming MA ,&nbsp;Lei Liu","doi":"10.1016/j.lmot.2025.102239","DOIUrl":"10.1016/j.lmot.2025.102239","url":null,"abstract":"<div><div>This study examines the ways in which teachers’ motivational cues influence learner engagement in English as a Foreign Language (EFL) classrooms, paying special attention to the dynamic alignment or misalignment with the emotional and cognitive states of learners. Utilizing behaviorist reinforcement theory, this research explores the intricate processes at the micro-level that influence how verbal and non-verbal cues can either promote synchronized engagement or lead to conflicts in interaction. Data were gathered through classroom observations, which included 12 sessions across three EFL classes in two universities, as well as semi-structured interviews conducted with 24 students and 6 teachers. The analysis identified four primary categories of motivational cues: positive reinforcement, which includes elements like praise and encouragement; corrective feedback, encompassing error correction and recasts; task-framing, which involves goal clarification and connecting tasks to future needs; and relational cues, such as humor and empathy. The states of learners were categorized into three fundamental dimensions: attentional focus, affective states, and task persistence. Observations indicated that synchronized engagement, characterized by sustained participation and collaborative interaction, took place when positive reinforcement and relational cues aligned with learners’ readiness and positive emotions. On the other hand, conflicting engagement, characterized by avoidance or frustration, arose from poorly timed corrective feedback or irrelevant task-framing. The findings emphasize the importance of aligning cues with the current states of learners to boost their engagement. The implications for teaching highlight the importance of providing timely and specific praise, balancing corrective feedback with encouragement, and framing tasks to underscore their relevance. These practices contribute to creating a supportive classroom environment that fosters sustained engagement. This study provides a richer insight into engagement as a collaborative and evolving process within EFL contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102239"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840248","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":"Subtle classroom cues and quantum interference in EFL reading comprehension and situational motivation: A quantum cognition-inspired study","authors":"Yue Li,&nbsp;Yiyang Shi","doi":"10.1016/j.lmot.2025.102240","DOIUrl":"10.1016/j.lmot.2025.102240","url":null,"abstract":"<div><div>This study explores the impact of subtle classroom cues, such as visual aids and peer interactions, on generating interference in English as a Foreign Language (EFL) learners’ reading comprehension and situational motivation, employing a Quantum Cognition-inspired framework to elucidate the non-linear, context-dependent dynamics of these processes. Drawing on quantum probability models, the research conceptualizes learners’ interpretive and situational motivational shifts as non-classical decision trajectories, offering a novel perspective that captures the probabilistic and emergent nature of cognitive and affective responses in complex learning environments, unlike traditional linear models. A six-week, mixed-methods, quasi-experimental study was conducted with 64 upper-intermediate Chinese EFL learners (N = 64), randomly assigned at the class level to experimental (cue-rich) and control (cue-minimal) groups. Reading comprehension and situational motivation were assessed through validated pre- and post-tests, with qualitative data gathered via group discussions and stimulated recall protocols. Quantitative analyses using a repeated-measures ANCOVA revealed significant fluctuations in reading comprehension and situational motivation in the experimental group, with specific deviations from classical expectations; for instance, in stance detection tasks, the observed probability of a particular interpretation was lower than the classically predicted probability, indicating negative interference; for instance, in stance detection tasks, the observed probability of a particular interpretation was lower than the classically predicted probability when visuals preceded peer comments, indicating negative interference, whereas positive interference occurred in the reverse sequence. Quantum probability modeling effectively captured these interference effects, demonstrating that learners’ responses were highly context-dependent and dynamically influenced by cue interactions. Qualitative findings, analyzed microgenetically, showed learners frequently shifted interpretive strategies mid-task, influenced by peers’ comments or visual prompts, with cue sequencing and order effects prominently shaping these shifts, as the initial presentation of visuals often anchored interpretations while subsequent peer inputs either reinforced or disrupted them, and motivational states oscillating between heightened engagement and temporary confusion. Notably, while task value and perceived competence increased significantly in the cue-rich condition, autonomy showed no significant change, highlighting a nuanced impact of cues on situational motivational dimensions. The findings suggest that subtle classroom cues can both scaffold and disrupt learning, depending on their alignment with learners’ interpretive frameworks.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102240"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924701","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":"Navigating the unknown: Behavioral responses as a pathway from academic self-efficacy to academic motivation","authors":"Uygur Sebahat Sevgi","doi":"10.1016/j.lmot.2026.102247","DOIUrl":"10.1016/j.lmot.2026.102247","url":null,"abstract":"<div><div>This study aimed to develop and validate the Behavioral Uncertainty Response Scale (BURS), investigate the mediating role of behavioral responses to academic uncertainty in the relationship between academic self-efficacy and academic motivation, and examine potential gender differences in these behavioral responses among high school students. The research employed a cross-sectional design and quantitative methodology. Data were collected using the newly developed BURS along with established measures of academic self-efficacy and academic motivation. Phase 1 involved 403 students who completed the initial BURS item pool for exploratory factor analysis (EFA). Phase 2 included 370 students participating in confirmatory factor analysis (CFA) to validate the factor structure. Phase 3 assessed test-retest reliability with 78 students over a two-week interval. Phase 4 utilized data from 370 students to test the proposed mediation model. The analysis included descriptive statistics, followed by EFA and CFA to identify the scale's psychometric properties, mediation analyses, and independent samples t-tests to test the hypothesized relationships and gender differences. Results confirmed a four-factor structure of the BURS and demonstrated that academic self-efficacy and behavioral responses to uncertainty significantly predicted academic motivation. The results also revealed that students' behavioral responses to uncertainty mediated the relationship between academic self-efficacy and motivation. The study highlighted certain gender-based tendencies: while female students often turned to others for support in times of uncertainty, male students typically responded with a stronger sense of persistence when facing academic uncertanity. These observations point to the importance of helping students develop adaptive ways of coping in unpredictable educational settings. They also offer meaningful direction for teachers and education leaders aiming to create environments that genuinely support and sustain student motivation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102247"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076837","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":"Visual working memory in basketball players: The impact of auditory distraction and visual distraction","authors":"Wei Xiao ,&nbsp;Lei Li","doi":"10.1016/j.lmot.2025.102221","DOIUrl":"10.1016/j.lmot.2025.102221","url":null,"abstract":"<div><div>This study investigated differences in visual working memory between semi-elite and novice basketball players during maintenance and mental rotation tasks, and examined the effects of auditory and visual distractions. Performance was assessed using both task types, with accuracy and reaction time as dependent measures. Although no significant between-group differences were observed in baseline task performance, within-group analyses revealed that both groups performed more accurately on the maintenance task than on the mental rotation task. The introduction of distractions led to declined performance in both groups. Semi-elite players demonstrated greater resilience to these disruptions overall, experiencing a less severe decline in performance compared to novices. However, they were more susceptible to visual than to auditory distraction. This finding underscores the need to mitigate the impact of visual distractions during the training and competition of semi-elite basketball players.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102221"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145546708","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":"Comparison of the impact of cooperative teaching (Jigsaw) method and lecture/teacher-based teaching method on buoyancy, self-efficacy, and help-seeking of English language learners","authors":"Xiaobing Fu ,&nbsp;Shahrooz Sabbaghi ,&nbsp;Siros Izadpanah","doi":"10.1016/j.lmot.2025.102225","DOIUrl":"10.1016/j.lmot.2025.102225","url":null,"abstract":"<div><div>Teaching methods play a crucial role in shaping learners’ motivation, resilience, and academic performance; however, limited evidence exists regarding their comparative effects on academic buoyancy, self-efficacy, and help-seeking among EFL learners. Against this backdrop, this study compared the cooperative teaching (Jigsaw) method with the lecture/teacher-based method among 360 English language learners in Zanjan, Iran, who used the Top-Notch Fundamental textbook. The instruments utilized in the research included the Martin and Marsh Questionnaire, the Ryan and Pintrich Questionnaire, and the Morris Questionnaire. The statistical analyses included repeated measures ANOVA for examining differences between groups, the Kolmogorov-Smirnov test for evaluating data normality, and Levene's test for assessing variance homogeneity. Participants were divided into two groups: An experimental group using the Jigsaw method and a control group following a lecture-based method. The study was conducted over 12 sessions, focusing on key English language skills: reading, writing, listening, and speaking. The results indicated notable significant improvements in the experimental group in academic buoyancy, self-efficacy, and help-seeking behaviors. These results suggest that cooperative learning strategies, such as the Jigsaw method, can significantly enhance EFL learners' academic buoyancy, self-efficacy, and help-seeking behaviors.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102225"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616295","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":"Exploring the occurrence processes and behavioural patterns of socially shared regulation during online collaborative L2","authors":"Yunyun Liu ,&nbsp;Zhijun Liu ,&nbsp;Hongfu Wu ,&nbsp;Jiajia Yao ,&nbsp;Emmanuel Manalo","doi":"10.1016/j.lmot.2025.102222","DOIUrl":"10.1016/j.lmot.2025.102222","url":null,"abstract":"<div><div>Online collaborative learning is increasingly recognized for fostering students’ second language (L2) writing proficiency and performance. Researchers have identified the critical role of socially shared regulation of learning (SSRL) in sustaining effective online collaboration. However, the cyclical and dynamic nature of SSRL presents substantial methodological challenges for constructing reliable analytical frameworks, and the behavioural patterns connecting SSRL to group outcomes remain underexplored. The purpose of this qualitative case study was to address these gaps by examining SSRL processes and their relationship with L2 writing outcomes in a Chinese university context. The participating college students (N = 13) were organised into three groups, with each group collaborating on four activities. Our analysis of the 12 collaborative activities, which encompass 86,000 Chinese characters of dialogue and corresponding 12 writing outcomes, reveals that the SSRL coding scheme in online collaborative L2 learning unfolds in three phases: planning, regulation, and evaluation. The study revealed that students exhibit a more frequent and varied pattern of SSRL in high-scoring activities. These findings provide theoretical implications for collaborative learning models and practical guidance for designing technology-enhanced L2 writing instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102222"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616298","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":"Intolerance of uncertainty and tolerance of ambiguity as distinct yet related predictors of student motivation in online learning: A systematic review","authors":"Tianyuan Zhu,&nbsp;Songchu Liu","doi":"10.1016/j.lmot.2026.102243","DOIUrl":"10.1016/j.lmot.2026.102243","url":null,"abstract":"<div><div>One of the issues that has attracted considerable attention in the field of educational psychology in recent years is the manner in which intolerance of uncertainty (IU) and tolerance of ambiguity (TA) shape student motivation within digital learning environments. IU, understood as a dispositional aversion to the stress prompted by uncertainty, and TA, characterized as a cognitive-affective trait that facilitates the acceptance of ambiguous situations, reveal conceptual overlaps in their processing of uncertain or ambiguous stimuli, as demonstrated by moderate correlations between them. In this systematic review, IU and TA are examined as complementary predictors of motivational dynamics, with IU often heightening vulnerability to declines in motivation and TA appearing to promote resilience and adaptability in such contexts. While related investigations have addressed aspects of resilience in language learning, the role of self-regulated learning technologies, and anxiety within digital courses, few systematic reviews have sought to synthesize the specific contributions of IU and TA to motivation in online learning. This review addresses that gap through an analysis of 18 empirical studies spanning the period from 2003 to 2025, drawn from databases including Web of Science, Scopus, ProQuest, ScienceDirect, and Google Scholar, and selected according to PRISMA guidelines. Criteria for inclusion encompassed an empirical focus on IU or TA in relation to motivation within online or blended learning settings, publication in English, and the exclusion of non-empirical works or those confined solely to face-to-face instruction. A thematic synthesis of these studies identifies six key dimensions that influence the nexus between IU/TA and motivation: (1) psychological well-being, (2) academic adjustment, (3) engagement and persistence, (4) instructional design, (5) technological affordances, and (6) socio-emotional moderators such as self-efficacy and empathy. The findings indicate that elevated levels of IU are associated with diminished motivation, satisfaction, and persistence, frequently mediated by factors like stress or anxiety, with moderate negative effect sizes observed across investigations involving more than 5000 participants, predominantly university students from varied regions including Turkey, China, and the USA. In contrast, higher TA seems connected to improved engagement, adaptability, and achievement, reflecting moderate positive effects as reported in the literature.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102243"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977026","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":"Dynamic motivation under uncertainty in learning Turkish as a foreign language: A mixed-methods perspective","authors":"Esra Deniz ,&nbsp;Seher Sevim ,&nbsp;Oğuzhan Sevim ,&nbsp;Merve Suroğlu Sofu ,&nbsp;Bahri Gür","doi":"10.1016/j.lmot.2026.102250","DOIUrl":"10.1016/j.lmot.2026.102250","url":null,"abstract":"<div><div>Motivation in second language learning is increasingly understood as a dynamic, context-sensitive process shaped by uncertainty, such as unpredictable communicative demands and shifting sociocultural expectations. Using this uncertainty-informed perspective as an interpretive framework (rather than a directly measured construct), this study examines learners of Turkish as a foreign or second language across three motivational dimensions – instrumental, intrinsic, and cultural – and explores how motivational patterns vary by learner and learning conditions. We used an explanatory sequential mixed-methods design. Quantitative data were collected from 307 international students using a 22-item, five-point Likert scale and analyzed in SPSS 28; qualitative insights were drawn from open-ended responses and analyzed in MAXQDA 2022 to contextualize statistical patterns. Female learners reported higher overall motivation than males, with the most pronounced differences in instrumental motivation. Motivation also varied by proficiency level: intermediate learners (B1–B2) demonstrated higher motivation than advanced learners, particularly at C1, indicating stage-sensitive differences in motivational intensity across proficiency levels. Qualitative findings supported these results, showing that opportunities to communicate in Turkish and social or pedagogical support (from teachers and peers) sustain motivation, while limited practice and contextual barriers undermine it. Overall, motivation for learning Turkish appears multidimensional and dynamically shaped by how learners interpret and manage uncertainty in their learning environments, highlighting the need for balanced individual, social, and pedagogical support.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102250"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076836","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":"Navigating open-ended STEM challenges under uncertainty: A mixed-method experimental study on grit, delay of gratification, and emotion regulation in problem-based learning","authors":"Weijie Liu,&nbsp;Zhaoxia Lian","doi":"10.1016/j.lmot.2025.102223","DOIUrl":"10.1016/j.lmot.2025.102223","url":null,"abstract":"<div><div>In a time marked by unpredictability and intricate challenges, equipping learners with the skills to endure, manage their emotions, and practice delayed gratification is essential. This mixed-method experimental study investigated the impact of open-ended science, technology, engineering, and mathematics (STEM) challenges under conditions of uncertainty on the grit, delay of gratification, and emotion regulation of Chinese EFL learners, all within a problem-based learning (PBL) framework. A total of 72 students aged 18–24 from China were randomly assigned to either an experimental group (EG) or a control group (CG), with both groups receiving instruction on the same STEM themes and integrated language skills over a period of four weeks. The EG tackled ill-structured, open-ended STEM tasks characterized by delayed feedback and significant uncertainty, whereas the CG focused on well-structured, closed-ended problems that were accompanied by immediate feedback. Validated instruments were utilized to collect quantitative data and open-ended survey was used to gather the qualitative data. The findings indicated that there were no notable differences observed during the pretest phase. Nevertheless, the results from the posttest indicated that the EG significantly surpassed the CG across all three variables: grit, emotion regulation, and delay of gratification. The thematic analysis of open-ended survey responses indicated that students in the EG exhibited enhanced motivation, emotional resilience, strategic collaboration, and cognitive engagement. In contrast, students in the CG reported a preference for structured instruction, yet demonstrated reduced levels of autonomy and collaboration. These findings highlight the importance of uncertainty-driven STEM education in enhancing learners' socio-emotional skills and self-regulation within problem-solving scenarios.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102223"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616297","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}