Learning and Motivation最新文献_第4页

Navigating ambiguous learning tasks through flow theory and behaviorist reinforcement: Effects on motivation, flow experience, and psychological well-being 通过心流理论和行为主义强化引导模棱两可的学习任务：对动机、心流体验和心理健康的影响

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2026-01-27 DOI: 10.1016/j.lmot.2026.102246

Qiuhong Zhang

{"title":"Navigating ambiguous learning tasks through flow theory and behaviorist reinforcement: Effects on motivation, flow experience, and psychological well-being","authors":"Qiuhong Zhang","doi":"10.1016/j.lmot.2026.102246","DOIUrl":"10.1016/j.lmot.2026.102246","url":null,"abstract":"<div><div>The present study set out to examine how ambiguous learning tasks shape learners’ motivation, flow experience, and psychological well-being in an online English as a foreign language (EFL) project-based learning context. Using a quasi-experimental pretest-posttest design, 133 Chinese undergraduate EFL learners participated in an 11-week online project-based intervention and were assigned to an ambiguous task condition (n = 67) or a structured task condition (n = 66), with motivation, flow, and psychological well-being assessed through validated questionnaire instruments administered before and after the intervention. The results showed improvement in both groups from pretest to posttest; however, learners in the ambiguous task condition demonstrated significantly larger gains in motivation, flow experience, and psychological well-being than those in the structured task condition. Taken together, these findings suggest that EFL instructors and instructional designers can enhance learners’ engagement and well-being by incorporating calibrated ambiguity and strategically timed feedback within online project-based speaking modules.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102246"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076778","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

Instructional framing and task ambiguity in motivated learning: A quantum-inspired experimental study on goal superposition and task engagement 动机学习中的教学框架与任务歧义：目标叠加与任务参与的量子启发实验研究

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2025-12-03 DOI: 10.1016/j.lmot.2025.102224

Huijun Li

{"title":"Instructional framing and task ambiguity in motivated learning: A quantum-inspired experimental study on goal superposition and task engagement","authors":"Huijun Li","doi":"10.1016/j.lmot.2025.102224","DOIUrl":"10.1016/j.lmot.2025.102224","url":null,"abstract":"<div><div>This study investigates the combined effects of instructional framing (intrinsic mastery vs. extrinsic performance) and task ambiguity (low vs. high) on EFL learners' motivation, task value, and decision-making, addressing an underexplored gap in non-Western, high-stakes contexts. Drawing on Expectancy-Value Theory and quantum cognition's goal superposition, where conflicting aims (e.g., deep comprehension vs. exam success) coexist until framing resolves them, intrinsic approaches recast ambiguity as productive struggle to elevate engagement. Ninety-two intermediate Chinese EFL learners participated in a 2 × 2 factorial experiment, randomly assigned to one of four conditions over eight weeks. Mixed methods included pre/post questionnaires (task value, cognitive engagement), behavioral logs (decision latency, switching), diaries, and interviews. ANOVA revealed strong main effects of intrinsic framing on task value and engagement (η² > .70), moderated by ambiguity: high levels enhanced outcomes under intrinsic framing but triggered conflict and disengagement under extrinsic. Thematic analysis confirmed goal superposition as internal tensions, with intrinsic learners employing self-reflective strategies and extrinsic ones favoring external validation. Results advocate intrinsic mastery framing to harness ambiguity for EFL motivation, equipping educators with tools to foster autonomy, mitigate grade reliance, and promote resilient learning in exam-driven environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102224"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684638","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

A social cognitive perspective on the relationship between intolerance of uncertainty and academic self-efficacy among EFL high school students 高中英语学生学业自我效能感与不确定性耐受性关系的社会认知视角

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2026-02-01 Epub Date: 2025-12-11 DOI: 10.1016/j.lmot.2025.102237

Liwei Long , Huiying Long

{"title":"A social cognitive perspective on the relationship between intolerance of uncertainty and academic self-efficacy among EFL high school students","authors":"Liwei Long , Huiying Long","doi":"10.1016/j.lmot.2025.102237","DOIUrl":"10.1016/j.lmot.2025.102237","url":null,"abstract":"<div><div>Academic Self-Efficacy (ASE) is acknowledged as a vital factor influencing student success, but the impact of personal variations in handling uncertainty has not been thoroughly examined. While earlier studies have identified connections between anxiety and reduced ASE, the precise role of Intolerance of Uncertainty (IU) and the cognitive-affective processes involved warrant additional exploration. To fill this gap, the current study utilized a mixed-methods approach to investigate the connection between IU and ASE in a sample of 274 high school students. During the quantitative phase, data gathered via validated self-report instruments were subjected to Pearson correlation and regression analysis. This analysis uncovered a strong negative correlation between IU and ASE, with prospective anxiety and inhibitory anxiety identified as significant predictors. To enhance these findings, thematic analysis was conducted on reflective journals from a carefully chosen subsample of 18 students, resulting in three significant themes that demonstrated how IU impacted learners' experiences: a) heightened threat appraisal of ambiguous tasks, (b) avoidance of challenging academic situations, and (c) impaired self-regulation strategies. The findings collectively emphasize the importance of IU as a significant psycho-affective element that negatively impacts students' academic confidence. This suggests that educational strategies aimed at enhancing tolerance of uncertainty, by fostering adaptive coping mechanisms and alleviating anxiety in uncertain situations, could be crucial in advancing ASE and bolstering students' overall academic well-being.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102237"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737470","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

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}

引用次数: 0

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}

引用次数: 0

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}

引用次数: 0

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