Learning and Motivation最新文献_第3页

Study on the impact of altruism on the emotions of second language english learner from the perspective of positive psychology 积极心理学视角下利他主义对第二语言英语学习者情绪的影响研究

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2026-01-19 DOI: 10.1016/j.lmot.2026.102244

Min Li , Zhesen Chu

{"title":"Study on the impact of altruism on the emotions of second language english learner from the perspective of positive psychology","authors":"Min Li , Zhesen Chu","doi":"10.1016/j.lmot.2026.102244","DOIUrl":"10.1016/j.lmot.2026.102244","url":null,"abstract":"<div><div>Emotion regulation (ER) is currently acknowledged as an important issue in both fields of Positive Psychology (PP) and Second Language Acquisition (SLA). Although, the specifically influence of altruistic teaching, i.e. teaching others without expecting anything in return, on student’s regulation of emotions has yet to be studied. One hundred and forty-one Chinese EFL learners participated in this study which utilized a sequential explanatory comparative group pre-test-post-test design involving both an experimental group and a control group. Only the experimental group used altruistic teaching by tutoring peers in essay writing; the control group only collaborated on writing but did not provide peer tutoring. Data collection included the Emotion Regulation Questionnaire (ERQ), reflective frames, and semi-structured interviews. Using independent sample t-tests and repeated measures ANOVA, it was found that participants in the experimental condition significantly improved in their ability to regulate emotions in terms of cognitive reappraisal, and expressive suppression. Qualitative analyses yielded five themes: pleasure, self-worth, connection, commitment, and progress. The results show that altruistic teaching is significantly conducive to the emotional control of EFL learners through developing emotional as well as social development. The findings of this research study are meaningful in relation to theory and pedagogy, providing implications of the ways in which EFL/ESL classrooms that incorporate principles of PP, such as altruistic forms of teaching, could also benefit the emotional development of students as well as inform teaching practice, training and policy.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102244"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2026-01-31 DOI: 10.1016/j.lmot.2026.102248

Kanji Hayashida , Tohru Taniuchi

{"title":"Similarity effects between learning and test phases on rats’ radial maze performance after 24-hour delay","authors":"Kanji Hayashida , Tohru Taniuchi","doi":"10.1016/j.lmot.2026.102248","DOIUrl":"10.1016/j.lmot.2026.102248","url":null,"abstract":"<div><div>This study examined whether similarity between the learning and test phases, defined by the number of open arms, both with a delay interval and an intertrial interval (ITI) of 24 h, influences radial maze performance. Two groups were compared: a free-choice learning phase (all eight arms open) and a forced-choice learning phase (four experimenter-designated arms open), each followed by a free-choice test. With a 24-hour ITI and a 24-hour delay, the forced-choice group performed significantly above chance, whereas the free-choice group performed below chance. Rats in the free-choice group displayed learning-phase preferences for particular arms; after a 1-hour delay, these arms were correctly avoided during testing, whereas after a 24-hour delay, they were preferentially re-entered as errors, indicating confusion between phases at the longer delay. These results help reconcile the discrepancies between Beatty and Shavalia (1980) and Crystal and Babb (2008) and suggest that differentiating the number of open arms across phases, thereby increasing discriminability, enhances performance under long-delay conditions.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102248"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Neuroprotective effect of syringaldehyde in chronic unpredictable mild stress-induced model of depression 丁香醛对慢性不可预测轻度应激性抑郁症模型的神经保护作用

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2025-12-05 DOI: 10.1016/j.lmot.2025.102233

Priya P. Shejul , Gaurav M. Doshi

{"title":"Neuroprotective effect of syringaldehyde in chronic unpredictable mild stress-induced model of depression","authors":"Priya P. Shejul , Gaurav M. Doshi","doi":"10.1016/j.lmot.2025.102233","DOIUrl":"10.1016/j.lmot.2025.102233","url":null,"abstract":"<div><h3>Purpose of the research</h3><div>The impact of traumatic experiences and chronic stress on the onset of depression has been the subject of numerous studies. The major etiology that is thought to eventually lead to depression involves the monoamines, neurotrophic, and neuroinflammation hypothesis. The purpose of this research work was to evaluate the effect of Syringaldehyde (SA) in CUMS-induced animal model of depression. Male Swiss albino mice were used for this study. The CUMS model was used as an inducer and fluoxetine was used as a standard drug for the study purpose.</div></div><div><h3>Principal results</h3><div>The antidepressant activity was assessed by performing the Sucrose preference, Actophotometer, Tail suspension, and Forced swim tests. In addition, the levels of Serotonin, BDNF, and Interleukin-6 were estimated via the ELISA method using the mice whole brain homogenate. SA also showed an improvement against locomotor activity, immobility time, and sucrose preference in mice. For low, intermediate, and high doses of SA, the results were found to be significant (p < 0.05, p < 0.01, and p < 0.001). This study showed that the administration of SA exhibits anti-depressant activity, which is related, at least partly, to its elevated Brain-derived neurotrophic factor levels. The results showed that SA treatment increased neurotransmitters (serotonin) and reduced pro-inflammatory cytokines (IL-6).</div></div><div><h3>Major conclusions</h3><div>Thus, it can be concluded that at such 12.5 mg/kg, SA has notable anti-depressant effects. SA might be targeted to slow or prevent neurodegeneration and neuroinflammation in depression and potentially other neurodegenerative diseases.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102233"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684637","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Expectancy-value theory: Linking uncertainty tolerance, grit, and academic engagement among EFL learners 期望价值理论：英语学习者的不确定性容忍、毅力和学习投入

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2026-01-07 DOI: 10.1016/j.lmot.2026.102241

Wang Jin, Zhou Jue

{"title":"Expectancy-value theory: Linking uncertainty tolerance, grit, and academic engagement among EFL learners","authors":"Wang Jin, Zhou Jue","doi":"10.1016/j.lmot.2026.102241","DOIUrl":"10.1016/j.lmot.2026.102241","url":null,"abstract":"<div><div>In high-stakes educational environments such as those in China, English as a foreign language (EFL) learners encounter significant psychological challenges. These include navigating uncertainty, fostering perseverance, and managing emotions to remain engaged in their studies. While individual constructs like tolerance of uncertainty, grit, and engagement have been studied, there is a notable lack of integrated structural models that investigate their connections with emotion regulation within the Chinese EFL context. This research explored the connections between academic emotion regulation, engagement, grit, and tolerance of uncertainty among 200 undergraduate EFL learners (ages 20–27) studying in English programs at various Chinese universities. Participants completed four self-report instruments and the collected data were analyzed using Structural Equation Modeling (PLS-SEM). The results confirmed the primary hypotheses: tolerance of uncertainty and academic engagement were positively associated with academic emotion regulation, whereas grit exhibited a notable negative impact. Sub-hypotheses examining specific dimensions revealed that stressful, incapability-in-action, negative/avoidance, and unfairness aspects of uncertainty, as well as the perseverance-in-effort and stability-of-interests dimensions of grit, and behavioral, emotional, and cognitive dimensions of engagement, all significantly influenced academic emotion regulation. These results highlight the central role of emotion regulation, grit, and uncertainty management in promoting EFL learners’ academic engagement, offering implications for targeted pedagogical interventions. The findings highlight the importance of teaching strategies that improve tolerance for uncertainty and foster engagement, which can enhance emotion regulation and possibly reduce the adverse effects of grit in high-stress situations.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102241"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Corrigendum to “Prediction error generated by extinction attenuates overshadowing in humans” [Learning and Motivation 90 (2025), 102111] “消光衰减人类阴影产生的预测误差”的勘误表[学习与动机90 (2025),102111]

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2025-12-13 DOI: 10.1016/j.lmot.2025.102238

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

引用次数: 0

Linking basic psychological needs, grit, and peace of mind to engagement in AI-assisted language learning: A self-determination theory perspective 将基本的心理需求、勇气和平静的心态与人工智能辅助语言学习联系起来：一个自决理论的视角

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-08-23 DOI: 10.1016/j.lmot.2025.102178

An Qi

{"title":"Linking basic psychological needs, grit, and peace of mind to engagement in AI-assisted language learning: A self-determination theory perspective","authors":"An Qi","doi":"10.1016/j.lmot.2025.102178","DOIUrl":"10.1016/j.lmot.2025.102178","url":null,"abstract":"<div><div>As artificial intelligence (AI) becomes increasingly integrated into language education, understanding the psychological mechanisms that influence learner engagement remains underexplored. This study draws on Self-Determination Theory to examine how basic psychological needs influence grit, peace of mind, and engagement in AI-assisted language learning. A quantitative research design was employed using validated survey instruments administered to English as a Foreign Language learners with AI-based classroom experience. Structural equation modeling was used to analyze the data and test both direct and mediated relationships. Results showed that the satisfaction of autonomy, competence, and relatedness significantly predicted learners’ grit and peace of mind. Both grit and peace of mind, in turn, positively influenced engagement. Additionally, basic psychological needs had a strong direct effect on engagement. These results highlight the importance of designing AI-assisted learning environments that support learners’ psychological and emotional needs, ultimately fostering more sustained and self-determined engagement.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102178"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144889219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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The low-dose of PDE5 inhibitor, sildenafil, attenuates morphine-induced memory impairment in male mice 低剂量PDE5抑制剂西地那非可减轻吗啡引起的雄性小鼠记忆损伤

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-08-30 DOI: 10.1016/j.lmot.2025.102181

Adeleh Maleki , Mohammad Amin Manavi , Armin Shirzadian , Ahmad Reza Dehpour

{"title":"The low-dose of PDE5 inhibitor, sildenafil, attenuates morphine-induced memory impairment in male mice","authors":"Adeleh Maleki , Mohammad Amin Manavi , Armin Shirzadian , Ahmad Reza Dehpour","doi":"10.1016/j.lmot.2025.102181","DOIUrl":"10.1016/j.lmot.2025.102181","url":null,"abstract":"<div><h3>Objectives</h3><div>The study aimed to evaluate the effect of sildenafil, a phosphodiesterase 5 (PDE5) inhibitor, on morphine (MOR)-induced memory impairment.</div></div><div><h3>Methods</h3><div>Male mice received morphine (MOR; 3 or 10 mg/kg, i.p.) 30 min before the acquisition phase to induce memory deficits. Sildenafil (1, 2, or 5 mg/kg, i.p.) was administered 15 min after MOR. Memory performance was evaluated using the Y-maze (spatial recognition) and passive avoidance (aversive learning) tasks. To explore underlying mechanisms, naltrexone (NTX; 3 mg/kg, i.p.) and L-NAME (10 mg/kg, i.p.) were administered as an opioid receptor antagonist and nitric oxide synthase inhibitor, respectively. In addition to behavioral tests, hippocampal nitric oxide (NO) levels were measured using the Griess assay, TNF-α and IL-1β were quantified with ELISA, and protein expression of ERK and phosphorylated ERK (p-ERK) was examined by western blotting.</div></div><div><h3>Key findings</h3><div>A low dose of sildenafil (1 mg/kg) effectively improved spatial recognition memory and learning impaired by MOR (3 mg/kg and 10 mg/kg, respectively). While sildenafil (5 mg/kg) showed no significant benefit, NTX significantly enhanced its effects. Sildenafil also reversed the increased NO and TNF-α levels induced by MOR (3 mg/kg) in the hippocampus. Additionally, MOR (3 mg/kg)-induced memory impairment, linked with decreased p-ERK protein expression in the hippocampus, was significantly mitigated by sildenafil (1 mg/kg).</div></div><div><h3>Conclusions</h3><div>Learning and memory for spatial recognition are enhanced by low doses of sildenafil. Short-term memory performance is improved by NTX and L-NAME, which counteract the effects of morphine.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102181"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144917963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How do basic psychological needs evolve in AI-assisted EFL learning? A longitudinal study of Chinese university students grounded in Self-Determination Theory 在人工智能辅助的英语学习中，基本心理需求是如何演变的？基于自我决定理论的中国大学生纵向研究

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-09-13 DOI: 10.1016/j.lmot.2025.102193

Yajing Fu , Ying Chen

{"title":"How do basic psychological needs evolve in AI-assisted EFL learning? A longitudinal study of Chinese university students grounded in Self-Determination Theory","authors":"Yajing Fu , Ying Chen","doi":"10.1016/j.lmot.2025.102193","DOIUrl":"10.1016/j.lmot.2025.102193","url":null,"abstract":"<div><div>The integration of artificial intelligence (AI) into English as a Foreign Language (EFL) education offers new opportunities for enhancing learner motivation, yet little is known about how students’ psychological needs evolve in such environments over time. Grounded in Self-Determination Theory, this longitudinal study investigated the developmental trajectories of three basic psychological needs (autonomy, competence, and relatedness) among Chinese university students engaged in AI-assisted EFL learning. A total of 313 students completed surveys at three time points over one semester. Descriptive statistics and multivariate latent growth curve modeling were employed to examine both individual growth patterns and interrelations among the needs. Results revealed significant positive growth in all three needs, with autonomy showing the largest increase. Intercept-level covariances indicated that students with higher initial satisfaction in one need also tended to score higher in others. Slope-level correlations demonstrated partial synchrony, particularly between autonomy and relatedness. These findings highlight the dynamic and interconnected nature of motivational development in AI-enhanced language learning contexts. They also underscore the potential of thoughtfully integrated AI tools to support students’ autonomy, competence, and relatedness, offering both theoretical insights into motivation development and practical implications for instructional design in digital language learning environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102193"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145046172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Changing background music is sufficient to disrupt reversal learning: Evidence from an ABC renewal design 改变背景音乐足以扰乱逆向学习：来自ABC更新设计的证据

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-09-13 DOI: 10.1016/j.lmot.2025.102190

Sahar Aghajari, Harald Lachnit, Metin Üngör

{"title":"Changing background music is sufficient to disrupt reversal learning: Evidence from an ABC renewal design","authors":"Sahar Aghajari, Harald Lachnit, Metin Üngör","doi":"10.1016/j.lmot.2025.102190","DOIUrl":"10.1016/j.lmot.2025.102190","url":null,"abstract":"<div><div>The present study investigated whether musical stimuli can acquire contextual control over anticipatory responses to visual cues. Specifically, we tested whether merely changing the background music that was present during reversal learning would be sufficient to disrupt reversal performance, using an ABC renewal paradigm. In each of two human predictive learning experiments, participants first learned to discriminate between two cues (X + , Y−) in one musical context (Context A), followed by reversal learning (X − , Y+) in a second musical context (Context B). In a subsequent test phase, cues were presented in a third musical context (Context C). In Experiment 1, Context C was novel to the participants when introduced during testing. In Experiment 2, Context C was matched with the reversal context in terms of familiarity and learning history. That is, prior to testing, Context C had served as the reversal context for another pair of cues (W, Z). In both experiments, presentations of the cues in Context C - outside their corresponding reversal context - disrupted reversal learning in the direction of initial learning. Our findings demonstrate the utility of musical stimuli as contexts in human learning paradigms. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102190"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145046173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does artificial intelligence-assisted learning positively affect college students’ motivation, emotion regulation, and academic uncertainty? Insight from situated learning theory 人工智能辅助学习是否正向影响大学生的学习动机、情绪调节和学业不确定性？情境学习理论的洞见

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-10-13 DOI: 10.1016/j.lmot.2025.102202

Haozhuo Lin , Qiu Chen

{"title":"Does artificial intelligence-assisted learning positively affect college students’ motivation, emotion regulation, and academic uncertainty? Insight from situated learning theory","authors":"Haozhuo Lin , Qiu Chen","doi":"10.1016/j.lmot.2025.102202","DOIUrl":"10.1016/j.lmot.2025.102202","url":null,"abstract":"<div><div>This study aimed to explore the effects of AI-assisted learning on undergraduate students’ motivation, emotion regulation, and academic uncertainty within the framework of Situated Learning Theory. Conducted at a Chinese university, the quasi-experimental pretest-posttest control group design involved 78 undergraduates from a humanities school, aged 18–22, with 60 % female and 40 % male participants. They were randomly assigned by intact classes to either an AI-assisted learning group (n = 39), receiving adaptive feedback, real-time support, and task adjustments via DeepSeek, or a control group (n = 39), receiving traditional instruction with identical content. Validated quantitative instruments measured motivation, emotion regulation, and academic uncertainty at pretest and posttest, with ANCOVA and MANCOVA analyses controlling for baseline scores. Results revealed significantly higher motivation and emotion regulation, alongside reduced academic uncertainty, in the AI group compared to the control group, supported by a strong multivariate effect. These findings suggest that AI-assisted learning fosters resilient, engaged learning environments in Chinese EFL contexts, offering practical implications for integrating adaptive technologies to support student affect and academic clarity.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102202"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0