Learning and Motivation最新文献

{"title":"The effects of academic emotions on learning outcomes: A three-level meta-analysis of research conducted between 2000 and 2024","authors":"Jianling Xie ,&nbsp;Kit W. Cho ,&nbsp;Tianlan Wei ,&nbsp;Jianzhong Xu ,&nbsp;Min Fan","doi":"10.1016/j.lmot.2025.102109","DOIUrl":"10.1016/j.lmot.2025.102109","url":null,"abstract":"<div><div>Over the past two decades, extensive research has been undertaken to examine students’ emotional experiences. The purpose of this meta-analysis study was to analyze the results in this area to approximate an accurate measure of the relationship between academic emotions (positive and negative) and learning outcomes (performance and motivation). A total of 120 studies were included in our analyses. The results indicate a significant relationship between positive emotions and performance (<em>k</em> = 76, N = 43,551, <em>r</em> = .24 [95 % CI:.20,.27]) and a significant effect of negative emotions (<em>k</em> = 78, N = 44,029, <em>r</em> = -.25 [95 % CI: −.28, −.21]). Regarding the effect of emotions on motivation, there were 58 effect sizes (N = 35,373) that assessed participants’ motivation and positive affect, which revealed a positive effect (<em>r</em> = .46 [95 % CI:.42,.51]) and 62 effect sizes (N = 37,571) that assessed participants’ motivation and negative affect, which revealed a negative effect, (<em>r</em> = <em>-.</em>28 [95 % CI: −.32, −.23]). This indicates the underlying mechanisms of how negative emotions affect motivation may be more complex than positive emotions. Culture and performance measurement moderated the effect of emotions on performance. Possibly due to the high-stakes testing environments in school, both positive and negative emotions had the strongest effect on Asian students’ performance. The effect of negative emotions was most robust when considering course grade, followed by GPA and then standardized test. It could be that emotions are short-lived and different assessment formats capture different attributes of students.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102109"},"PeriodicalIF":1.7,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419035","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":"Unboxing autonomous motivation, controlled motivation, and oral skills among EFL learners: Insights into gamification through the lens of broaden-and-build theory","authors":"Jiao Song ,&nbsp;Ru Wang ,&nbsp;Xinyuan Wu ,&nbsp;Zhiyu Zhang","doi":"10.1016/j.lmot.2025.102110","DOIUrl":"10.1016/j.lmot.2025.102110","url":null,"abstract":"<div><div>The growing interest in gamification as a pedagogical tool has highlighted its potential to enhance engagement and general language proficiency. However, limited research has specifically investigated its effects on autonomous and controlled motivation, as well as its role in fostering oral skills in EFL contexts. Addressing these gaps, this study draws on the Broaden-and-build Theory to examine the impact of gamification on autonomous motivation, controlled motivation, and oral skills among Chinese EFL learners. Utilizing a pretest-posttest quasi-experimental design, the study involved an experimental group (EG, n = 253) that participated in gamified learning activities and a control group (CG, n = 261) that followed traditional instructional methods. Data were analyzed using independent samples t-tests to compare the groups' performance before and after the intervention. The results revealed that the EG exhibited significantly higher levels of autonomous motivation and oral skill proficiency compared to the CG. Additionally, controlled motivation levels increased among learners in the gamified setting. These findings underscore the potential of gamification to not only promote autonomy but also enhance oral language development in EFL learners. The implications of the study suggest that integrating gamification into language instruction can create more engaging and effective learning experiences, offering valuable insights for educators and curriculum designers aiming to optimize EFL teaching practices.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102110"},"PeriodicalIF":1.7,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143419034","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":"Which academic motivations predict scheduling styles: Academic goal pursuit situations in Japanese high school students","authors":"Masato Nagamine ,&nbsp;Li Tang ,&nbsp;Shuhei Miwa ,&nbsp;Ryo Kainuma ,&nbsp;Miki Toyama","doi":"10.1016/j.lmot.2025.102102","DOIUrl":"10.1016/j.lmot.2025.102102","url":null,"abstract":"<div><div>Scheduling styles include the clock-time style, which is based on time, and the event-time style, which is based on progress. Prior research suggested that the role of scheduling style in academic goal pursuit would be important. This study used two surveys to examine the motivations that predict scheduling styles in pursuing academic goals. For Part 1, a cross-sectional survey explored academic goal-pursuit among high school students. Part 2 involved a short-term longitudinal survey to examine the predictive relationships among scheduling style, academic motivation, and basic psychological need satisfaction in the academic domain. We found that the identified regulation predicted event-time style, that event-time style predicted the autonomy need satisfaction. Finally, we deliberated on the potential significance of event-time orientation in academic goal pursuit.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102102"},"PeriodicalIF":1.7,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143377035","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":"Music as a contextual cue in human predictive learning","authors":"Sahar Aghajari,&nbsp;Harald Lachnit,&nbsp;Metin Üngör","doi":"10.1016/j.lmot.2025.102096","DOIUrl":"10.1016/j.lmot.2025.102096","url":null,"abstract":"<div><div>In two experiments, we investigated the capacity of musical stimuli in establishing context-dependent behavior using a human predictive learning paradigm. The first experiment employed a conditional discrimination task, in which musical contexts provided information to solve the discrimination problem. During a learning phase, participants were trained to discriminate between two stimuli (X + , Y-) in Context A, with the discrimination being reversed (X-, Y+) in Context B. Results from a subsequent test phase revealed that participants adjusted their responses to the stimuli according to the musical contexts. The second experiment used an ABA renewal design to examine whether changes in musical context could lead to response recovery following extinction. In Phase 1, participants learned to predict an outcome based on Cue X in Context A, but this response was extinguished in Context B during Phase 2. In the Test Phase, returning to Context A led to the recovery of the initially learned response. The present results show that musical stimuli can serve as contextual cues in human learning, and we discuss theoretical as well as clinical implications of our findings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102096"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A single reminder trial updates fear memory and affects extinction in rats housed under different living conditions","authors":"Irina V. Pavlova,&nbsp;Nadezda D. Broshevitskaya,&nbsp;Grigory A. Grigoryan","doi":"10.1016/j.lmot.2025.102098","DOIUrl":"10.1016/j.lmot.2025.102098","url":null,"abstract":"<div><div>The aim of the present study was to investigate the influence of housing of rats in the enriched environment (EE), social isolation (SI), overcrowding (CROW) and standard (STAND) conditions on the updating, reconsolidation and subsequent extinction of fear memory. Male and female rats were placed in different conditions from 30 to 120 postnatal days (PND). At PND 90 in all rats, the fear conditioning was elaborated. 24 hours later, half of the rats were re-exposed to the same context and cue presentation (Re+) and the other half did not receive re-exposure (Re-). After a further 24 hours, the retention test was used to assess reconsolidation of contextual and cue memory. For the next 2 days, the extinction of the conditioned fear response by applying 10 non-reinforced trials each day was carried out. In the retention test, the freezing time in response to the context or tone in Re+ groups housed in the STAND, EE or CROW conditions was substantially less than in Re- groups, which indicated memory updating. The freezing time to the tone in the SI Re+ vs. Re- groups were about the same and the freezing time in the SI Re+ was significantly longer than in the Re+ groups in STAND and CROW conditions. The decrease of the freezing time in response to the cue presentation in Re+ vs. Re- rats was maximal in the CROW group. The changes in fear memory elicited by reactivation persisted during the extinction trials. The results obtained indicate that the reactivation procedure in the SI rats does not update fear memory, and the memory of the CROW rats was the least stable. Two types of psychosocial stresses, social isolation and overcrowding, have multidirectional effects on the reconsolidation of fear memory.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102098"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149843","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":"Cooperation and competition enhance implicit sequence learning differently","authors":"Yajie Si 司亚杰 ,&nbsp;Biye Wang 王碧野 ,&nbsp;Adam Kawczyński","doi":"10.1016/j.lmot.2024.102090","DOIUrl":"10.1016/j.lmot.2024.102090","url":null,"abstract":"<div><h3>Background</h3><div>Cooperation and competition enhance learning. Intrinsic motivation exerts a crucial influence on the human learning process. The effects of cooperation and competition on intrinsic motivation during implicit sequence learning remain unclear.</div></div><div><h3>Objective</h3><div>To determine the effects of cooperation and competition on intrinsic motivation and implicit sequence learning.</div></div><div><h3>Methods</h3><div>A total of 111 participants were randomly assigned to cooperative, competitive, and individual groups. Participants completed the classic Sequential Reaction Time Task (SRTT) and the Intrinsic Motivation Inventory (IMI) to evaluate implicit sequence learning and intrinsic motivation during both the acquisition phase and retention test phase. Consciousness assessment was evaluated using the Process Dissociation Procedure after the retention test, to separate implicit and explicit knowledge of sequence learning.</div></div><div><h3>Results</h3><div>During the acquisition phase, cooperative and competitive groups exhibited superior response times, implicit learning effects, and standardized scores compared to the individual group. The IMI revealed higher enjoyment and effort scores in the cooperative and competitive groups compared to the individual group. The competitive group displayed the highest tension scores, while the cooperative group had the highest relatedness scores. Positive correlations were found between tension and relatedness scores, implicit sequence effects, and standardized scores. During the retention phase, responses were faster in the cooperative and competitive groups compared to the individual group. Additionally, there were no significant differences in the IMI scores of the three group’s dimensions.</div></div><div><h3>Conclusions</h3><div>Both cooperation and competition significantly elevated intrinsic motivation, enhancing the acquisition and consolidation of implicit sequence learning. Specifically, both cooperation and competition increased learners’ levels of enjoyment and effort. However, competition may promote implicit sequence learning by raising learner tension, whereas cooperation may improve learning through increased learner relatedness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102090"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149927","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":"The relationship between mindfulness and learning engagement in Chinese university students: The serial mediating role of self-esteem and self-control","authors":"Long Chen ,&nbsp;Wen Chen ,&nbsp;Yahua Cheng","doi":"10.1016/j.lmot.2025.102097","DOIUrl":"10.1016/j.lmot.2025.102097","url":null,"abstract":"<div><div>Past studies have indicated a positive association between mindfulness and learning engagement. However, the potential psychological mechanisms underlying this relationship remain unclear. This study aimed to construct a serial mediation model to explore the mediating effects of self-esteem and self-control in the relationship between mindfulness and learning engagement. A sample of 589 undergraduates was surveyed on their mindfulness, self-esteem, self-control, and learning engagement through questionnaires to collect the concurrent data. The data were analyzed using SPSS 25.0 and AMOS 24.0. The structural equation modeling (SEM) approach revealed that mindfulness significantly predicted learning engagement. Additionally, self-esteem and self-control mediated the relationship between the two, both independently and serially. Thus, mindfulness affected learning engagement not only directly but also indirectly through the mediating roles of self-esteem and self-control. The findings have important implications for enhancing levels of mindfulness and promoting learning engagement among university students.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102097"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149846","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":"Learning english vocabulary via Instagram or YouTube: Surveying the impacts on motivation, growth mindfulness, willingness to communicate, and enjoyment from the lens of self-determination theory","authors":"Shaohua Jiang ,&nbsp;Hongyan Zhao","doi":"10.1016/j.lmot.2024.102089","DOIUrl":"10.1016/j.lmot.2024.102089","url":null,"abstract":"<div><div>Language development is hugely dependent upon having a large vocabulary at our disposal. In recent years, language teachers have used different modalities (i.e., social media) to enhance the delivery of their teaching to their learners. This study investigates the effects of using Instagram and YouTube as supplementary tools for learning English vocabulary on learners' achievement, motivation, growth mindfulness, willingness to communicate (WTC), and enjoyment, framed from the perspective of self-determination theory. Conducted at a language school in China, the research involved 45 participants aged 18–21, drawn from three intact classes. The participants were randomly assigned to two treatment conditions and a comparison condition. The first treatment group received Instagram materials as supplementary resources integrated into their classroom instruction, while the second treatment group utilized YouTube videos. The comparison group received traditional teacher-fronted instruction without any supplementary materials. Using a concurrent mixed-methods design, the study found that both treatment groups demonstrated significantly improved vocabulary learning on immediate and delayed posttests, outperforming the comparison group. Qualitative data from focused-group discussions revealed that the Instagram group experienced heightened motivation, growth mindfulness, and enjoyment, while the YouTube group showed notable increases in WTC and enjoyment. The findings underscore the potential of social media and video platforms in enhancing vocabulary acquisition and highlight the relevance of self-determination theory in understanding learners' responses to varied instructional methods.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102089"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149925","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":"Gamification in Vietnamese education: Assessing psychological need satisfaction, intrinsic motivation, and learning effectiveness","authors":"Bang Nguyen-Viet,&nbsp;Bac Nguyen-Viet","doi":"10.1016/j.lmot.2025.102101","DOIUrl":"10.1016/j.lmot.2025.102101","url":null,"abstract":"<div><div>Academic institutions are actively seeking new and innovative methods to improve student learning outcomes, and gamification has emerged as a promising technique to enhance student engagement, motivation, and satisfaction. This study examined gamification’s impacts on learning effectiveness, focusing on how intrinsic motivation and the fulfilment of basic psychological needs (autonomy, competence, and relatedness) affect Vietnamese students in higher education. A total of 762 Vietnamese university students were surveyed using a quantitative approach. The findings indicate that gamification has a direct positive impact on learning effectiveness and significantly enhances intrinsic motivation by fulfilling students’ basic psychological needs. Findings revealed that gamification positively moderates the relationship between relatedness and intrinsic motivation and negatively moderates the relationship between competence and intrinsic motivation. These findings offer valuable insights for educational administrators and policymakers seeking to implement gamification strategies that promote intrinsic motivation and improve learning effectiveness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102101"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149845","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":"Mapping academic motivation, self-efficacy, achievement emotions, and vocabulary learning in a game-enhanced learning environment from the lens of activity theory","authors":"Min Li","doi":"10.1016/j.lmot.2024.102087","DOIUrl":"10.1016/j.lmot.2024.102087","url":null,"abstract":"<div><div>Despite the burgeoning interest in gamification, empirical evidence on its impact on critical factors such as academic motivation, self-efficacy, achievement emotions (AEs), and vocabulary learning remains sparse. This study addressed this gap by examining how a game-enhanced learning (GEL) environment influenced these variables compared to traditional instructional methods, utilizing Activity Theory as the conceptual framework. A total of 361 students, encompassing both genders, participated in a quasi-experimental design. The participants were selected using stratified random sampling to ensure a representative sample across different academic levels and backgrounds. The study involved two groups: one engaged with traditional instructional methods and the other with a gamified learning setting. Quantitative data were collected through validated pretests and posttests measuring academic motivation, self-efficacy, AEs, and vocabulary acquisition. The results revealed that students in the GEL environment exhibited significantly higher levels of academic motivation and self-efficacy compared to their peers in the traditional setting. Furthermore, the gamified learning participants outperformed their traditional counterparts on the posttests of vocabulary and AEs. The study’s implications for teachers and curriculum developers are significant, suggesting that integrating game elements into language instruction can bolster motivation, self-efficacy, and overall learning success.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102087"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149714","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}