Learning and Motivation最新文献_第7页

The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory ai辅助同伴评议对学生ai反馈素养、动机和自尊的影响：整合体验学习和自我决定理论

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-11-10 DOI: 10.1016/j.lmot.2025.102215

Enas Mohammad Alwafi

{"title":"The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory","authors":"Enas Mohammad Alwafi","doi":"10.1016/j.lmot.2025.102215","DOIUrl":"10.1016/j.lmot.2025.102215","url":null,"abstract":"<div><div>The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102215"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525853","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 L2 writing motivation in AI-mediated EFL contexts: The role of teacher affective support, AI literacy, and self-efficacy through the lens of self-determination theory 在人工智能介导的英语语境中探索二语写作动机：教师情感支持、人工智能素养和自我效能感的作用——基于自我决定理论

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-11-12 DOI: 10.1016/j.lmot.2025.102214

Ziwen Pan , Yi Zhang

{"title":"Exploring L2 writing motivation in AI-mediated EFL contexts: The role of teacher affective support, AI literacy, and self-efficacy through the lens of self-determination theory","authors":"Ziwen Pan , Yi Zhang","doi":"10.1016/j.lmot.2025.102214","DOIUrl":"10.1016/j.lmot.2025.102214","url":null,"abstract":"<div><div>Although artificial intelligence (AI) has become embedded in educational settings, research on L2 writing motivation in this context has largely examined individual influencing factors in isolation. There remains limited understanding of how different resources may shape learners’ motivation in AI-mediated writing environments. To address this gap, this study applies self-determination theory to develop and test a structural model that integrates social (TAS), cognitive (AI literacy), and psychological (self-efficacy) factors in influencing L2 writing motivation in the AI-mediated context. To this end, 627 Chinese university students completed validated questionnaires on the four constructs, the results of which were then analyzed with SPSS 26.0 and AMOS 26.0. The analysis revealed that both TAS and AI literacy positively predicted L2 writing motivation directly and indirectly through writing self-efficacy, although the path coefficients differed between the predictors. Specifically, the results indicated that AI literacy had a stronger indirect effect on motivation via self-efficacy than TAS, confirming the distinct pathways through which cognitive and social resources contribute to L2 writing motivation in AI-mediated contexts. In this way, the study extends the application of self-determination theory to AI-enhanced L2 writing contexts and offers pedagogical implications for fostering motivated writers in the digital age.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102214"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525854","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

Chinese engineering students’ perceived emotional experiences in AI-mediated education: An expectancy-value theory (EVT) perspective 中国工科学生在人工智能中介教育中的感知情感体验：一个期望-价值理论（EVT）的视角

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-09-09 DOI: 10.1016/j.lmot.2025.102180

Yan Huang , Hongfei Wang

{"title":"Chinese engineering students’ perceived emotional experiences in AI-mediated education: An expectancy-value theory (EVT) perspective","authors":"Yan Huang , Hongfei Wang","doi":"10.1016/j.lmot.2025.102180","DOIUrl":"10.1016/j.lmot.2025.102180","url":null,"abstract":"<div><div>The use of artificial intelligence (AI) technologies in engineering education has recently captured increasing scholarly attention. However, the emotional consequences of using AI tools by engineering students have been ignored in the literature. To fill the gaps, this qualitative study aimed to examine Chinese engineering students’ AI-induced emotional experiences and their reasons, drawing on the expectancy-value theory (EVT). A group of 83 engineering students was non-randomly selected to attend semi-structured interviews. Thematic analysis revealed that Chinese engineering students had experienced eight positive and six negative emotions in their AI-mediated education for different reasons pertaining their ‘self-efficacy’, ‘mastery and accomplishment experiences’, ‘perceived value of education’, ‘technical challenges’, ‘fear of being replaced’, and ‘perceived inefficiency and bias’ in AI tools. Each AI-induced emotional experience is discussed thoroughly, and implications are presented for engineering students and teachers to increase their awareness of AI-induced emotionality in their field.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102180"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019572","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 role of EFL students’ AI literacy and readiness in their academic goal orientations: An achievement goal theory (AGT) perspective 从成就目标理论的角度探讨英语学生的人工智能素养和准备在学业目标取向中的作用

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-10-11 DOI: 10.1016/j.lmot.2025.102203

Feng Gao

{"title":"Exploring the role of EFL students’ AI literacy and readiness in their academic goal orientations: An achievement goal theory (AGT) perspective","authors":"Feng Gao","doi":"10.1016/j.lmot.2025.102203","DOIUrl":"10.1016/j.lmot.2025.102203","url":null,"abstract":"<div><div>The use of various artificial intelligence (AI) tools and technologies in second language (L2) learning contexts has received increasing attention in the past decade. However, the impacts of AI literacy and readiness of English as a foreign language (EFL) students on their goal orientations have remained uncharted. To fill the gap, this study drew on achievement goal theory (AGT) to unveil Chinese EFL students’ perceptions about the ways through which AI literacy and readiness could affect their goal orientations. A sample of 38 students was interviewed online. The thematic analysis of data indicated that AI literacy and readiness could affect both mastery and performance goals of the participants. Specifically, they shaped mastery goal orientations by fostering passion for deep learning and developing adaptive learners, while performance goal orientation was affected through increasing recognition and performance as well as maximizing classroom participation among EFL students. A discussion of the findings is provided for each theme and implications for increasing the AI literacy and readiness of EFL teachers, students, teacher educators, and school administrators are presented.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102203"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266610","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 effects of concept mapping experience, feedback timing, and motivation on students’ learning outcomes 概念映射经验、反馈时间和动机对学生学习成果的影响

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-10-08 DOI: 10.1016/j.lmot.2025.102201

Oluwafemi J. Sunday, Olusola O. Adesope, Dai Shenghai, Kira Carbonneau

{"title":"The effects of concept mapping experience, feedback timing, and motivation on students’ learning outcomes","authors":"Oluwafemi J. Sunday, Olusola O. Adesope, Dai Shenghai, Kira Carbonneau","doi":"10.1016/j.lmot.2025.102201","DOIUrl":"10.1016/j.lmot.2025.102201","url":null,"abstract":"<div><div>Motivation plays a critical role in shaping how learners engage with instructional strategies such as concept mapping and feedback, yet its moderating influence remains underexplored. This classroom-based study investigated the impact of feedback timing and concept map experience on students’ retention and knowledge transfer in an undergraduate chemistry course. A total of 316 students were randomly assigned to one of three feedback conditions (immediate, delayed, or none) while also categorized based on their prior experience with concept mapping. The study employed a 3 × 2 factorial design. Learners completed a computer-based concept mapping task followed by assessments measuring retention and transfer. Both immediate and delayed feedback significantly enhanced knowledge transfer compared to no feedback. However, feedback timing did not significantly influence retention performance. Although not experimentally manipulated, prior concept mapping experience was associated with better performance, particularly on transfer tasks—suggesting it may support deeper knowledge application. Concept map quality strongly predicted retention, while intrinsic goal orientation emerged as a key predictor of transfer. These findings highlight how motivation and prior experience influence learning outcomes in concept mapping tasks, suggesting implications for instructional design in chemistry and related domain-specific learning environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102201"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266609","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

Digital educational game design: Music, speed, colour and collectible item 数字教育游戏设计：音乐、速度、颜色和可收集物品

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-09-16 DOI: 10.1016/j.lmot.2025.102186

Zeynep Cömert , Yavuz Samur

{"title":"Digital educational game design: Music, speed, colour and collectible item","authors":"Zeynep Cömert , Yavuz Samur","doi":"10.1016/j.lmot.2025.102186","DOIUrl":"10.1016/j.lmot.2025.102186","url":null,"abstract":"<div><div>The objective of this research was to ascertain the optimal construction of design elements independent of learning content, such as colour, sound, the number of items collected, and speed, in educational games. The study involved a voluntary sample of 7th-grade students. Four distinct versions of an educational game designed to teach fractions were developed, each featuring a unique combination of auditory, visual, and interactive elements. While these variations differed in terms of their audio, visual presentation, number of addable items, and pace, they all retained the same core educational content. The students were randomly assigned to groups and completed a pre-test on fractions using tablets. Subsequently, the participants engaged with the game and completed a post-test, which assessed their knowledge, cognitive load, and flow experience. The findings indicated that background music increased cognitive load but enhanced achievement and cognitive process. Faster gameplay reduced student achievement and cognitive load but supported flow experience. An increase in the number of collectible items had a negative impact on achievement scores and raised cognitive load, but did not affect flow experience Regarding colour, games with pale colour palettes were associated with higher achievement scores and better flow experiences compared to vivid colour designs, although colour did not substantially affect cognitive load. These results offer insights into optimizing multimedia design features in educational games to better balance engagement and learning efficiency.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102186"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105235","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

Profiles of AI anxiety among Chinese public administration students and the predictive role of resilience: A self-determination theory perspective 中国公共管理专业学生人工智能焦虑与心理弹性的预测作用：自我决定理论视角

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-10-18 DOI: 10.1016/j.lmot.2025.102207

Peizhong Liu

引用次数: 0

The motivational pathway in EFL writing: How autonomy support and contingent praise enhance performance 英语写作的动机途径：自主支持和偶然表扬如何提高写作表现

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-10-27 DOI: 10.1016/j.lmot.2025.102206

Ke Liu

{"title":"The motivational pathway in EFL writing: How autonomy support and contingent praise enhance performance","authors":"Ke Liu","doi":"10.1016/j.lmot.2025.102206","DOIUrl":"10.1016/j.lmot.2025.102206","url":null,"abstract":"<div><div>This study investigates how autonomy-supportive peer feedback and contingent praise shape EFL learners’ motivation and writing performance, drawing on Self-Determination Theory (SDT). A quasi-experimental design involving 303 Chinese undergraduates compared three peer feedback conditions: (a) autonomy support feedback with contingent praise, (b) autonomy support alone, and (c) neutral peer feedback without motivational features. Results from ANCOVA and mediation analysis revealed that both experimental groups outperformed the control group in intrinsic motivation and writing performance, with autonomy support exerting stronger effects than praise alone. Intrinsic motivation partially mediated the relationship between feedback perceptions and performance outcomes, accounting for approximately half of the total effect. These findings suggest that peer feedback can function not only as a textual scaffold but also as a motivational affordance that supports learners’ psychological needs. By extending SDT from teacher-led to peer-mediated writing contexts, and integrating principles from Applied Behavior Analysis (ABA), this study contributes to a more nuanced understanding of how feedback design fosters internalized motivation. The findings also offer practical implications for enhancing the motivational quality of peer feedback in L2 writing instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102206"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424349","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

Enhancing Chinese EFL University Students’ self-regulated learning through AI chatbot intervention: Insights from achievement goal theory AI聊天机器人干预促进中国大学生英语自主学习：来自成就目标理论的启示

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-09-15 DOI: 10.1016/j.lmot.2025.102191

Juan Gu , Quanyong Liu

{"title":"Enhancing Chinese EFL University Students’ self-regulated learning through AI chatbot intervention: Insights from achievement goal theory","authors":"Juan Gu , Quanyong Liu","doi":"10.1016/j.lmot.2025.102191","DOIUrl":"10.1016/j.lmot.2025.102191","url":null,"abstract":"<div><div>This study explores the impact of AI chatbot-supported instruction on university students’ self-regulated learning (SRL) behaviors in English as a Foreign Language (EFL) contexts through the lens of Achievement Goal Theory (AGT). Adopting a mixed-methods quasi-experimental design with both quantitative (ANCOVA) and qualitative (thematic analysis) components, the research involved 62 first-year students from a Chinese university, with one group receiving teacher-guided chatbot intervention and the other engaging in regular instruction. Quantitative results revealed significant improvements in goal setting, task strategies, and time management among students in the experimental group, while showing minimal or negative change in environment structuring, help seeking, and self-evaluation. Thematic analysis of post-intervention interviews indicated that students perceived the chatbot as enhancing planning efficiency and task engagement, though concerns of over-reliance and reduced reflection emerged. Interpreted through AGT, the study contributes to theoretical understandings of motivation in AI-assisted education and offers practical insights for designing pedagogically guided chatbot interventions in EFL learning environments.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102191"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060464","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

Autonomy and familiarity in AI-mediated collaboration: A self-determination theory perspective on motivational interdependence in EFL learners 人工智能介导的协作中的自主性和熟悉性：英语学习者动机相互依赖的自我决定理论视角

IF 1.8 4区心理学

Learning and Motivation Pub Date : 2025-11-01 Epub Date: 2025-11-17 DOI: 10.1016/j.lmot.2025.102219

Feifei Guo , Chaohai Lin , Shamim Akhter

{"title":"Autonomy and familiarity in AI-mediated collaboration: A self-determination theory perspective on motivational interdependence in EFL learners","authors":"Feifei Guo , Chaohai Lin , Shamim Akhter","doi":"10.1016/j.lmot.2025.102219","DOIUrl":"10.1016/j.lmot.2025.102219","url":null,"abstract":"<div><div>AI-mediated collaborative learning offers significant potential for enhancing student engagement in English as a Foreign Language (EFL) contexts through adaptive scaffolding and real-time feedback, but it also presents challenges such as cognitive overload and diminished social presence. This mixed-methods experimental study, grounded in Self-Determination Theory (SDT), investigates the effects of autonomy support (high versus low) and peer familiarity (familiar versus unfamiliar) on university students’ basic psychological needs satisfaction (BPNS), collaborative motivation (CM), and persistence in AI-mediated collaborative tasks. The study employed a 2 × 2 factorial design with 80 Chinese EFL undergraduate students, who worked in dyads on collaborative writing tasks facilitated by AI platforms. Quantitative analysis revealed significant main and interaction effects of autonomy support and peer familiarity on BPNS, CM, and persistence. The condition combining high autonomy and familiar peers produced the highest levels of psychological need satisfaction and motivation, whereas low autonomy paired with unfamiliar peers resulted in the lowest outcomes. Cluster analysis identified distinct motivational profiles, demonstrating that shared perceptions of autonomy and social rapport interdependently influenced outcomes. Qualitative insights from dyadic interviews and reflective journals further elucidated co-regulated motivation and interpersonal dynamics, reinforcing the concept of motivational interdependence. These findings suggest that educators should prioritize pairing students with familiar peers and designing AI scaffolds that promote autonomy to optimize motivation and engagement in digital collaborative tasks, providing actionable strategies for enhancing AI-mediated learning environments. The results highlight the critical interplay of autonomy and relatedness in fostering effective collaborative processes in EFL education.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102219"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145578834","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