Learning and Motivation最新文献_第8页

Conditioned place aversion based on forced swimming in rats 大鼠基于强迫游泳的条件反射性场所厌恶

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-09 DOI: 10.1016/j.lmot.2024.101967

Takahisa Masaki , Sadahiko Nakajima

引用次数: 0

Positive feedback enhances motivation and skill learning in adolescents 积极反馈能增强青少年的学习动机和技能

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-06 DOI: 10.1016/j.lmot.2024.101966

Victor Matheus Lopes Martinez , Priscila Cardozo , Angélica Kaefer , Gabriele Wulf , Suzete Chiviacowsky

{"title":"Positive feedback enhances motivation and skill learning in adolescents","authors":"Victor Matheus Lopes Martinez , Priscila Cardozo , Angélica Kaefer , Gabriele Wulf , Suzete Chiviacowsky","doi":"10.1016/j.lmot.2024.101966","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101966","url":null,"abstract":"<div><p>Studies have shown that feedback indicating good performance facilitates motor skill learning. The present study examined whether enhancing learners’ expectancies through simple encouraging feedback would boost motivation and learning. Adolescent participants performed a linear positioning task. The goal was to move a slide to a target 60 cm to the right and include a reversal movement on the way. Veridical feedback related to spatial accuracy was provided to all participants after each of eight 10-trial practice blocks. An enhanced expectancy (EE) group was given an additional positive feedback statement after each practice block, while a control group received no such feedback. Retention (60 cm target distance) and transfer (45 cm) tests were performed without feedback on the following day. The EE group demonstrated greater movement accuracy than the control group on both tests. Moreover, self-efficacy, intrinsic motivation, positive affect, and interest in continued practice were significantly higher for the EE group after practice and before retention testing. The findings demonstrate that, in line with OPTIMAL theory (<span>Wulf & Lewthwaite, 2016</span>) predictions, enhancing learners’ expectancies by providing positive feedback resulted in benefits for intrinsic motivation and skill learning.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139694057","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

On innovative strategies of youth sports teaching and training based on the internet of things and artificial intelligence technology from the perspective of humanism 从人文主义视角论基于物联网和人工智能技术的青少年体育教学与训练创新策略

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-03 DOI: 10.1016/j.lmot.2024.101969

Hong Zhang , Jian Chai , Chongfei Li

{"title":"On innovative strategies of youth sports teaching and training based on the internet of things and artificial intelligence technology from the perspective of humanism","authors":"Hong Zhang , Jian Chai , Chongfei Li","doi":"10.1016/j.lmot.2024.101969","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101969","url":null,"abstract":"<div><p><span>Teenagers are the future and hope of the country. Sports play an essential role in promoting their physical and mental health. In the new historical era, the impact of artificial intelligence on sports is deepening. The application of network technology in youth sports can improve sports efficiency in the traditional environment, effectively promote the autonomy of young students in learning sports, and positively impact the realization of sports life. Further, this paper incorporates reinforcement theory, associative learning, and self-determination theory to explore the factors influencing youth sports participation more deeply. Through experimental analysis, this paper has understood the factors, characteristics, and differences that affect youth sports participation, analyzed the relationship between various factors and youth sports participation, constructed a </span>structural equation model suitable for promoting youth sports participation, and finally took the Unified Theory of Acceptance and Use of Technology (UTAUT) model with more substantial explanatory power as the theoretical basis, and added three research variables: perceived fun, situation and trust. To establish the influencing factors model of teenagers' continuous participation in sports. The experimental results show that the optimized UTAUT model provides optimization ideas and technical support for youth sports training innovation, its error rate is reduced by 5%, and the average variance index is higher than 21%.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139674771","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 effectiveness of using interactive visual multimedia technology intervention in improving the literacy skills of children in rural China 使用交互式可视多媒体技术干预提高中国农村儿童识字能力的效果

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-02 DOI: 10.1016/j.lmot.2024.101964

Haiying Dong , Han Qu , Peipei Liu , Oberiri Destiny Apuke

{"title":"The effectiveness of using interactive visual multimedia technology intervention in improving the literacy skills of children in rural China","authors":"Haiying Dong , Han Qu , Peipei Liu , Oberiri Destiny Apuke","doi":"10.1016/j.lmot.2024.101964","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101964","url":null,"abstract":"<div><p>A growing body of research affirmed that there are poor literacy skills and poor academic achievement among students in rural China. This study examined the effect of interactive visual multimedia technology intervention in promoting literacy skills among schoolchildren in rural China. The literacy skills measure includes phonological skills, letter knowledge, oral comprehension, and vocabulary skills. We conducted a pre-test-post-test quasi-experimental design with a three-month follow-up assessment, using three groups; control group, multimedia group and non-multimedia group. The children used in this study were recruited from six (6) primary schools derived from three provinces in rural China. The provinces are Henan, Jiangxi, and Shaanxi. Our study found that a literacy skills intervention program delivered face-to-face helps improve the literacy skills of Children in rural China. However, teaching literacy skills with the aid of multimedia technological devices is more effective in promoting children’s literacy skills, regardless of gender, age, and grade. The use and implementation of multimedia technology to aid the teaching and learning of literacy skills should be put in place to boost the overall learning process in rural China.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675248","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

Delving into the role of self-efficacy in predicting motivation and engagement among music learners 深入研究自我效能感在预测音乐学习者的学习动机和参与度方面的作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-02 DOI: 10.1016/j.lmot.2024.101961

Lixia Chen

{"title":"Delving into the role of self-efficacy in predicting motivation and engagement among music learners","authors":"Lixia Chen","doi":"10.1016/j.lmot.2024.101961","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101961","url":null,"abstract":"<div><p>The concept of motivation is critical for enlightening learners’ performance and intentions to continue participation in music learning. Additionally, the extent of students' engagement in their educational pursuits bears significant implications for their success. Consistent with the psychological perspective, these intertwined notions have perpetually captivated the attention of scholars and educational authorities. Consequently, there exists a necessity to delve into the underlying determinants that either impede or boost students' motivation and engagement in contemporary educational settings due to the emergence of Positive Psychology. In addition, it is widely asserted that self-efficacy has evolved into a prominent psychological construct that is at the center of attention due to its value within the realm of education. Similarly, it seems that the high level of self-efficacy in the milieu of music education enables musicians, instructors, and researchers to gain a better grasp of the motivation and attendance processes that enable music learners to act better. Taking the role of these three constructs in education, this study aims to inspect the role of music students’ motivation and engagement. Using Structural Equation Modeling (SEM), the data from 502 music participants from different colleges who completed self-efficacy, motivation, and work engagement indicated that 61% of variations in music students’ engagement can be explained by their self-efficacy and about 77% of modifications in music learners’ motivation can be explained by their self-efficacy. In a nutshell, the current paper ends with some suggestions and recommendations to be used by teaching stakeholders in scholastic situations.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675249","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

Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework 从自我决定理论框架出发，调查感知到的情感支持在预测学习者的幸福感和以动机为中介的参与中的作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-02 DOI: 10.1016/j.lmot.2024.101968

Huajie Shen , Xinzhi Ye , Jilin Zhang , Donghai Huang

{"title":"Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework","authors":"Huajie Shen , Xinzhi Ye , Jilin Zhang , Donghai Huang","doi":"10.1016/j.lmot.2024.101968","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101968","url":null,"abstract":"<div><p>Teaching endeavors to improve learners' well-being and educational engagement, as both factors contribute to progress facilitated by the integration of PP into the learning procedure, enhancing success in the academic cycle. Some studies have affirmed the significant effect of teacher support on learners' academic performance<span><span>. Nevertheless, the precise mechanism linking teacher support, particularly emotional support<span>, to student learning remains unclear. This research was structured to scrutinize the mediating influence of learner motivation in the connection between perceived emotional support and learners' engagement and well-being, employing the perspective of, a widely acknowledged psychological theory that centers on human motivation and the determinants influencing individuals to participate in specific behaviors, including learning. Consequently, the objective of this research was to assess the relationship between perceived emotional support, well-being, and student engagement with particular attention to the mediating role of motivation among 590 college students in Chinese universities. The results of the </span></span>Structural Equation Model (SEM) indicate approximately 72% of the variations in perceived emotional support, well-being, engagement, and motivation. These relationships are significant at the 95% confidence level, indicating the robustness of the model in capturing the intricate dynamics among the variables within the educational context. Consequently, several implications are suggested for teachers, learners, teacher trainers, and other academic stakeholders.</span></p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675246","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

Effort and Strategy Attributions Motivate Distinct Responsesto Failure 努力和策略归因激发对失败的不同反应

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-02-01 DOI: 10.1016/j.lmot.2024.101963

Dennis W.H. Teo , Patricia Chen

{"title":"Effort and Strategy Attributions Motivate Distinct Responsesto Failure","authors":"Dennis W.H. Teo , Patricia Chen","doi":"10.1016/j.lmot.2024.101963","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101963","url":null,"abstract":"<div><p>“If you always do what you’ve always done, you’ll always get what you’ve always got.” As this quote suggests, improving one’s methods can sometimes be a more effective route to success than sheer perseverance. How can we motivate people to use better strategies? We propose that, compared to effort attributions that encourage intensity, invoking strategy attributions motivates people to reconsider and improve on methods following failure. Traditionally, however, attributional theory classifies effort and strategy as having similar motivational properties (Weiner, 1986, 2013), neglecting this important distinction in their outcomes. Across 3 experiments (<em>N</em> = 646), we compared how people reacted when told that someone had failed because of a lack of effort or ineffective strategy use. Evidence robustly showed that effort and strategy attributions have different motivational consequences in response to failure. When people attributed failure to low effort (vs. ineffective strategies), their advice was to increase intensity—paying less attention to modifying the methods used. In contrast, when people attributed failure to ineffective strategies (vs. low effort), their advice was to search for new, different methods. This distinction between the behavioral outcomes of effort and strategy attributions generalized across a wide range of personal and social achievement domains—including academia, work, sports, and relationships. Our results have important implications for teaching, coaching, motivational interventions, and effective goal pursuit more generally.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139675247","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 interplay between perceived teacher support, grit, and academic engagement among Chinese EFL learners 中国英语学习者感知到的教师支持、勇气和学术参与之间的相互作用

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-01-24 DOI: 10.1016/j.lmot.2024.101965

Min Li

{"title":"The interplay between perceived teacher support, grit, and academic engagement among Chinese EFL learners","authors":"Min Li","doi":"10.1016/j.lmot.2024.101965","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101965","url":null,"abstract":"<div><p><span>Learning English as a foreign language (EFL) is a challenging, demanding, and lengthy process that puts a lot of pressure on learners. To deal successfully with these pressures, language learners should actively engage in the academic environments. As pointed out by the self-determination theory (SDT), learner academic engagement is an integral part of meaningful learning that may be influenced by inner motivational resources and classroom conditions. Drawing on this theory, several L2 researchers have studied language learners’ academic engagement in relation to classroom conditions and their inner motivational resources. To pursue this thread of research, the present quantitative study examined the association between classroom conditions (teacher support), inner motivational resources (grit), and academic engagement. This study also measured the role of teacher support and grit in predicting Chinese EFL learners’ academic engagement. In doing so, 313 Chinese EFL learners were conveniently selected from different educational institutions in China. Data were collected using three reliable measures of the variables. The results of structural equation modeling (SEM) indicated strong, positive association between perceived teacher support, grit, and learner academic engagement. The SEM outcomes also demonstrated that Chinese EFL learners’ academic engagement can be meaningfully predicted by both perceived teacher support and grit. The findings of this investigation may enrich the existing literature on the role of inner motivational resources and classroom conditions in English language learners’ academic </span>behaviors, notably academic engagement.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139548988","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

How motivation and enjoyment spread their wings during English Foreign Language learning: A pseudo-longitudinal investigation into Moroccan learners 在英语外语学习过程中，动机和乐趣如何展翅高飞：对摩洛哥学习者的假纵向调查

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-01-20 DOI: 10.1016/j.lmot.2024.101962

Jean-Marc Dewaele , Rachid Meftah

{"title":"How motivation and enjoyment spread their wings during English Foreign Language learning: A pseudo-longitudinal investigation into Moroccan learners","authors":"Jean-Marc Dewaele , Rachid Meftah","doi":"10.1016/j.lmot.2024.101962","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101962","url":null,"abstract":"<div><p>The current study uses a pseudo-longitudinal design to investigate the trajectory of three lower-order dimensions of Foreign Language Enjoyment (FLE): <em>FLE Teacher, FLE Personal</em> and <em>FLE Social</em> (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini- Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969024000043/pdfft?md5=3a0c4812033e70ff1c8d4158890e4ff5&pid=1-s2.0-S0023969024000043-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139503669","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 impact of academic self-efficacy and academic motivation on Chinese EFL students’ academic burnout 学习自我效能感和学习动机对中国英语专业学生学习倦怠的影响

IF 1.4 4区心理学

Learning and Motivation Pub Date : 2024-01-16 DOI: 10.1016/j.lmot.2024.101959

Yanfang Ma

{"title":"The impact of academic self-efficacy and academic motivation on Chinese EFL students’ academic burnout","authors":"Yanfang Ma","doi":"10.1016/j.lmot.2024.101959","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101959","url":null,"abstract":"<div><p><span>With the increasing rate of academic burnout among English as a Foreign Language (EFL) students, a plethora of research has been undertaken to determine the predictors of this phenomenon. Nonetheless, the predicting role of academic self-efficacy and academic motivation has been less attended to by researchers and practitioners. To address this gap, this research evaluated the determining functions of academic self-efficacy and academic motivation in Chinese EFL students’ academic burnout. To accomplish this, 580 Chinese EFL learners were recruited from different universities in Henan province. Then, to gather essential data, participants received three reliable scales designed to assess students’ academic self-efficacy, academic motivation, and academic burnout. Following that, in order to analyze participants’ answers, correlation tests, structural equation modeling, and </span>regression analysis were implemented. The correlation tests revealed close connections among academic motivation, academic self-efficacy, and academic burnout. The outcomes of structural equation modeling and regression analysis also indicated that both learning motivation and academic self-efficacy were strong, negative predictors of Chinese EFL students’ academic burnout. The outcomes of the current research would contribute to the existing body of knowledge by offering new and profound insights into the interplay between English students’ academic resources and their academic burnout. The outcomes would also be of great help to English teachers in reducing the rate of academic burnout. In light of the limitations of the present research, some valuable suggestions are offered for future investigations.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139480158","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