Learning and Motivation最新文献_第7页

Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory 从自我决定理论的视角研究教师的关注在英语语言学生的学习动机、焦虑和语言成绩中的作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-23 DOI: 10.1016/j.lmot.2024.101992

Saba Hasanzadeh , Shaghayegh Shayesteh , Reza Pishghadam

{"title":"Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory","authors":"Saba Hasanzadeh , Shaghayegh Shayesteh , Reza Pishghadam","doi":"10.1016/j.lmot.2024.101992","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101992","url":null,"abstract":"<div><p>While it is important for teachers to care about students' academic performance and mental health, controlling and overprotective behavior can have long-term negative effects on students. Despite extensive research on the relationship between student achievement and teachers' caring behavior, research has investigated students' actual experiences of the pressures they face from teachers' expectations and concerns. To this aim, 400 Iranian English as a Foreign Language (EFL) institute students participated in this study. EFL teachers were chosen for the challenges and anxiety that learning a language brings to the students. In many countries, English is considered important for academic and professional success, and as a result, students and teachers place high expectations and emphasis on performance in this area. Surveys were completed to examine student active and passive motivation, anxiety, and teachers’ level of concern. This study found that teacher concern was a significant predictor of student motivation, while teacher metapathy and empathy negatively predicted anxiety, and teacher apathy positively predicted anxiety. Furthermore, teacher apathy negatively predicted foreign language learning outcomes, whereas teacher concern, mediated by motivation, directly predicted foreign language learning outcomes. In conclusion, caring and supportive teachers who foster a sense of belonging align with self-determination theory, boosting student motivation and improving outcomes. This study highlights the important role of such teachers in student success and the need to integrate self-determination theory into educational practice.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140638650","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

An animal model for the study of binge-like eating episodes preceded by frustration events in females and non-food deprived animals 研究雌性动物和非食物匮乏动物在挫折事件发生前暴饮暴食行为的动物模型

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-15 DOI: 10.1016/j.lmot.2024.101987

Matias Serafini , Lucas Cuenya

{"title":"An animal model for the study of binge-like eating episodes preceded by frustration events in females and non-food deprived animals","authors":"Matias Serafini , Lucas Cuenya","doi":"10.1016/j.lmot.2024.101987","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101987","url":null,"abstract":"<div><h3>Introduction</h3><p>Previous data from our laboratory show that frustration events could function as an important factor in the etiology and maintenance of the binge-like eating episodes. However, in previous experiments, male Wistar rats deprived of food were used. This reduced the external validity of the phenomenon as an animal model of binge-eating episodes since they are more prevalent in women and can occur without prior energy deficit.</p></div><div><h3>Objective</h3><p>To explore the presence of increased intake after a previous frustration event in two new experimental conditions: male rats without food deprivation (experiment 1) and female rats with food deprivation at 83% of their ad libitum weight (experiment 2).</p></div><div><h3>Method</h3><p>The animals had access to a 32% sweetened solution during five daily trials of five minutes each. During the trials 6, 8 and 10, half of the animals received the reinforcer normally, and the other half after a delay of 10 min. In the trials 7, 9 and 11 all animals received the reward without prior delay.</p></div><div><h3>Results</h3><p>The model was replicated in the two experiments.</p></div><div><h3>Discussion</h3><p>These data generalize our previous observations to two novel conditions, one sexual and the other motivational, which results in an increase in its external validity.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140554764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unveiling the power of teacher credibility and care in learners’ motivation through the lens of rhetorical/relational and broaden-and-build theory 从修辞/关系和拓宽与建设理论的角度揭示教师的可信度和关爱对学习者动机的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-12 DOI: 10.1016/j.lmot.2024.101988

Wenxia Lv

{"title":"Unveiling the power of teacher credibility and care in learners’ motivation through the lens of rhetorical/relational and broaden-and-build theory","authors":"Wenxia Lv","doi":"10.1016/j.lmot.2024.101988","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101988","url":null,"abstract":"<div><p>In light of the challenge posed by the need to sustain learners' motivation within educational environments, it is imperative to investigate the issues that contribute to its enhancement. To enhance learners' motivation, scholarly literature suggests that educators have a remarkable function in this regard, with various facets linked with teachers such as their behaviors. The significance of teacher credibility and care in the classroom has been established in academic literature. Nevertheless, there is a lack of research on the importance of these two constructs in predicting students' motivation using the two significant theories of motivation, namely Broaden-and-Build and Rhetorical/Relational. To address the gap, 696 students from eight different areas of China were asked to complete three different questionnaires measuring motivation, credibility, and teacher care. The data was then analyzed using structural equation modeling (SEM) and the results revealed that the credibility and care of teachers have a significant impact on students' motivation. Indeed, a robust positive correlation (<em>r</em> = 0.62, <em>p</em> < 0.05) is observed between teacher credibility and student motivation. This indicates that elevated teacher credibility is significantly associated with higher levels of students' motivation. Furthermore, a strong positive correlation (<em>r</em> = 0.68, <em>p</em> < 0.05) is also identified between teacher care and students' motivation. This suggests that increased teacher care is significantly linked to higher levels of students' motivation. In addition, both credibility and care could predict learners' motivation, but teacher care was a better predictor representing about 86 % of changes in motivation. The results of the study were discussed, along with their potential impact on teaching practices, and recommendations for future research were also offered.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140547200","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

Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective 在中国学习汉语的海外学生移动学习的心理决定因素和技术接受度：自我决定理论视角

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-04-11 DOI: 10.1016/j.lmot.2024.101986

Jie Yang , Kaiyang Lou

{"title":"Psychological determinants and technology acceptance in mobile learning for overseas students studying Chinese in China: A self-determination theory perspective","authors":"Jie Yang , Kaiyang Lou","doi":"10.1016/j.lmot.2024.101986","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101986","url":null,"abstract":"<div><p>Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140542589","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 relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction 以家长的教育期望、亲子互动和师生互动为中介的动机认知变量与学生学业自我效能感之间的关系

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-03-13 DOI: 10.1016/j.lmot.2024.101983

Hamideh Abaszadeh , Malahat Amani , Tayebe Rahimi Pordanjani

{"title":"The relationship between motivational-cognitive variables, academic self-efficacy of students mediated by parent’s educational expectations, parent-child interaction, and teacher-student interaction","authors":"Hamideh Abaszadeh , Malahat Amani , Tayebe Rahimi Pordanjani","doi":"10.1016/j.lmot.2024.101983","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101983","url":null,"abstract":"<div><h3>Objective</h3><p>This study was conducted to investigate the relationship between motivational-cognitive variables and academic self-efficacy of students meditated by parent-teacher interactions and the parents’ educational expectations of high school students.</p></div><div><h3>Methods</h3><p>In this study, a correlation method was adopted. Using the cluster random sampling method, 329 high school students (165 females and 164 males) were selected. The path analysis and correlation coefficient were utilized for data analysis.</p></div><div><h3>Results</h3><p>The findings showed that intelligence beliefs, task value, and achievement goals were positively linked to academic self-efficacy. According to the results, teacher-student and mother-child interactions, as well as parental expectations of education play a significant mediating role in the relationship between motivational-cognitive variables and academic self-efficacy. The model proposed for motivational-cognitive variables and academic self-efficacy had a good fit with the mediating role of teacher-student and mother-child interactions, as well as parent’s expectations of education.</p></div><div><h3>Conclusion</h3><p>Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140113519","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 effect of ACE cycle based instruction on geometry self-efficacy beliefs in polygons learning area 基于 ACE 循环的教学对多边形学习领域几何自我效能感的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-03-13 DOI: 10.1016/j.lmot.2024.101985

Ferhat Özdemir , Aziz İlhan , Recep Aslaner

{"title":"The effect of ACE cycle based instruction on geometry self-efficacy beliefs in polygons learning area","authors":"Ferhat Özdemir , Aziz İlhan , Recep Aslaner","doi":"10.1016/j.lmot.2024.101985","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101985","url":null,"abstract":"<div><p>The assessment of self-regulation, which is important for the geometry learning area and can be associated with the stages of the ACE cycle, is important for success. The study was conducted to determine the effect of the ACE cycle-based learning process on students’ geometry self-efficacy beliefs in the 7th grade polygons learning area. Quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was preferred in the study. The study group consisted of a total of 46 students, 24 in the control group and 22 in the experimental group, studying in the seventh grade of a middle school in the eastern Anatolia region of Turkey. In the 4-week implementation, the lessons were conducted according to the ACE learning cycle in the experimental group, while no intervention was made in the control group. In this study, the Self-Efficacy Scale for Geometry was used as a data collection tool and independent sample t-test and dependent sample t-test were used to analyze the data. The results showed that the instruction shaped according to the ACE learning cycle was more effective on students' geometry self-efficacy beliefs in the related learning domain.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140113518","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

Understanding Chinese master students’ research literacy: The roles of autonomous motivation and controlled motivation 了解中国硕士生的研究素养：自主动机和受控动机的作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-03-07 DOI: 10.1016/j.lmot.2024.101984

Chen Zhao , Fang Huang

引用次数: 0

Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment 在技术强化学习环境中，脚手架和内心言语对学习动机、灵活思维和学习成绩的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-03-03 DOI: 10.1016/j.lmot.2024.101982

Jue Yu , Hoisoo Kim , Xiaoli Zheng , Zihan Li , Zhu Xiangxiang

{"title":"Effects of scaffolding and inner speech on learning motivation, flexible thinking and academic achievement in the technology-enhanced learning environment","authors":"Jue Yu , Hoisoo Kim , Xiaoli Zheng , Zihan Li , Zhu Xiangxiang","doi":"10.1016/j.lmot.2024.101982","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101982","url":null,"abstract":"<div><p>This study utilized a quasi-experimental design to investigate the impact of different scaffoldings and inner speech on learning motivation, flexible thinking, and individual academic achievement in a technology-enhanced learning environment. The sample consisted of 181 college students in China who were randomly assigned to one of four groups: the procedural-scaffolding group, the conceptual-scaffolding group, the conceptual-and-procedural scaffolding group, and the control group. The data were analysed using a two-way ANCOVA and planned comparisons. The findings revealed that the conceptual-and-procedural scaffolding group exhibited higher scores in learning motivation, flexible thinking, and academic achievement than the conceptual or procedural scaffolding groups. No interaction effect was observed between the types of scaffolding and the level of inner speech on learning motivation. The reasons for the superior performance of the conceptual scaffolding group compared to the procedural scaffolding group and the absence of an interaction effect between the two independent variables have been thoroughly discussed. These findings have important implications for future studies aimed at enhancing education and research.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969024000249/pdfft?md5=dae4b17fda46e0a6dc2dd3d42e49cab8&pid=1-s2.0-S0023969024000249-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140024049","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

Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners 驾驭情感景观：洞察中国高中英语作为外语学习者的适应力、参与度和倦怠感

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-26 DOI: 10.1016/j.lmot.2024.101978

Yunsong Wang , Yihang Xin , Leiming Chen

{"title":"Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners","authors":"Yunsong Wang , Yihang Xin , Leiming Chen","doi":"10.1016/j.lmot.2024.101978","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101978","url":null,"abstract":"<div><p>To explore the relationship between resilience, engagement, and burnout among Chinese senior high school students learning English as a Foreign Language (EFL), this study delves into relatively lesser-examined aversive emotions in language education. It sheds light on how these learners experience and manage these emotions in the in the Chinese senior high school EFL education context. Grounded in Self-Determination Theory (SDT), this study acknowledges the spectrum of emotional experiences in language learning, ranging from positive states like engagement to negative states like burnout and disengagement. The rationale for combining these three variables—burnout, resilience, and engagement—lies in their interconnected nature in the emotional landscape of language learning. Through semi-structured interviews with 25 senior high school students and subsequent analysis using MAXQDA software, this study uncovers how learning environment factors, course content, teacher-student interactions, and individual motivations significantly influence these emotional states. This study not only advances our understanding of the emotional dynamics of senior high school EFL learners, but also offers practical insights for educators and policymakers, which may contribute to a comprehensive exploration of how resilience, engagement, and burnout shape the learning experiences of Chinese senior high school EFL learners.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139975702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate 结构方程模型法研究英语语言学生的外语学习乐趣、特质情商和课堂气氛

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-23 DOI: 10.1016/j.lmot.2024.101981

Miaomiao Wang , Yongliang Wang

{"title":"A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate","authors":"Miaomiao Wang , Yongliang Wang","doi":"10.1016/j.lmot.2024.101981","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101981","url":null,"abstract":"<div><p>Given the inherent challenges and substantial effort required in education, learners' levels of enjoyment have a fundamental value in the language acquisition process, especially in the English as a foreign language (EFL) context. This research aimed to validate a model of foreign language enjoyment (FLE) incorporating both the external factors such as classroom climate and the internal factors like trait emotional intelligence (EI) among Chinese EFL students. As a result, the study employed convenient sampling, selecting 346 Chinese EFL learners who participated by responding to valid scales for the three constructs, namely FLE, trait EI, and classroom climate. Structural equation modeling (SEM) was utilized for the data analysis, enlightening that both classroom climate and trait EI exerted a significant positive impact on FLE. Notably, trait EI exhibited a stronger influence than classroom climate. These findings underscore the significance of promoting a constructive classroom climate and cultivating trait EI to enhance EFL students' enjoyment in the process of learning.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139942058","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