Learning and Motivation最新文献_第6页

Imagery processing is necessary for the subject-performed task effect: Evidence from event-related potentials 图像处理是主体执行任务效应的必要条件：来自事件相关电位的证据

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-02-01 DOI: 10.1016/j.lmot.2024.102091

Jialin Ma , Lijuan Wang , Yongxin Li

{"title":"Imagery processing is necessary for the subject-performed task effect: Evidence from event-related potentials","authors":"Jialin Ma , Lijuan Wang , Yongxin Li","doi":"10.1016/j.lmot.2024.102091","DOIUrl":"10.1016/j.lmot.2024.102091","url":null,"abstract":"<div><div>Studies have shown that eliciting the subject-performed task (SPT) effect requires imagery involvement, but the role of imagery in this effect is still unclear. Therefore, this study used behavioral and event-related potential (ERP) technology to explore the role of imagery in the SPT effect. The experiment used a within-subject design with 3 encoding types (performance, imagery, and verbal) × 2 levels of imagery (high and low). The results of Experiment 1 revealed that the memory performance of both performance encoding and imagery encoding was significantly greater than that of verbal encoding, indicating the existence of the SPT effect, and verb–noun phrases with a high-imagery level had a greater SPT effect than low-imagery phrases. Experiment 2 adopted the same experimental design, utilizing behavioral and ERP techniques, and found that the behavioral results were consistent with those of Experiment 1. The ERP data revealed that in the performance and imagery encoding conditions, greater late positive components were observed for high-imagery phrases than for low-imagery phrases, which indicated that imagery processing is the key factor in the generation of the SPT effect. The current study confirmed that imagery is necessary for the generation of the SPT effect and that the size of the SPT effect is dependent on the imagery level of the phrase.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102091"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149926","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

Effectiveness of a scaffolded autonomous learning scheme in enhancing learners’ motivation in EFL classes 框架式自主学习模式在外语课堂上提高学习者学习动机的有效性

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-02-01 DOI: 10.1016/j.lmot.2024.102084

Nurah Alfares

{"title":"Effectiveness of a scaffolded autonomous learning scheme in enhancing learners’ motivation in EFL classes","authors":"Nurah Alfares","doi":"10.1016/j.lmot.2024.102084","DOIUrl":"10.1016/j.lmot.2024.102084","url":null,"abstract":"<div><div>This study investigated the impact of a scaffolded autonomous learning scheme based on self-determination theory (SDT) on English as a Foreign Language (EFL) learners’ motivation. The study used an experimental approach by applying the one-group pre- and post-test design. The number of participants included in this study was 31 students, aged 18–19; they were first-year students studying English in the preparatory year at Umm Al-Qura University. The motivation scale used was Gardner’s Attitude/Motivation Test Battery, which was modified to measure language learning motivation. The researcher designed and applied an intervention-scaffold autonomous scheme based on SDT. The study found that the intervention scheme significantly improved learners’ motivational factors related to nervousness, self-efficacy, and confidence. The T-test also reported improved views of the English lecturer’s role, increased value for student input, encouragement of independent thought, and increased personal effort in learning. Results showed that a course scheme significantly improved participants’ motivation through clear learning objectives, flexible activities, engaging assignments, and an inspiring layout. The results suggest that the language learning program has had a positive and all-encompassing impact on participants’ motivations, with some items showing lower mean scores. Overall, the language education initiative has had a positive and all-encompassing impact on participants’ motivations.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102084"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150804","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 role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education 英语教师的即时性和师生关系在促进在线教育学习动机和学术心态中的作用

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-02-01 DOI: 10.1016/j.lmot.2024.102092

Qijing Zhang

{"title":"The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education","authors":"Qijing Zhang","doi":"10.1016/j.lmot.2024.102092","DOIUrl":"10.1016/j.lmot.2024.102092","url":null,"abstract":"<div><div>Effective instruction in English as a Foreign Language (EFL) is increasingly recognized as a complex endeavor that extends beyond mere content delivery. The dynamics of teacher-student interactions play a pivotal role in shaping students' learning experiences and outcomes. This study explores the impact of EFL instructor immediacy and teacher-student rapport on student motivation and academic attitudes among 344 EFL learners engaged in online education in China. Instructor immediacy, encompassing behaviors that foster closeness and engagement, along with rapport characterized by mutual respect and trust, are identified as critical components in creating a conducive learning environment. Utilizing Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) with LISREL 8.8, the study reveals that increased instructor immediacy is positively correlated with enhanced teacher-student relationships, thereby significantly boosting student motivation and academic attitudes. These findings highlight the essential role of interpersonal dynamics in the classroom for fostering an engaged and supportive learning atmosphere. The data suggests that EFL instructors should prioritize building meaningful connections with their students to improve educational outcomes. The study's educational implications are discussed in detail.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102092"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149838","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

EFL learner motivation and psychological well-being in online instruction: To spy the traces of resilience, autonomy, and engagement via path analysis 在线教学中的英语学习者动机和心理健康：通过路径分析发现弹性、自主性和投入的痕迹

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2025-02-01 DOI: 10.1016/j.lmot.2024.102078

Wenxin Wang , Yuan Wu

{"title":"EFL learner motivation and psychological well-being in online instruction: To spy the traces of resilience, autonomy, and engagement via path analysis","authors":"Wenxin Wang , Yuan Wu","doi":"10.1016/j.lmot.2024.102078","DOIUrl":"10.1016/j.lmot.2024.102078","url":null,"abstract":"<div><div>In an age characterized by swift technological progress, the shift to online education significantly impacts language acquisition, especially for learners of English as a foreign language (EFL). In online environments, motivation and psychological well-being are essential elements of successful learning where conventional support systems are frequently lacking. Utilizing path analysis, this research aims to illuminate the impact of three critical variables, autonomy, resilience, and engagement, on the motivation and psychological well-being of 187 EFL students who participate in online instruction at language institutions in China. The results indicated that resilience and autonomy positively impact the motivation and psychological well-being of students in the remote learning context, as determined by Structural Equation Modeling and Confirmatory Factor Analysis using Partial Least Squares. Additionally, the relationships between these factors were found to be mediated by online engagement, which serves as a critical link between student characteristics and desirable learning outcomes. The results offer valuable insights for language educators and program designers, emphasizing the significance of promoting resilience, autonomy, and engaging online pedagogies to support EFL learners' motivation and psychological health in the face of the unique demands of remote instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102078"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150806","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

Exploring the mediating role of basic psychological needs in the relationship between teacher confirmation and students’ academic engagement in EFL classes: A self-determination perspective 探索基本心理需求在教师确认与学生参与英语课堂学习之间的中介作用：自我决定的视角

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102071

Wentao Liu, Lehua Zhang, Yonghong Zeng

{"title":"Exploring the mediating role of basic psychological needs in the relationship between teacher confirmation and students’ academic engagement in EFL classes: A self-determination perspective","authors":"Wentao Liu, Lehua Zhang, Yonghong Zeng","doi":"10.1016/j.lmot.2024.102071","DOIUrl":"10.1016/j.lmot.2024.102071","url":null,"abstract":"<div><div>Academic engagement is crucial for effective English-as-a-foreign-language (EFL) learning in classrooms. Previous research has linked learners’ engagement to their perceptions of teacher confirmation. However, little is known about the specific mechanisms through which teacher confirmation impacts academic engagement. Drawing on Self-Determination Theory (SDT), our study aimed to explore how students’ perceptions of teacher confirmation, satisfaction of basic psychological needs, and academic engagement interact in EFL classes at Chinese colleges. We gathered data from 642 Chinese college EFL students who completed validated scales, analyzing the data using Structural Equation Modeling (SEM) with Amos 24 software. Our findings indicate that teacher confirmation did not directly influence academic engagement. However, it did enhance satisfaction of students’ three basic psychological needs. Among these needs, autonomy and competence did not directly affect academic engagement, whereas relatedness did. Furthermore, teacher confirmation did not significantly affect academic engagement through autonomy or competence as mediators; instead, it operated through relatedness. This study also discusses the theoretical implications of these results and suggests directions for future research.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102071"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704023","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

Metacognitive training for algebra teaching to high school students: An action research study 高中生代数教学中的元认知训练：一项行动研究

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102064

Özlem Okumuş , Mesut Öztürk

{"title":"Metacognitive training for algebra teaching to high school students: An action research study","authors":"Özlem Okumuş , Mesut Öztürk","doi":"10.1016/j.lmot.2024.102064","DOIUrl":"10.1016/j.lmot.2024.102064","url":null,"abstract":"<div><div>Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. <em>Mathematics mobilization</em> is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102064"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571257","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 interactions between baseline expectancy beliefs and task values on weekly motivation in an introductory statistics course 在统计学入门课程中研究基线期望信念和任务价值对每周学习动机的相互作用

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102068

Patrick N. Beymer, Julie A. Weast-Knapp

{"title":"Examining interactions between baseline expectancy beliefs and task values on weekly motivation in an introductory statistics course","authors":"Patrick N. Beymer, 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}

引用次数: 0

You can learn well regardless of your motivation type – Evidence from a virtual learning environment 无论你的学习动机类型如何，你都能学得很好 - 虚拟学习环境提供的证据

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102069

Hannu Pesonen , Sointu Leikas , Lauri Malmi

{"title":"You can learn well regardless of your motivation type – Evidence from a virtual learning environment","authors":"Hannu Pesonen , Sointu Leikas , 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}

引用次数: 0

Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective 研究课堂气氛和师生关系在 EFL 学生感知的学习成果中的作用：自我决定理论视角

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102062

Tianxia Luo , Ali Derakhshan

{"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 , 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}

引用次数: 0

Degraded contingency effect on running-based flavor aversion in rats: Testing the associative cue-competition account with flavors of minimal similarity 对大鼠基于奔跑的味道厌恶的退化应急效应：用相似性最小的味道检验联想线索-竞争账户

IF 1.7 4区心理学

Learning and Motivation Pub Date : 2024-11-01 DOI: 10.1016/j.lmot.2024.102061

Sadahiko Nakajima, Kenji Okuda

{"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, 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}

引用次数: 0