Learning and Motivation最新文献_第4页

Optimizing english teaching: ARCS motivation model and task-based language teaching in university 优化英语教学：ARCS动机模型和基于任务的大学语言教学

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102028

Shali Jin

引用次数: 0

Personal control and cognitive flexibility: Does uncontrollability reduce flexible shifting of attention? 个人控制与认知灵活性：不可控性会减少注意力的灵活转移吗？

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102024

Marcin Bukowski , Sławomir Śpiewak , Aleksandra Różańska , Aleksandra Gruszka

引用次数: 0

The mechanism of self-regulated learning among rural primary middle school students: Academic delay of gratification and resilience 农村小学生自我调节学习的机制：学业延迟满足与适应力

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102013

Yongzhan Li

{"title":"The mechanism of self-regulated learning among rural primary middle school students: Academic delay of gratification and resilience","authors":"Yongzhan Li","doi":"10.1016/j.lmot.2024.102013","DOIUrl":"10.1016/j.lmot.2024.102013","url":null,"abstract":"<div><p>Self-regulated learning is an important ability influencing students’ knowledge acquisition, academic performance, creativity development, and even lifelong learning in the long run. Therefore, it is of great significance to investigate the influencing factors and internal mechanism of self-regulated learning for cultivating students’ learning ability. To explore the relationship between resilience, academic delay of gratification and self-regulated learning among rural primary middle school students, a total of 1126 students of 5 rural primary middle schools in Henan province were selected by stratified random sampling and asked to complete the Resilience Questionnaire, Academic Delay of Gratification Scale and Self-regulated Learning Scale. The results showed: the development trend of rural primary middle school students’ self-regulated learning is slightly like the V-shape, specifically, from grade 7 to 8 is on the decline, while from grade 8 to 9 is on the sharp upward curve; resilience positively predicted self-regulated learning among rural primary middle school students; and academic delay of gratification is a partial mediator in the relationship between resilience and self-regulated learning among rural primary middle school students.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141711264","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

Examining effects of response-cost punishment and extinction in isolation and in combination on resurgence 研究反应成本惩罚和消退单独或结合使用对复发的影响

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102018

Carolyn M. Ritchey , Carla N. Martinez-Perez , Matthew S. Lamperski , Toshikazu Kuroda , Christopher A. Podlesnik

引用次数: 0

The impact of students' lack of learning motivation and teachers' teaching methods on innovation resistance in the context of big data 大数据背景下学生学习动力不足和教师教学方法对创新阻力的影响

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102020

Ziquan Feng , Han Xiao

引用次数: 0

Effect of sequential tasks in the case studies of business English textbooks on fostering critical thinking based on cognitive load theory 基于认知负荷理论的商务英语教科书案例研究中的序列任务对培养批判性思维的影响

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102027

Yun Jiang

{"title":"Effect of sequential tasks in the case studies of business English textbooks on fostering critical thinking based on cognitive load theory","authors":"Yun Jiang","doi":"10.1016/j.lmot.2024.102027","DOIUrl":"10.1016/j.lmot.2024.102027","url":null,"abstract":"<div><p>There is a consensus that case studies in Business English class are helpful to foster critical thinking, but little research has been done to explore how case studies facilitate it. To bridge the gap, the present study uses the revised Bloom’s taxonomy as a tool to qualitatively and quantitatively investigate the effect of case studies in <em>Market Leader</em> textbooks on fostering critical thinking based on cognitive load theory. First, the presence of six cognitive levels targeted in the tasks is examined to see how case studies sequence their tasks according to the increase of cognitive complexity. Secondly, the scaffoldings distributed across the sequential tasks are explored to investigate how well they impose appropriate amount of cognitive load on students. Although six cognitive levels are found, there is an inappropriate administration of task scaffolding in a single task or task chain, leading to insufficient or superficial scaffolds and thus inducing high level of cognitive load for students to develop critical thinking. Accordingly, case study writers and teachers are recommended, when designing and adapting sequential tasks, to consider systematic inculcation of cognitive levels among tasks and proper administration of scaffolding with regard to the aspects of task input, conditions, progress and outcome so that a balanced level of cognitive load aligned with the state of working memory capacity of students can be achieved for fostering critical thinking.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141770239","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

Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students 在适应性混合学习系统中融入建构主义原则，在大学生中开展社会创业教育

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102023

Shuhui Pan , Barbod Hafez , Amanda Iskandar , Zhao Ming

{"title":"Integrating constructivist principles in an adaptive hybrid learning system for developing social entrepreneurship education among college students","authors":"Shuhui Pan , Barbod Hafez , Amanda Iskandar , Zhao Ming","doi":"10.1016/j.lmot.2024.102023","DOIUrl":"10.1016/j.lmot.2024.102023","url":null,"abstract":"<div><p>Education in social entrepreneurship for college students is a gradual and evolving process that shapes their career outlook and skill development. This journey involves employing various strategies to engage with and analyze innovative concepts. Adaptive hybrid learning systems adjust course materials dynamically based on individual students' skills and learning progress, drawing from diverse learning theories and instructional interventions. Empowering students to drive positive social change is a central focus, with social entrepreneurs tackling global challenges such as poverty, unemployment, gender inequality, inadequate education, healthcare, and governance. While some students may find traditional classroom settings inconvenient and prefer the flexibility of hybrid learning, others weigh the risks and benefits of classroom instruction differently. Data Envelopment Analysis (DEA) is utilized for empirical analysis, utilizing early-stage social entrepreneurship education as a performance measure and cultural probabilities as variables. The significance of college students' contributions through social enterprises is increasingly recognized, prompting the development of Convolutional Neural Network (CNN) models to forecast and assess career growth trends. The DEA-CNN framework aims to enhance adaptive hybrid learning systems by evaluating social entrepreneurs' knowledge, skills, and competencies. Social entrepreneurship not only addresses environmental concerns but also enriches cultural diversity. Many college students prioritize practical action over mere ideation, particularly in entrepreneurship.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141869479","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 healthy lifestyle persuasive design model based on behavioral analysis 基于行为分析的健康生活方式说服设计模型

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-07-20 DOI: 10.1016/j.lmot.2024.102021

Ji Kang , Rosalam Che Me , Khairul Manami Kamarudin

{"title":"A healthy lifestyle persuasive design model based on behavioral analysis","authors":"Ji Kang , Rosalam Che Me , Khairul Manami Kamarudin","doi":"10.1016/j.lmot.2024.102021","DOIUrl":"10.1016/j.lmot.2024.102021","url":null,"abstract":"<div><p>In real life, people are often affected by personal, environmental and other conditions, and cannot maintain a healthy life well. In order to explore the reasons behind these behaviors, this paper discusses how to help people form a healthy lifestyle from the perspective of persuasive design, this paper starts with the analysis of people's health related behavior theories, and through the three steps of literature review, questionnaire and follow-up survey. Through in-depth analysis, points out that the factors affecting healthy lifestyle are composed of three parts: the factors that influence behavior, motivation for the behavior and environment support, these factors can be divided into controllable factors and uncontrollable factors, the controllable factors can be interfered with and changed through scientific persuasive process. Then, based on the three elements of Fogg Behavioral Model, the persuasive process and the persuasive strategies in the design were deeply studied, the persuasive process and the behavior change process were combined, the correlation between the two was found, and the persuasive strategies should be adopted in the four stages of motivation, preparation, action, and maintenance were proposed. Finally, build a persuasive model of a healthy lifestyle. This model points out the four stages and influencing factors of the formation of a healthy lifestyle, provides design strategies for each stage, and provides targeted guidance and suggestions for designers.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732400","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

Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: A structural equation modeling approach 揭示 EFL 教师认知灵活性、情绪调节和外语教学焦虑之间的相互作用：结构方程建模方法

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-07-17 DOI: 10.1016/j.lmot.2024.102022

Aynur Kesen Mutlu , Mehdi Solhi

{"title":"Unveiling the interplay between EFL teachers’ cognitive flexibility, emotion regulation, and foreign language teaching anxiety: A structural equation modeling approach","authors":"Aynur Kesen Mutlu , Mehdi Solhi","doi":"10.1016/j.lmot.2024.102022","DOIUrl":"10.1016/j.lmot.2024.102022","url":null,"abstract":"<div><p>The current study explored the association between EFL instructors’ cognitive flexibility (CF) and foreign language teaching anxiety (FLTA), with the mediating impact of emotion regulation strategies. In doing so, 330 participants (196 males and 134 females) voluntarily filled in a battery of scales. Results of a structural equation modeling analysis indicated that all facets of FLTA were negatively correlated with CF. Furthermore, the first component of emotion regulation, i.e., cognitive reappraisal, had a strong negative association with all facets of FLTA except time management challenges. The other component of emotion regulation, expressive suppression, exhibited significant positive correlations with all components of FLTA, except difficulties with time management. Next, we investigated how two components of emotion regulation strategies could potentially mediate the association between CF and L2 teaching anxiety. Results indicated that cognitive reappraisal mediates the relationship between CF and four sub-components of FLTA, viz., fear of negative evaluation, lack of student interest, teaching inexperience, and self-perception of language proficiency. Additionally, expressive suppression mediated the relationship between CF and the four components of FLTA. The findings are discussed in the context of educational theories, and implications are provided to enhance EFL instructors’ flexible cognition.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637382","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 self-determination perspective on the relationships between EFL learners’ foreign language peace of mind, foreign language enjoyment, psychological capital, and academic engagement 从自我决定的角度看英语语言学习者的外语安心感、外语乐趣、心理资本和学术参与之间的关系

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-07-17 DOI: 10.1016/j.lmot.2024.102025

Ali Derakhshan , Mostafa Azari Noughabi

{"title":"A self-determination perspective on the relationships between EFL learners’ foreign language peace of mind, foreign language enjoyment, psychological capital, and academic engagement","authors":"Ali Derakhshan , Mostafa Azari Noughabi","doi":"10.1016/j.lmot.2024.102025","DOIUrl":"10.1016/j.lmot.2024.102025","url":null,"abstract":"<div><p>An increasing attention has already been paid to learners’ positive emotions. However, investigating the role of foreign language peace of mind (FLPoM) in language learners’ academic engagement has received scant attention. The present study therefore aims to explore whether EFL learners’ FLPoM, foreign language enjoyment (FLE), and psychological capital (PsyCap) can impact their academic engagement. The participants were 200 EFL learners who completed four questionnaires. The results of structural equation modelling (SEM) analysis revealed that learners’ FLPoM, FLE, and PsyCap significantly contributed to their academic engagement. Moreover, FLE was identified as the strongest predictor of academic engagement. The results of the present study highlighted the criticality of positive emotions in expanding learners’ engagement in learning a foreign language. Regarding the tenets of self-determination theory, the findings imply that psychological resources coupled with positive relatedness can yield effective engagement. Finally, suggestions for future research were offered.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637383","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