Learning and Motivation最新文献

{"title":"Saccharin aversion learning in male and female laboratory rats","authors":"Sadahiko Nakajima ,&nbsp;Mengwei Li","doi":"10.1016/j.lmot.2024.102019","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102019","url":null,"abstract":"<div><p>The three experiments reported in the present research demonstrated that male rats acquire stronger saccharin aversion than females. Experiment 1 revealed that male rats were better than females in a single-trial saccharin aversion learning with a lithium chloride injection as the unconditioned stimulus (US), when normalizing saccharin intake data. Experiment 2 replicated this finding. The stronger saccharin aversion learning in male rats was also observed in Experiment 3 with wheel running as the US, assessed by the saccharin-vs.-water choice test conducted after six saccharin-running pairing days. Experiments 2 and 3 also showed that the magnitude of induced nausea, reflected in the kaolin clay ingestion, is equivalent between the sexes. Experiment 4 excluded the possibility that the observed sex difference in saccharin aversion is due to the sex difference in inherent saccharin preference. These results, taken together, suggest that potential factors of the sex difference in rats' conditioned taste aversion could include sex disparities in taste perception, the ability to associate taste with nausea, and/or the expression of association learning.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141607115","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":"BERT-based transfer learning in tacit knowledge externalization: A study case of history teachers","authors":"Guang Li ,&nbsp;Linkai Zhu ,&nbsp;Fangfang Liu ,&nbsp;Zhiming Cai ,&nbsp;Yiyun Wang ,&nbsp;Ruichen Gao","doi":"10.1016/j.lmot.2024.102009","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102009","url":null,"abstract":"<div><p>There has been significant progress in the field of transfer learning. However, there are still issues with inconsistent results in professional domain applications, with low-resource learning being a considerable problem. This paper proposes a language processing model for historical education built using BERT's pre-training techniques. Two experiments were conducted to obtain comparative results and choose the appropriate model method for explicating implicit expertise in secondary school history teaching. It compares traditional methods, represented by naive Bayes, to popular continuation pre-processing techniques such as domain adaptive learning and task adaptive learning to improve the effectiveness of transfer learning. Finally, this study builds targeted models based on real application needs and selects professional rules consistent with the scene application. The use of continued pre-training helps to enhance the accuracy of the professional domain model.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141592938","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":"Effects of depressive mood and food cues on food cravings among Japanese: Experimental research","authors":"Mina Fukuda","doi":"10.1016/j.lmot.2024.102017","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102017","url":null,"abstract":"<div><h3>Objective</h3><p>To examine the effects of depressive mood and cue stimuli on food cravings in online and laboratory experiments, respectively.</p></div><div><h3>Methods</h3><p>Experiment 1 examined the relationship between depressive mood and food cravings using a depressive mood induction procedure. Participants read the scenario for the condition before responding to questions about whether they had ever had an experience similar to the scenario and if they could easily visualize it. Each participant then completed a modified version of the Food Craving Inventory for Japanese and Profile of Mood States. Experiment 2 examined the impact of eating a first chip (under mild deprivation conditions) on subsequent cravings for chips. Participants were randomly allocated to either a potato chip (<em>n</em> = 22) or sweet potato chip (<em>n</em> = 23) cue group.</p></div><div><h3>Results</h3><p>In Experiment 1, increases in depressive mood when reading depressive mood-arousing scenarios depended on participants’ ability to recall similar scenarios. In the experimental condition (<em>n</em> = 110), feelings of depressive mood increased; in the control condition (<em>n</em> = 113), depressive mood was not aroused. When depressive mood was caused by a depressive mood-arousing scenario, cravings for Western foods occurred. However, no such association was found for sweet foods. In Experiment 2, the dependent variable was performance on the behavioral task and subjective cravings for potato chips. The potato chip cue induced only subjective cravings.</p></div><div><h3>Conclusions</h3><p>Experiment 1 showed that when depressive mood was induced by reading a depressive mood-arousing scenario, cravings for Western foods and rice were generated. Experiment 2 showed that eating a small amount of potato chips triggered a larger craving. The two experiments suggested that many types of drugs related to abuse and control mechanisms are associated with cravings for sweet foods; however, future studies should examine whether similar mechanisms control cravings for foods that are low in sugar.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141483899","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":"A systematic review and meta-analysis of self-determination-theory-based interventions in the education context","authors":"Yurou Wang ,&nbsp;Hui Wang ,&nbsp;Shengnan Wang ,&nbsp;Stefanie A. Wind ,&nbsp;Christopher Gill","doi":"10.1016/j.lmot.2024.102015","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102015","url":null,"abstract":"<div><p>For more than two decades, researchers/schools have adopted Self-Determination Theory (SDT)-based interventions to provide valuable insights into improving education process. The systematic review examined 36 SDT-based intervention studies (<em>N</em> = 11,792 participants) to understand the nature and effects of these interventions in promoting students’ intrinsic motivation and basic psychological needs. Among those studies, 31 included effect sizes related to the effectiveness of the SDT-based interventions. Results from the meta-analysis with the 137 effect sizes extracted from those studies (<em>N</em> = 9433 participants) consistently support students’ need for autonomy and competence, with evidence of effectiveness of SDT-based interventions across both experimental/quasi-experimental (autonomy: <em>g</em> = 1.14, <em>p</em> &lt; 0.0001; competence: <em>g</em> = 0.48, <em>p</em> &lt; 0.05) and pre-post study designs (autonomy: <em>g</em> = 0.19, <em>p</em> &lt; 0.01; competence: g = 0.58, <em>p</em> &lt; 0.05). These interventions also demonstrated a partially significant effect in enhancing students' intrinsic motivation within experimental/quasi-experimental frameworks (<em>g</em> = 0.58, <em>p</em> &lt; 0.01), but no significant overall effect on satisfying students’ relatedness (g = 0.44, p &gt; 0.05). We also discussed the different designs of teacher-centered, student-centered, parent-centered, mentor-mentee-centered, and combined approaches of SDT-based interventions and extracted basic psychological needs support strategies from the included interventions (<em>N</em> = 119). Through synthesizing the results from systematic review and meta-analysis, we provide nine research recommendations and future directions for conducting evidence-based and sustainable SDT interventions.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141423919","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 the level of student research autonomy in higher education affects learning efficiency by shaping motivation: A case of instructional disconformity","authors":"Xiaofei Sun","doi":"10.1016/j.lmot.2024.102016","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102016","url":null,"abstract":"<div><p>This study aims to examine the effects of different instructional interventions (i.e., autonomy-supportive, controlling, or a combination thereof) on student motivation and academic research performance. Here, a total of 328 s-year Chinese students majoring in mathematics completed the Academic Motivation Scale (AMS) survey before and after the intervention involving an array of research-related assignments. Learners in the autonomy-supportive group showed a lower level of amotivation and higher intrinsic motivation compared to the pretest; the differences were 2.62 and 11.95 points. Their level of extrinsic motivation remained unchanged. The controlling intervention had the opposite effect, causing the mean extrinsic motivation score to increase by 10.25 points. The hybrid approach showed significant improvement in all three scales: amotivation (−3.82 points), extrinsic motivation (+4.35 points), and intrinsic motivation (+7.13 points). The autonomy-supportive teaching style corresponds to lower scores in mathematical modeling (72.30), linear algebra (74.62), and numerical analysis (77.65). High standard deviations indicate that research activity scores are spread out over a wide range. The controlling instructional approach yielded higher scores (83.95, 81.68, and 81.88 points, respectively) with the smallest standard deviations. Learners in the hybrid group scored the highest (86.98, 82.30, and 82.90 points, respectively), with moderate standard deviations indicating a well-balanced performance. The findings indicate that a hybrid approach, which combines autonomy support with instructor control, is the most effective in enhancing both intrinsic and extrinsic motivation among students, as well as improving their academic performance. The implications for higher education policy include the necessity of developing and implementing hybrid learning models that cater to the individual needs of students while providing the requisite level of support and oversight.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141328452","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":"Exploring Chinese EFL learners’ engagement with large language models: A self-determination theory perspective","authors":"Xiaochen Wang ,&nbsp;Siyi Wang","doi":"10.1016/j.lmot.2024.102014","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102014","url":null,"abstract":"<div><p>Large language models (LLMs) greatly affect language learning, but research on Chinese EFL (English as a Foreign Language) learners’ engagement is limited. In this sense, the present study draws upon Self-Determination Theory (SDT) and employs a mixed-methods approach to explore how 210 Chinese EFL Learners engage with LLMs. Findings showed that most of the basic psychological needs (BPNs) play a critical role in predicting behavioral, cognitive, and emotional engagement. However, perceived autonomy did not emerge as a predictor for behavioral engagement, and perceived competence was not found to be a predictor for either behavioral engagement or cognitive engagement. Furthermore, our qualitative interviews showed that the influence of BPNs on EFL learners’ engagement with LLMs can be categorized into six thematic areas: self-directed learning empowerment, goal-oriented learning challenges, individual performance enhancement, limited knowledge advancement, collaborative learning access, and interpersonal connection gaps. The findings of this study could provide insights for foreign language teachers in their instructional design and for policymakers in formulating relevant policies.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141323423","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":"Formation of equivalence classes with the presentation of stimuli for fractions of a second","authors":"Catalina Serrano ,&nbsp;Paula Debert ,&nbsp;Gerson Yukio Tomanari","doi":"10.1016/j.lmot.2024.102008","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102008","url":null,"abstract":"<div><p>Studies have shown that it is possible to establish conditional relations among stimuli presented for very brief durations in a matching-to-sample task.</p></div><div><h3>Objectives</h3><p>In the present investigation, we asked whether it is possible to establish equivalence relations following the training of conditional relations among stimuli presented for fractions of a second.</p></div><div><h3>Methods</h3><p>Two experiments were conducted. Adults performed a successive Go/No-go discrimination task in which one element of a compound stimuli was presented for durations as short as 33 ms. Stimuli were combinations of geometric figures and colored backgrounds. In the conditional discrimination training, touching only the correct stimuli was followed by reinforcement. Emergent stimulus relations were tested under extinction.</p></div><div><h3>Results</h3><p>Presenting either figures or colors with durations as short as 33 ms promoted the acquisition of baseline conditional relations that generated the emergence of corresponding equivalence classes.</p></div><div><h3>Conclusions</h3><p>Stimuli, with durations as short as 33 ms, exerted discriminative control over human participants and had the capability to establish equivalence classes, which holds significant importance for symbolic learning.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141286216","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":"Unlocking the secrets of STEM success: Exploring the interplay of motivation to learn science, self-regulation, and emotional intelligence from a perspective of self-determination theory","authors":"Yumei Lei","doi":"10.1016/j.lmot.2024.102012","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102012","url":null,"abstract":"<div><p>The key to excellence in Science, Technology, Engineering, and Mathematics (STEM) disciplines requires mastery of the dynamics that underlie student learning and achievement. Among these factors, self-regulated learning, motivation, and emotional intelligence play critical but distinct roles in attaining academic outcomes. However, the relationships among these educational and psychological factors are not fully understood from the perspective of self-determination theory. This study delves into the intricate relationship between emotional intelligence, motivation to learn science, and self-regulated learning among Chinese STEM students. A sample of 650 undergraduate STEM students from various universities in China participated in this study. The pilot test was conducted before distributing the questionnaires, including the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), the Science Motivation Questionnaire II (SMQ-II), and the Motivated Strategies for Learning Questionnaire (MSLQ). Using the structural equation modeling, this study found a significant correlation between self-regulated learning, motivation to learn science, and emotional intelligence. Moreover, the study showed the predictive role of self-regulated learning in determining STEM students’ emotional intelligence and motivation to learn science. This study provided some important implications for policy-makers and instructors in considering self-determination theory in STEM education and developing STEM students’ motivation, emotional intelligence, and self-regulated learning to enhance educational outcomes.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241514","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":"Delving into the structural model of students’ music performance anxiety, self-efficacy, and motivation based on a self-determination theory","authors":"Manli Hu","doi":"10.1016/j.lmot.2024.102011","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102011","url":null,"abstract":"<div><p>Musical Performance Anxiety (MPA) is a multifaceted issue that exists on a spectrum of severity, necessitating an exploration of the underlying factors that hinder or reduce it within musical educational environments. Self-efficacy and motivation are widely recognized as significant determinants in the context of musical performance. Motivation has been a focal point in music education research, underscoring its importance in educational psychology and other skill-based performance domains. A comprehensive understanding of motivation is essential for elucidating students' achievements, performance, well-being, and intentions in music education. This study aims to investigate the impact of music students' self-efficacy and motivation on their MPA by analyzing data from 557 music participants who completed scales related to self-efficacy, motivation, and MPA. The research had a correlation-based research approach, typical in descriptive quantitative studies. The findings indicated that there exists a notable negative correlation between self-efficacy and MPA, as well as between motivation and MPA. In contrast, a substantial constructive correlation emerged between motivation and self-efficacy, indicating the interrelated nature of these constructs within the context of the study. The findings of the study through Structural Equation Modeling (SEM) indicated that a substantial proportion, estimated at around 54 %, of the variability evident in MPA among music students can be ascribed to the collective impact exerted by their levels of self-efficacy and motivation. Indeed, higher levels of self-efficacy and motivation are associated with lower degrees of MPA, suggesting that nurturing these attributes could potentially enhance music students’ overall performance. The paper provides recommendations for teaching participants in musical education.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141241513","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 Matricaria chamomile on morphine reward memory, the role of the serotonin receptor and CSF levels following conditional place preference in rats","authors":"Nooshin Doroodi ,&nbsp;Abbas Ali Vafaei ,&nbsp;Ali Ghanbari ,&nbsp;Ali Khaleghian ,&nbsp;Hossein Miladi-Gorji","doi":"10.1016/j.lmot.2024.102010","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102010","url":null,"abstract":"<div><p>Matricaria chamomilla L. is a well-known plant, which has decreased morphine dependence and withdrawal. The aim of the present study was to investigate the effects of the hydroalcoholic extract of Matricaria chamomile and the role of serotonergic receptor on the rewarding effects of morphine using a conditioned place preference (CPP) paradigm in rats. In this study, adult male Wistar rats received intraperitoneal injection of Matricaria chamomile (30 mg/kg) to assess of the acquisition and expression of the morphine-induced CPP and also received intraperitoneal injection of ketanserin (1 mg/kg) to assess of the extinction and reinstatement of CPP following Matricaria chamomile and as well as measurement of CSF serotonin levels. The results indicated that the Matricaria chamomile extract significantly attenuated the acquisition and expression of morphine reward memory in CPP paradigm. While the Matricaria chamomile had no effect on the extinction of reward memory, despite a significant increase in the CSF serotonin levels in the rats receiving ketanserin/chamomile. Also, Matricaria chamomile had no effect on the reinstatement and the CSF serotonin levels, while ketanserin reduced the CSF serotonin level and increased the CPP score in the reinstatement of reward memory for morphine. We conclude that the Matricaria chamomile attenuated the acquisition and expression of morphine reward memory, while could not maintain the extinguished memory and had no effect on the reinstatement of reward memory. Also, the blocking of serotonin receptor reduced the CSF serotonin level and increased the CPP score in both extinction and reinstatement phases. Therefore, Matricaria chamomile as a useful adjunctive therapeutic strategy may exert a protective effect against opiate-induced reward and incentive motivation during drug craving in opiate-addicted individuals.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141164339","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}