Learning and Motivation最新文献

{"title":"Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies","authors":"Sabine Schweder,&nbsp;Diana Raufelder","doi":"10.1016/j.lmot.2024.102067","DOIUrl":"10.1016/j.lmot.2024.102067","url":null,"abstract":"<div><div>This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102067"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657373","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}

{"title":"The mediating role of self-efficacy between high school students’ perceived teacher support and mathematics feedback literacy","authors":"Hao Chen ,&nbsp;Yafeng Xu ,&nbsp;Defang Wang ,&nbsp;Xia Zhang ,&nbsp;Jun Ma ,&nbsp;Sanyi Tang","doi":"10.1016/j.lmot.2024.102065","DOIUrl":"10.1016/j.lmot.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.</div></div><div><h3>Methods</h3><div>The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.</div></div><div><h3>Results</h3><div>The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.</div></div><div><h3>Conclusion</h3><div>This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102065"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping inter-response time and run length using a discrete-trial percentile schedule combined with a fixed consecutive number procedure","authors":"Tomotaka Orihara ,&nbsp;Takayuki Tanno","doi":"10.1016/j.lmot.2024.102066","DOIUrl":"10.1016/j.lmot.2024.102066","url":null,"abstract":"<div><div>In shaping the long inter-response time (IRT), the effect of combining a fixed consecutive number (FCN) procedure with a discrete-trial percentile schedule was examined. In each trial, pigeons were required to peck at least once at the IRT start key and then at the IRT end key. Reinforcers were presented according to the percentile schedule based on the time interval between two pecks (IRT) or the cumulative number of pecks to the IRT start key before pecking the IRT end key. Successful shaping was observed when the FCN procedure was combined with a percentile schedule. The procedure developed in this study provides an ideal baseline performance for studying response shaping with IRTs.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102066"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Raha syrup on the motivational effects of morphine and CSF serotonin levels in rats","authors":"Mitra As’habi ,&nbsp;Mahdi Zahedi-Khorasani ,&nbsp;Freshteh Haerifar ,&nbsp;Ali Ghanbari ,&nbsp;Ali khaleghian ,&nbsp;Hossein Miladi-Gorji","doi":"10.1016/j.lmot.2024.102063","DOIUrl":"10.1016/j.lmot.2024.102063","url":null,"abstract":"<div><div>Opiates may influence motivational processes by a dysregulation of brain reward pathways that play a role in context-induced reinstatement of drug seeking. Raha syrup as herbal bioactive compounds with anti-anxiety/depressant effects may be prevented morphine-induced reward and motivation effects. Therefore, the aim of this study was to investigate the effect of Raha syrup on the rewarding effects of morphine and motivational aspects of morphine-seeking behavior in morphine-induced conditioned place preference (CPP) model and also the cerebrospinal fluid (CSF) serotonin levels following the extinction and reinstatement in rats. In this study, adult male Wistar rats received Raha syrup via oral gavage to assess of the acquisition, extinction and reinstatement of the morphine-induced CPP and as well as measurement of the CSF serotonin levels. Administration of Raha syrup during the conditioning period significantly attenuated the acquisition of morphine-induced CPP, and increased the CSF serotonin level, 6 days after cessation of treatment during extinction, while did not affect the duration of the extinction period. Also, Raha syrup during the extinction period did not affect the reinstatement of morphine-induced CPP and the CSF serotonin levels in rats. We conclude that Raha syrup attenuated the acquisition of morphine reward probably through an increase in CSF serotonin, while could not maintain the extinguished CPP and had no effect on the reinstatement. Therefore, Raha syrup as a useful adjunctive therapeutic strategy may exert a protective effect against opiate-related rewards, while it may be ineffective to prevention of motivation or drug-seeking reinstatement (relapse).</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102063"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Crocin has a greater therapeutic role in the restoration of behavioral impairments caused by maternal social isolation in adolescent than in adult offspring probably through GSK-3beta downregulation","authors":"Hanie Karimi ,&nbsp;Marjan Mohamadian ,&nbsp;Paniz Azizi ,&nbsp;Pouya Ghasemi ,&nbsp;Mokhtar Karimi ,&nbsp;Tannaz Layegh ,&nbsp;Majid Rahmatkhah-Yazdi ,&nbsp;Salar Vaseghi","doi":"10.1016/j.lmot.2024.102060","DOIUrl":"10.1016/j.lmot.2024.102060","url":null,"abstract":"<div><div>Parental stress drastically impairs cognitive and behavioral functions of the offspring. Social isolation, as one of the most stressful conditions for social animals including rats induces a wide range of destructive effects on behavioral functions. On the other hand, Crocin (active component of <em>Crocus sativa</em>) induces pro-cognitive and neuroprotective effects. In the present study, we aimed to investigate the effects of prolonged maternal social isolation (pre-gestational) and crocin treatment on cognitive and behavioral functions in both adolescent and adult offspring. Female adult rats (mothers) were socially isolated from PND 30 to PND 80 (50 days). The treatment was performed by intraperitoneal injections of crocin (10, 30, and 50 mg/kg) during PND 39–45 or PND 59–65 (7 consecutive days), in the rat offspring. Behavioral assessments were done when the offspring were on PND 45 (adolescent) or PND 65 (adult). The expression level of Glycogen synthase kinase-3 beta (GSK-3beta) in the hippocampus was measured using real-time PCR. The results showed maternal social isolation decreased locomotion and impaired memory in adolescents, and increased anxiety- and depressive-like behaviors and GSK-3beta level, and decreased pain threshold in both adolescents and adults. Crocin (30 and 50 mg/kg) restored or attenuated the effect of maternal social isolation on behavioral functions and GSK-3beta in adolescents and adults, with more effect in adolescents. In conclusion, we showed that crocin treatment can restore the destructive effects of maternal social isolation stress in the offspring, with stronger therapeutic effects in adolescents. Also, GSK-3beta downregulation may underlie the beneficial effects of crocin.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102060"},"PeriodicalIF":1.7,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How enjoyment spread its wings on tertiary learners’ psychological needs in ChatGPT-assisted English learning","authors":"Shuqiong Luo ,&nbsp;Di Zou","doi":"10.1016/j.lmot.2024.102057","DOIUrl":"10.1016/j.lmot.2024.102057","url":null,"abstract":"<div><div>While ChatGPT has emerged as a valuable asset in English education, the success of ChatGPT-assisted English learning requires the consideration of students’ emotional and psychological factors. Grounded by the self-determination theory and control-value theory of achievement emotions, this study investigated the associations between enjoyment and basic psychological needs in the ChatGPT-assisted English learning context to help learners achieve success in English learning in the ChatGPT-integrated setting as existing studies on the interplay between positive emotions and basic psychological needs did not consider the features of ChatGPT. The role of gender was also considered due to its importance in influencing enjoyment, basic psychological needs, and AI-integrated language learning in previous studies. Data were collected from 347 Chinese tertiary English learners through the quantitative method containing two questionnaires. The empirical findings via the structural equation modeling indicated a positive impact of enjoyment on basic psychological needs factors. In addition, the results of multivariate analysis of variance and multivariate analysis of covariance revealed no gender differences among enjoyment and basic psychological needs factors and no significant difference in the relation between enjoyment and basic psychological needs after controlling the impact of gender. Theoretical and practical implications for educators and university learners in ChatGPT-assisted English classrooms were discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102057"},"PeriodicalIF":1.7,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142535351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Does poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students","authors":"Xiaoqing Zeng ,&nbsp;Song Tu","doi":"10.1016/j.lmot.2024.102056","DOIUrl":"10.1016/j.lmot.2024.102056","url":null,"abstract":"<div><div>This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: <em>Optimists</em> (high pursuit of success, low failure avoidance, accounting for 7.90 %); <em>Self-protectors</em> (low pursuit of success, high failure avoidance, accounting for 29.40 %); <em>Failure Acceptors</em> (low pursuit of success, low failure avoidance, accounting for 39.30 %); and <em>Overstrivers</em> (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) <em>Optimists</em> and <em>Overstrivers</em> seem the more positive types of achievement motivation (accounting for 31.30 %).</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance","authors":"Bingxin Qi ,&nbsp;Lin Ma ,&nbsp;Xuantong Wang","doi":"10.1016/j.lmot.2024.102059","DOIUrl":"10.1016/j.lmot.2024.102059","url":null,"abstract":"<div><div>This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102059"},"PeriodicalIF":1.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“More is better”: Training multiple alternatives reduces resurgence","authors":"Julian C. Velasquez ,&nbsp;Carlos J. Flores ,&nbsp;L. Rebeca Mateos ,&nbsp;Carlos J. de Anda ,&nbsp;Camilo Hurtado-Parrado","doi":"10.1016/j.lmot.2024.102054","DOIUrl":"10.1016/j.lmot.2024.102054","url":null,"abstract":"<div><div>Resurgence is the recurrence of previously extinguished behavior due to the worsening of current alternative conditions (Lattal et al., 2017). While some studies have suggested that expanded-operant treatments might reduce resurgence, inconsistent findings warrant further investigation. Mixed results could be explained by attending to the type of training, the similarities of response topography, or the rate of alternative reinforcement. We aimed to explore the effect of different trainings of multiple alternative responses on resurgence when all responses had a different topography. Following reinforcement of the target response (i.e., chain-pull), four groups of rats were exposed to different training procedures. For Single group, only one alternative behavior was reinforced (i.e., lever-press). For the Between-Conditions group, two alternative behaviors (i.e., lever-press and key-push) were reinforced, each one across separate conditions. For the Within-Session groups, two alternating alternative responses were reinforced each session with a rich or lean programmed rate of reinforcement. Once alternative reinforcement was removed, the Single group exhibited resurgence, while neither expanded-operant treatments groups showed resurgence. The results shed light on the effects of expanded-operant treatments as an approach to modulate resurgence. These findings might have implications in clinical settings for the design of successful behavioral interventions for the promotion of durable outcomes despite treatment challenges.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102054"},"PeriodicalIF":1.7,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evaluation of stress and anxiety levels on science and engineering undergraduate students in spain when facing written assessments guides for positive interventions","authors":"Clara Simón de Blas ,&nbsp;Karina Rojas ,&nbsp;Ana E. García Sipols ,&nbsp;Sonia Hernández Alonso ,&nbsp;María Eugenia Castellanos ,&nbsp;Javier Cano ,&nbsp;Claudia Córdoba","doi":"10.1016/j.lmot.2024.102058","DOIUrl":"10.1016/j.lmot.2024.102058","url":null,"abstract":"<div><div>Anxiety and stress disorders are increasingly common, especially among undergraduate students, significantly affecting their family, social, and academic lives. The isolation from restrictive measures during the COVID-19 pandemic in Spain has further exacerbated mental health issues. The disruption of in-person teaching has also impacted traditional learning and evaluation processes, increasing stress and anxiety levels in students. Based on this background, this study aims to analyze the incidence of these disorders among undergraduates and their relationship with various academic, demographic, and family factors, considering the influence of COVID-19. Our results were obtained from a survey conducted among first- and second-year URJC students who are enrolled in an experimental degree program. The statistical analysis provides guidelines for positive interventions to increase student motivation, which further leads to academic success. Results show that women exhibit higher levels of stress and a greater prevalence of anxiety compared to men. The study highlights the influence of specific factors on anxiety levels among students, proposing direct lines of action that enhance positive feelings concerning academic tasks.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102058"},"PeriodicalIF":1.7,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433898","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}