Learning and Motivation最新文献_第6页

The role of self-efficacy and learner engagement in the relationship between prior achievement and final achievement in EFL writing 自我效能感和学习者参与度在英语写作前期成绩与最终成绩之间关系中的作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-20 DOI: 10.1016/j.lmot.2024.102007

Xia Hao , Huaguo Lu

{"title":"The role of self-efficacy and learner engagement in the relationship between prior achievement and final achievement in EFL writing","authors":"Xia Hao , Huaguo Lu","doi":"10.1016/j.lmot.2024.102007","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.102007","url":null,"abstract":"<div><p>EFL writing achievement is shaped by complex interactions among motivational factors. This study investigates these interactions by examining the mediating and chain effects among prior achievement, self-efficacy, learner engagement, and final writing in EFL writing contexts. Data were collected through surveys and writing tests over a term in a Chinese university. The participants consisted of 176 college students enrolled in an English writing course. Structural equation modeling analysis was used to examine the mediating effects and chain effects of the latent variables. Results indicate that self-efficacy has a positive and indirect influence on final achievement via the mediation of learner engagement. Prior achievement also has a positive and indirect influence on final achievement via the mediation of self-efficacy. However, prior achievement does not show a positive indirect effect on final achievement via the mediation of learner engagement. A chain effect is observed when self-efficacy is included in the chain among prior achievement, learner engagement and final achievement, highlighting the significant role of self-efficacy in this relationship. Lastly, theoretical and pedagogical implications are discussed.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141072811","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

Retrospective revaluation effects during interpersonal attributions 人际归因过程中的回溯重估效应

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-20 DOI: 10.1016/j.lmot.2024.101995

Paige N. Michener, Joanna Cassella, Todd R. Schachtman

{"title":"Retrospective revaluation effects during interpersonal attributions","authors":"Paige N. Michener, Joanna Cassella, Todd R. Schachtman","doi":"10.1016/j.lmot.2024.101995","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101995","url":null,"abstract":"<div><p>Three questionnaire studies examined retrospective revaluation during judgments of causal attribution in social situations, that is, judgments about whether a particular individual or environmental cause was responsible for an outcome. An initial phase of training occurred in which two individuals (or one person and an environmental event) were described as possible candidates as causes of an outcome. One cause was the target test cause, and the other cause was manipulated in Phase 2. In Phase 2, new information about the validity of the “nontarget” cause was presented. This “nontarget” cause was either elevated in its causal status (an “inflation” treatment) or decreased in status as a possible cause (a “deflation” treatment). Participants rated the extent that the target cause was the cause of the outcome before and after receiving the inflation or deflation information in Phase 2. The difference in those scores was calculated to examine the potential of the Phase 2 information to influence attributions regarding the target cause (retrospective revaluation). Retrospective revaluation effects were found, specifically in deflation conditions, such that this new Phase 2 information did influence judgments about causal status of the target cause (Study 1); but inflation effects were weak. Deflation occurred when the cause was environmental and when it involved two people as causes. Also, the importance of the strength of the association between two causes (“within-compound associations”) was evaluated in two subsequent studies, revealing that this factor is important for observing retrospective revaluation, particularly when the strength of the association is either weak or strong but not of medium strength.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141067927","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

Delay of reinforcement switches attention between elements of a compound stimulus in humans, Reynolds (1961) revisited 雷诺兹（1961 年）再论延迟强化会在人类的复合刺激元素之间切换注意力

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-17 DOI: 10.1016/j.lmot.2024.101996

Javier Vila, Roberto Jiménez-Castillo, Charbel Aguilar-Espinosa

引用次数: 0

Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter? 在EMI课堂中提高中国学生的沟通意愿（WTC）：学习动机和学术自我效能感重要吗？

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-05-01 DOI: 10.1016/j.lmot.2024.101997

Caili Zhang , Kun Dai

{"title":"Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?","authors":"Caili Zhang , Kun Dai","doi":"10.1016/j.lmot.2024.101997","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101997","url":null,"abstract":"<div><p>Due to the vital role of classroom communications in the success of EMI courses, factors driving students to communicate with teachers and classmates need to be recognized. In this respect, several scholars worldwide have explored different emotional, personal, and environmental sources of students’ willingness to communicate (WTC). Nonetheless, the impacts of learning motivation and academic self-efficacy have somehow been overlooked in previous investigations. That is, few investigations have inspected the effects of these personal factors on students’ decisions to speak. Additionally, no research study has been carried out on the consequences of motivation and self-efficacy for EMI students’ decisions to communicate. To address the mentioned gaps, this investigation measured the influences of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. In doing so, three closed-ended questionnaires were given to 303 Chinese EMI students. Correlation tests indicated positive links between WTC, academic self-efficacy, and learning motivation. Regression analysis also demonstrated the significant, positive effects of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. The results of this inquiry could be beneficial for all EMI teachers and teacher trainers.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140815882","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

Transfer between tasks involving frustrative nonreward in rats: From consummatory to instrumental successive negative contrast 大鼠在涉及挫折性非奖励任务之间的转移：从消耗性到工具性连续负对比

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-30 DOI: 10.1016/j.lmot.2024.101998

Mariano N. Rodríguez , Martín M. Puddington , Mauricio R. Papini , Rubén N. Muzio

{"title":"Transfer between tasks involving frustrative nonreward in rats: From consummatory to instrumental successive negative contrast","authors":"Mariano N. Rodríguez , Martín M. Puddington , Mauricio R. Papini , Rubén N. Muzio","doi":"10.1016/j.lmot.2024.101998","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101998","url":null,"abstract":"<div><p>In tasks involving frustrative nonreward, animals learn to expect a large reward and eventually the reward is unexpectedly (i.e., without signals) downshifted to a small reward. Rats exposed to such tasks exhibit a transient rejection of the reward (in consummatory successive negative contrast, cSNC), or a transient deterioration of anticipatory behavior (in instrumental successive negative contrast, iSNC). When these tasks are administered in series, animals trained first in the cSNC task exhibit a reduced iSNC effect. This cSNC-to-iSNC transfer effect has been attributed to counterconditioning learning during cSNC postshift sessions, that is, to pairings of anticipatory frustration (a negative emotional response) with a reward. This hypothesis was tested in two experiments that manipulated the number of postshift trials in a cSNC task (Phase 1) before switching animals to the iSNC task (Phase 2). In these experiments, animals that received a single downshift session in the cSNC task (Phase 1) exhibited a stronger iSNC effect (Phase 2) than animals that had received either five (Experiment 1) or eight (Experiment 2) downshift sessions. More extensive downshift experience created more opportunities to develop counterconditioning. These results lend support to a role of counterconditioning in the recovery from reward downshift and in the development of transfer effects across reward downshift tasks that differ in terms of response requirements, reward type, and contextual cues.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140815881","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 impact of EFL teachers’ emotioncy level on their motivation and academic engagement 英语教师的情绪水平对其学习动机和学术参与度的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-27 DOI: 10.1016/j.lmot.2024.101990

Yanli Zhao

{"title":"The impact of EFL teachers’ emotioncy level on their motivation and academic engagement","authors":"Yanli Zhao","doi":"10.1016/j.lmot.2024.101990","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101990","url":null,"abstract":"<div><p>The educational landscape relies heavily on EFL instructors to shape students’ language learning journey, with emotional teaching aspects profoundly affecting motivation and academic involvement. This study delves into how EFL teachers’ emotioncy levels impact their motivation and academic engagement, referring to their ability to effectively handle emotions. Understanding how EFL teachers’ emotioncy level affects their motivation and academic engagement is crucial for optimizing teaching practices and student outcomes. Through empirical analysis and theoretical examination, this research investigates the relationship between EFL teachers’ emotioncy, motivation, and academic engagement. 596 EFL teachers filled out motivation, emotioncy, and engagement questionnaires. AMOS and SEM were employed to analyze the data. The results indicated that about 50 % of changes in teachers’ academic engagement can be explained by their emotioncy, and about 62 % of teachers’ motivation can be explained by their emotioncy. The findings contribute to enhancing teacher training programs and educational strategies aimed at promoting effective teaching practices and improving student engagement and performance. Theoretical and practical implications of the study are discussed.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140650925","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

Half the annoyance, same avoidance. The influence of a reduction in US intensity on categorical avoidance generalization 一半的烦恼，同样的回避。降低美国强度对分类回避泛化的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-26 DOI: 10.1016/j.lmot.2024.101994

Pauline Dibbets, Kristof Vandael, Linda Vancleef

{"title":"Half the annoyance, same avoidance. The influence of a reduction in US intensity on categorical avoidance generalization","authors":"Pauline Dibbets, Kristof Vandael, Linda Vancleef","doi":"10.1016/j.lmot.2024.101994","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101994","url":null,"abstract":"<div><h3>Background</h3><p>Anxiety disorders are characterized by avoidance of aversive- and similar but innocuous stimuli. As avoidance hinders daily life, it is important to examine factors that influence avoidance behaviour. The aim of the present study was to examine the impact of a reduction in the intensity of an aversive stimulus (shock, US) on goal-directed avoidance- and avoidance generalization.</p></div><div><h3>Method</h3><p>Using a categorical fear learning task, students (<em>n</em> = 47) learned that one category of pictures (e.g., sunny, CS+) was followed by a shock whereas another category was not (e.g., rainy, CS-). Next, participants learned avoiding the shock by pressing the spacebar. Subsequently, for half of the participants shock levels were reduced (UShalf), for the other half the level remained the same (USsame). At test, original CS+ and CS- pictures were interspersed with novel category members (GCS+; GCS-) and stimuli that belonged to both categories (Amb).</p></div><div><h3>Results</h3><p>Participants expected the US to occur on CS+ and GCS+ stimuli, but not on CS- and GCS- stimuli. Therefore, CS+ and GCS+ stimuli, but not CS- and GCS-, were avoided. For Amb the US expectancy and avoidance responses fell in between the CS+ and CS- categories. Reduction of the US had no effect on responding.</p></div><div><h3>Limitations and suggestions</h3><p>Avoidance was relatively costless, and the reduced US was still experienced as aversive, probably therefore participants continued avoiding the US. For future studies, we suggest inclusion of avoidance costs and/or a more fine-grained avoidance measure to further explore the effects of US intensity reduction on avoidance behaviour.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969024000365/pdfft?md5=f4b7121ce9644805e781a6959885978c&pid=1-s2.0-S0023969024000365-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140650927","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

The interplay between English teachers’ rapport and immediacy and the students’ academic motivation 英语教师的亲和力和即时性与学生学习动机之间的相互作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-26 DOI: 10.1016/j.lmot.2024.101991

Behzad Pourgharib , Farzaneh Shakki

{"title":"The interplay between English teachers’ rapport and immediacy and the students’ academic motivation","authors":"Behzad Pourgharib , Farzaneh Shakki","doi":"10.1016/j.lmot.2024.101991","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101991","url":null,"abstract":"<div><p>The teacher-student relationship is not a straightforward activity; however, a shared relationship that comes to fruition in a set of elements can have an impact on it. Among these factors that might affect learners’ academic motivation are teachers’ interaction and immediacy which need to be investigated in different learning contexts; therefore, the current study scrutinized the association between teachers’ rapport and immediacy and learners’ academic motivation. A total number of 304 EFL learners participated in this study. The researchers used two questionnaires (teachers’ interaction & immediacy questionnaire and learners’ academic intrinsic motivation questionnaire) to collect the required data. The results of the analysis demonstrated that there is a strong and positive association between these teachers’ interpersonal variables and students’ academic motivation. The results showed that 61% of variances in students’ academic motivation can be predicted by teachers’ interaction and immediacy. The results also revealed that gender was not a defining factor in the process. The findings emphasized the significant role of teachers and their focus on factors such as students’ needs, fear, power, teachers’ authority, knowledge, and their peers in their classrooms.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140650924","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

Evaluating voluntary abstinence from ethanol self-administration in rats using a concurrent-chains procedure 利用并发链程序评估大鼠对乙醇自我给药的自愿戒断情况

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-25 DOI: 10.1016/j.lmot.2024.101989

Charlene N. Agnew, William E. Sullivan, Kate E. Derrenbacker, Henry S. Roane, Andrew R. Craig

引用次数: 0

Effect of using gamification of “Kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students 将 "Kahoot!"游戏化作为一种学习方法对大学生压力症状、焦虑症状、自我效能感和学习成绩的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-25 DOI: 10.1016/j.lmot.2024.101993

Ahmed alsswey , Malakeh.Z. Malak

{"title":"Effect of using gamification of “Kahoot!” as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students","authors":"Ahmed alsswey , Malakeh.Z. Malak","doi":"10.1016/j.lmot.2024.101993","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101993","url":null,"abstract":"<div><p>While gamification in education has gained popularity in recent years, there remains a scarcity of studies investigating its effects on students' stress levels, anxiety, self-efficacy, and academic achievements, particularly within Arab countries. Therefore, this study investigated the effect of using the gamification of “Kahoot!” as a learning method on stress and anxiety symptoms, self-efficacy, and academic achievements among university students in Jordan. A pre-posttest control group design was adopted and a sample of 176 students was recruited, 89 were in the experimental group and 87 in the control group. The experimental group was exposed to the gamification of Kahoot! and traditional learning, while the control group was exposed to traditional learning during the period from March to June 2023. Findings clarified significant differences existed in stress and anxiety symptoms, self-efficacy, and academic achievements between experimental and control groups after intervention. The experimental group revealed reduced stress and anxiety symptoms and improved self-efficacy and academic achievements after the intervention. This study suggested that the gamification of “Kahoot!” could be an effective learning method, thus university instructors should integrate such gamification into the educational process to enhance psychological health and academic achievements among students.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140650926","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