Learning and Motivation最新文献

{"title":"Examining interactions between baseline expectancy beliefs and task values on weekly motivation in an introductory statistics course","authors":"Patrick N. Beymer,&nbsp;Julie A. Weast-Knapp","doi":"10.1016/j.lmot.2024.102068","DOIUrl":"10.1016/j.lmot.2024.102068","url":null,"abstract":"<div><div>Situated expectancy-value theory is one of the most prominent theories for examining students’ motivational beliefs, suggesting that both students’ expectancy beliefs and task values are antecedents of important academic outcomes. Further, interactions between expectancy beliefs and task values often exist and suggest critical theoretical considerations. In this study, we examined how the interaction between students’ baseline expectancy beliefs and task values (utility, attainment, interest, and cost) predicts weekly motivational beliefs in an introductory statistics course for psychology majors in the United States (<em>N</em> = 145) using an intensive longitudinal design. Using multilevel modeling, we found interaction effects of expectancy beliefs x attainment value on weekly competence and cost, expectancy beliefs x anticipated cost on weekly value, expectancy beliefs x interest value on weekly cost. Results suggested that having high baseline value, or low cost, may be unable to buffer against low expectancy beliefs. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102068"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704024","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":"You can learn well regardless of your motivation type – Evidence from a virtual learning environment","authors":"Hannu Pesonen ,&nbsp;Sointu Leikas ,&nbsp;Lauri Malmi","doi":"10.1016/j.lmot.2024.102069","DOIUrl":"10.1016/j.lmot.2024.102069","url":null,"abstract":"<div><div>Autonomy continuum hypothesis in self-determination theory (SDT) has received convincing support in correlational studies. Further, autonomous motivation types have typically been discovered to be positively related to academic performance. On the other hand, research shows that the relationship between controlled types of motivation and academic performance varies and is not always negative. One explanation for that variation is ‘area-specificity’. Therefore, investigating the different motivation types in previously unexamined fields of study in SDT research has been called out. In this paper, we report on our research on during-the-course-motivation in a semester-long introductory programming course. Due to the cumulative nature of the topic, learning programming is known to be inherently challenging. Programming courses often employ abundant skill practising under tight deadlines. The course in this research offers students automated feedback on their programming assignments, to help them identify possible gaps in their skills. However, in previous SDT research, both deadlines and feedback have been found to carry risks for intrinsic motivation. We examined the continuum hypothesis through correlation and person-centered analysis, which has been used considerably less than variable-centered studies in SDT research. Our results indicate that latent profiles with autonomous types of motivation were much more common than ones with controlled motivation types. However, both students with profiles high on autonomous and ones high on controlled (and low on autonomous) motivations succeeded well on the course. Hence, our study supports previous evidence: controlled motivation or low intrinsic motivation need not be detrimental for academic performance.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102069"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704022","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":"Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective","authors":"Tianxia Luo ,&nbsp;Ali Derakhshan","doi":"10.1016/j.lmot.2024.102062","DOIUrl":"10.1016/j.lmot.2024.102062","url":null,"abstract":"<div><div>Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (<em>N</em> = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102062"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552718","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":"Degraded contingency effect on running-based flavor aversion in rats: Testing the associative cue-competition account with flavors of minimal similarity","authors":"Sadahiko Nakajima,&nbsp;Kenji Okuda","doi":"10.1016/j.lmot.2024.102061","DOIUrl":"10.1016/j.lmot.2024.102061","url":null,"abstract":"<div><div>Wheel running endows aversion to a paired flavor in laboratory rats, reflecting a form of Pavlovian conditioning, where the contingency between the flavor and running is crucial for the development of flavor aversion. This study investigates the impact of additional wheel running (extra running) opportunities on the development of flavor aversion based on the contingent flavor-running training. All rats had access to a target solution, followed by the opportunity to run on 5 out of 10 training days. The three groups of rats differed in treatment on the remaining 5 days: Unsignaled rats ran after consuming familiar tap water, while signaled rats ran after ingesting a solution of another flavor (a cover cue), and control rats drank tap water without running. The post-training choice test revealed that the unsignaled rats exhibited a weaker aversion for the target flavor compared to the control rats, indicating an attenuating effect of the extra running on running-based conditioned flavor aversion. This \"degraded contingency effect\" remained unchanged when the running was signaled by another flavor cue: the target flavor preference of the signaled rats was equivalent to that of the unsignaled rats. The failure to obtain any effect of the second flavor on the target aversion suggests that the degraded contingency effect demonstrated here is better explained by either habituation or the comparator mechanism, rather than cue competition.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102061"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552717","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":"Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies","authors":"Sabine Schweder,&nbsp;Diana Raufelder","doi":"10.1016/j.lmot.2024.102067","DOIUrl":"10.1016/j.lmot.2024.102067","url":null,"abstract":"<div><div>This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102067"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657373","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":"The mediating role of self-efficacy between high school students’ perceived teacher support and mathematics feedback literacy","authors":"Hao Chen ,&nbsp;Yafeng Xu ,&nbsp;Defang Wang ,&nbsp;Xia Zhang ,&nbsp;Jun Ma ,&nbsp;Sanyi Tang","doi":"10.1016/j.lmot.2024.102065","DOIUrl":"10.1016/j.lmot.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.</div></div><div><h3>Methods</h3><div>The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.</div></div><div><h3>Results</h3><div>The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.</div></div><div><h3>Conclusion</h3><div>This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102065"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560759","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":"Shaping inter-response time and run length using a discrete-trial percentile schedule combined with a fixed consecutive number procedure","authors":"Tomotaka Orihara ,&nbsp;Takayuki Tanno","doi":"10.1016/j.lmot.2024.102066","DOIUrl":"10.1016/j.lmot.2024.102066","url":null,"abstract":"<div><div>In shaping the long inter-response time (IRT), the effect of combining a fixed consecutive number (FCN) procedure with a discrete-trial percentile schedule was examined. In each trial, pigeons were required to peck at least once at the IRT start key and then at the IRT end key. Reinforcers were presented according to the percentile schedule based on the time interval between two pecks (IRT) or the cumulative number of pecks to the IRT start key before pecking the IRT end key. Successful shaping was observed when the FCN procedure was combined with a percentile schedule. The procedure developed in this study provides an ideal baseline performance for studying response shaping with IRTs.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102066"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657374","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":"Effect of Raha syrup on the motivational effects of morphine and CSF serotonin levels in rats","authors":"Mitra As’habi ,&nbsp;Mahdi Zahedi-Khorasani ,&nbsp;Freshteh Haerifar ,&nbsp;Ali Ghanbari ,&nbsp;Ali khaleghian ,&nbsp;Hossein Miladi-Gorji","doi":"10.1016/j.lmot.2024.102063","DOIUrl":"10.1016/j.lmot.2024.102063","url":null,"abstract":"<div><div>Opiates may influence motivational processes by a dysregulation of brain reward pathways that play a role in context-induced reinstatement of drug seeking. Raha syrup as herbal bioactive compounds with anti-anxiety/depressant effects may be prevented morphine-induced reward and motivation effects. Therefore, the aim of this study was to investigate the effect of Raha syrup on the rewarding effects of morphine and motivational aspects of morphine-seeking behavior in morphine-induced conditioned place preference (CPP) model and also the cerebrospinal fluid (CSF) serotonin levels following the extinction and reinstatement in rats. In this study, adult male Wistar rats received Raha syrup via oral gavage to assess of the acquisition, extinction and reinstatement of the morphine-induced CPP and as well as measurement of the CSF serotonin levels. Administration of Raha syrup during the conditioning period significantly attenuated the acquisition of morphine-induced CPP, and increased the CSF serotonin level, 6 days after cessation of treatment during extinction, while did not affect the duration of the extinction period. Also, Raha syrup during the extinction period did not affect the reinstatement of morphine-induced CPP and the CSF serotonin levels in rats. We conclude that Raha syrup attenuated the acquisition of morphine reward probably through an increase in CSF serotonin, while could not maintain the extinguished CPP and had no effect on the reinstatement. Therefore, Raha syrup as a useful adjunctive therapeutic strategy may exert a protective effect against opiate-related rewards, while it may be ineffective to prevention of motivation or drug-seeking reinstatement (relapse).</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102063"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560758","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":"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}