Learning and Motivation最新文献

{"title":"The power of grit and enjoyment on engagement of students majoring in teaching Chinese to speakers of other languages (TCSOL) in robot-assisted language learning environment: A self-determination theory perspective","authors":"Jie Zhang ,&nbsp;Yaping Yan","doi":"10.1016/j.lmot.2025.102185","DOIUrl":"10.1016/j.lmot.2025.102185","url":null,"abstract":"<div><div>This study investigated the impact of grit and enjoyment on the engagement of students majoring in Teaching Chinese to Speakers of Other Languages (TCSOL) within a Robot-Assisted Language Learning (RALL) context, using Self-Determination Theory as its theoretical foundation. Therefore, 282 sophomore students from a single university were invited to participate in this study. The experimental group interacted with educational robots (ERs), while the control group engaged with traditional classes without employing robots. Pre- and post-tests were used to collect data on learning outcomes and engagement levels among students. Initial results suggest that the use of robots significantly increases learners' grit and enjoyment, both of which contribute to their engagement. A latent growth curve model (LGCM) was created to measure the changes in the experimental and control groups' engagement scores over time. In the control and experimental groups, enjoyment and grit were significant predictors of engagement in each group. However, the regression analysis showed that enjoyment is a stronger predictor, uniquely accounting for 19.99 % of the variance in the change pattern, whereas grit can only predict 2.53 % of its variance. The two variables jointly could explain 30.7 % of the variance in the change pattern of engagement. The findings underscore the prospective advantages of employing robotic platforms to augment motivation and stimulate interest among Chinese learners, and suggest teachers and scholars should use robots to enhance TCSOL students' language acquisition.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102185"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003798","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":"Simulated uncertainty in gamified language learning: Investigating resilience, academic buoyancy, and on-task focus through the lens of expectancy-value theory and operant conditioning","authors":"Ehsan Namaziandost ,&nbsp;Ferdi Çelik","doi":"10.1016/j.lmot.2025.102196","DOIUrl":"10.1016/j.lmot.2025.102196","url":null,"abstract":"<div><div>Gamification has gained prominence in language education for its ability to enhance learner motivation and engagement, yet the role of simulated uncertainty within these environments remains underexplored. This study addresses this gap by examining how unpredictable elements in gamified language learning influence Turkish EFL learners’ resilience, academic buoyancy, and on-task focus, drawing on Expectancy-Value Theory and Operant Conditioning. A mixed-method approach was employed, involving 69 EFL students aged 16–18, randomly assigned to an experimental group (n = 36) receiving gamified instruction with simulated uncertainty or a control group (n = 33) receiving traditional non-gamified instruction without uncertainty. Quantitative data were collected using the Academic Resilience Scale, the Academic Buoyancy Scale, and an On-Task Focus Observation Checklist, while qualitative data were gathered through semi-structured interviews with 16 experimental group participants. Statistical analyses, including t-tests and ANCOVA, showed that the experimental group exhibited significantly greater improvements in resilience, buoyancy, and task-focused behavior compared to the control group, after controlling for pretest scores. Interview findings revealed that uncertain tasks fostered increased motivation, emotional regulation, and adaptive strategies, with participants noting that variable rewards and unpredictable challenges sustained their engagement and encouraged reflective learning. These results evidence that embedding simulated uncertainty in gamified instruction can enhance psychological and behavioral outcomes critical for language learning success. This study offers insights for designing motivationally supportive EFL instruction in technology-enhanced contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102196"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157668","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":"Understanding user stickiness in GAI-IDLE platforms: Insights from self-determination theory","authors":"Guanqiong Zhou ,&nbsp;Qianghe Ma","doi":"10.1016/j.lmot.2025.102179","DOIUrl":"10.1016/j.lmot.2025.102179","url":null,"abstract":"<div><div>Amidst the accelerating progress of generative artificial intelligence (GenAI), the rise of GenAI-assisted informal digital English learning (GAI-IDLE) platforms has prompted growing scholarly interest in understanding the psychological mechanisms that drive sustained learner engagement. Grounded in Self-Determination Theory (SDT), this study investigates how GAI-IDLE fosters user stickiness among Chinese university students by focusing on the psychological needs that influence intrinsic motivation. The constructs of perceived ease of use, perceived usefulness, control, and flow experience are interpreted within this motivational framework to reveal how learners’ internal psychological states influence their long-term engagement with GenAI-integrated learning environments. Guided by SDT, a survey was conducted with 669 participants, and the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via Smart PLS 4.0. Empirical findings demonstrate that GAI-IDLE significantly promotes user stickiness through both direct and indirect pathways. Notably, control (β = 0.440, p &lt; 0.001) and flow experience (β = 0.180, p &lt; 0.001) emerged as strong mediators, underscoring the centrality of learner autonomy and immersive experiences in sustaining engagement. While perceived ease of use showed a moderate positive association, perceived usefulness did not exert a significant effect, suggesting that affective and experiential dimensions may be more critical than utilitarian perceptions in motivating continued use. The study highlights the need for GAI-IDLE platforms to foster intrinsic motivation and sustain meaningful engagement.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102179"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144892288","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":"AI-supported English public speaking in the Chinese EFL context: Insights from self-regulated learning and positive psychology","authors":"Hui Xun,&nbsp;Changyin Zhou,&nbsp;Yixuan Li,&nbsp;Yukun Wu","doi":"10.1016/j.lmot.2025.102211","DOIUrl":"10.1016/j.lmot.2025.102211","url":null,"abstract":"<div><div>Positive affective factors, including enjoyment, engagement and self-efficacy etc., have been established as correlates of enhanced academic performance. While both self-regulated learning (SRL) and artificial intelligence (AI) demonstrate individual merits in promoting cognitive and affective outcomes, their synergistic potential within English public speaking (EPS) remains inadequately investigated. Grounded in SRL theory, this study aims to develop and examine an AI-Supported Self-Regulated EPS (AI-SREPS) model, thereby addressing this gap. A total of 88 first-year undergraduate students participated in the study. Two experimental groups received training based on the AI-SREPS model, while the control group received instruction of equal duration that focused on general introductions to AI tools for English language learning but did not involve the AI-SREPS model. Data were collected at three time points: pre-test, post-test, and a six-week follow-up, including questionnaires and English speech performances. To examine the effects of the AI-SREPS model, a series of statistical analyses were performed on Chinese EFL learners’ speech performance and positive affective factors, including a mixed-design repeated measures ANOVA, a Hierarchical Linear Model (HLM), and Bonferroni-adjusted post hoc comparisons with simple effect analyses. The results indicate that students in the AI-SREPS groups demonstrated significant improvements in speech content and language quality. They also reported higher emotional engagement, personal enjoyment, self-efficacy, and willingness to communicate (WTC). Nonetheless, challenges remained in fostering creativity in speech content, supporting behavioral delivery, and maintaining social support. This study makes contributions through the development of the AI-SREPS model, a longitudinal multi-group design that captures both immediate and sustained outcomes, and a multidimensional analysis cross-validating speech performance with questionnaire data. The results offer important implications for promoting the integrated development of cognitive, emotional, and social dimensions in EPS pedagogy.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102211"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473952","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":"Associations between deep learning vs. surface learning styles with both AI competence and personal enhancement by AI","authors":"Christian Montag ,&nbsp;Jon D. Elhai","doi":"10.1016/j.lmot.2025.102182","DOIUrl":"10.1016/j.lmot.2025.102182","url":null,"abstract":"<div><div>Societal discussion has recently focused on what degree people use AI for personal enhancement such as using their own cognitive functions more effectively. Discussion has also centered on whether AI use has detrimental consequences for a user’s cognitive abilities. This new debate needs to be supplemented by empirical research, whereas the present research aims to shed light on who has a positive view about using AI for personal enhancement in the context of individual differences in learning styles. For this reason, n = 266 German-participants from the general population were recruited. In addition, n = 283 US-participants with a student background were recruited. All participants filled in a range of questionnaires including a measure on deep/surface learning style, items related to self-determination-theory in the context of AI and the Personal Enhancement by AI Scale (PEAIS). In the German sample, we observed that greater self-reported competence in AI was associated with more personal enhancement by AI tendencies. This association was mediated by deep learning style. In the US student sample, we replicated this association between AI-competence and greater personal enhancement by AI, but deep learning style was unrelated to both AI competence and personal enhancement by AI in this sample. Interestingly, post-hoc analyses revealed that associations between the three variables (AI-competence, deep learning style, personal enhancement by AI) were visible with small to moderate effect sizes in the US <em>male</em> subsample; so the lack of association between deep learning style and personal enhancement by AI within the US <em>female</em> sample was a failed replication. The present study findings should be seen as preliminary, and we hope to encourage other researchers to conduct follow-up research in this important, new research area.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102182"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145046169","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":"Can self-paced learning improve judgments of learning accuracy ? Evidence from paired materials learning","authors":"Peiyao Cong ,&nbsp;Xiaojing Zhang ,&nbsp;Yingjie Jiang","doi":"10.1016/j.lmot.2025.102139","DOIUrl":"10.1016/j.lmot.2025.102139","url":null,"abstract":"<div><div>Enhancing students’ academic performance is an important concern among educators. Self-paced learning has been shown to improve memory performance, yet its role in promoting the accuracy of metacognitive monitoring remains to be investigated. This study systematically investigates how self-paced learning affects the accuracy of judgments of learning (JOLs) across different material types. Through two experiments, this study demonstrates that self-paced learning selectively enhances the resolution of delayed JOLs without significantly improving calibration. Notably, this enhancement effect shows robust stability across both word and image materials, with computational modeling revealing that increased decision thresholds serve as the core mechanism underlying this improvement. Our findings indicate that when learners control their study pace, they adopt more stringent monitoring criteria during delayed JOLs, particularly for materials requiring retrieval-based processing. These results not only clarify the specific pathway through which self-paced learning facilitates metacognitive monitoring but also provide empirical support for implementing delayed JOLs in educational settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102139"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143935543","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":"Aligning learning theories with Widening Access Mature Students’ perceptions: Insights from a mixed methods study in London, UK","authors":"Rahaman Hasan ,&nbsp;Tommie Anderson-Jaquest ,&nbsp;June Dennis ,&nbsp;Jonathan Liu ,&nbsp;Ilias Mahmud ,&nbsp;Nazim Uddin ,&nbsp;Nick Papé","doi":"10.1016/j.lmot.2025.102159","DOIUrl":"10.1016/j.lmot.2025.102159","url":null,"abstract":"<div><div>This study explores the relevance of learning theories in understanding how Widening Access Mature Students (WAMS) in a UK Higher Education institution perceive learning. Using an explanatory mixed-methods approach, the research examines adult learners’ preferences for teaching methods. These preferences can be explained by constructivist, humanistic and social learning theories, which emphasise experiential learning and the social aspects of education. Growing importance of digital learning theories in the modern educational landscape and as digital tools and platforms become integral to the learning process, understanding how these technologies can enhance learning for WAMS is crucial. The findings reveal significant correlations between students’ demographic characteristics and their teaching method preferences, demonstrating the need for educational strategies that are both inclusive and adaptable to diverse needs. The study recommends that educators combine traditional learning theories with digital approaches to create an educational framework that addresses the cognitive, emotional, and social dimensions of learning for WAMS. This wide approach is essential in building a more effective and inclusive learning environment. Future research could focus on the long-term impact of these educational strategies on WAMS’ outcomes, as well as the potential of emerging technologies to support personalised and experiential learning pathways.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102159"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144519183","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":"Three decades of neurofeedback in motor behavior research: A systematic review in healthy young adults","authors":"Lucas Eduardo Antunes Bicalho ,&nbsp;Beatriz Couto-Fortuna ,&nbsp;Lidiane Aparecida Fernandes ,&nbsp;Joana Andrade Ramalho Pinto ,&nbsp;Guilherme Menezes Lage","doi":"10.1016/j.lmot.2025.102163","DOIUrl":"10.1016/j.lmot.2025.102163","url":null,"abstract":"<div><div>Neurofeedback is a promising tool for enhancing motor behavior by integrating optimal brain states into practice. This scoping review systematically mapped the available evidence on the effects of neurofeedback on motor performance in healthy young adults. Literature searches were conducted in PubMed, Scopus, and Web of Science in January 2023, covering studies published from 1990 to 2023. Of the 5271 records screened, 43 studies met the inclusion criteria, involving over 1290 participants. These studies yielded a total of 56 protocol-specific analyses. Among them, 25 did not incorporate motor practice into the neurofeedback protocol, relying solely on a pretest-posttest design. Eleven analyses included practice sessions prior to neurofeedback, while nine delivered neurofeedback during motor execution. The findings revealed that many studies have overlooked established behavioral principles when designing neurofeedback interventions. Basic methodological aspects, such as sex differences, laterality, and the assessment of learning, were often neglected. Furthermore, evidence regarding the effectiveness of neurofeedback for enhancing motor learning remains limited. The quality of studies examining various motor tasks, including visuomotor adaptation, sequential movement execution, and temporal performance, was predominantly low to moderate. These shortcomings underscore the need for more rigorous and behaviorally informed approaches in future research.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102163"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144657277","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":"Eye Fixations in Delayed Matching-to-Sample Task as Predictors of Stimuli Class Formation in MTS Tasks","authors":"Eduardo Cunha Vilela ,&nbsp;João Lucas Bernardy ,&nbsp;Gerson Yukio Tomanari","doi":"10.1016/j.lmot.2025.102140","DOIUrl":"10.1016/j.lmot.2025.102140","url":null,"abstract":"<div><div>This study examined whether eye fixation duration on sample stimuli predicts success in equivalence class formation during matching-to-sample (MTS) tasks with varying delays. Nine typically developing adults completed conditional discrimination training using a one-to-many (OTM) structure to establish four three-member equivalence classes. Each class was trained under a different delay condition: simultaneous MTS, 0-s, 2-s, or 4-s delays between sample offset and comparison onset. Eye movements were recorded throughout training to assess observing behavior. Seven participants met the learning criterion and demonstrated equivalence class formation. The delay condition did not significantly affect the acquisition or emergence of equivalence or symmetry relations. Similarly, sample fixation durations did not significantly differ across delay conditions. However, fixation durations were longer in early training blocks, suggesting a practice effect. A strong positive correlation between sample response latency and fixation duration also emerged, supporting the interpretation that latency may reflect engagement time. These findings challenge the view that increased delay intervals inherently enhance learning by extending sample observation and instead highlight the value of direct eye-tracking measures in understanding observing behavior and its relation to stimulus control.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102140"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105698","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":"Synergistic action of arachidonylcyclopropylamide and yohimbine in alleviating acute stress-related emotional memory deficits in mice","authors":"Amir Chitsaz ,&nbsp;Fatemeh Khakpai ,&nbsp;Mohaddeseh Ebrahimi-Ghiri ,&nbsp;Mohammad-Reza Zarrindast","doi":"10.1016/j.lmot.2025.102160","DOIUrl":"10.1016/j.lmot.2025.102160","url":null,"abstract":"<div><div>Stress may exhibit contradictory effects on learning and memory processes. The endocannabinoid and noradrenergic systems have been implicated separately in modulating stress responses and memory formation; however, their interactions in avoidance memory processing under stress have received little attention so far. The step-down test was used to evaluate the memory abilities of male Naval Medical Research Institute (NMRI) mice. Acute restraint stress (ARS) for 4 h reduced step-down latency in mice, indicating stress-induced amnesia. The intracerebroventricular microinjection of the cannabinoid CB1 receptor (CB1R) agonist arachidonylcyclopropylamide (ACPA; 0.25 and 0.5 µg/mouse) prevented the amnesia induced by ARS. The microinjection of a lower dose of ACPA in conjunction with the α₂-noradrenoceptor agonist clonidine (0.25 and 0.5 µg/mouse) resulted in an enhancement of memory retention in non-ARS (NARS) and ARS mice. Meanwhile, ARS impaired memory retention in mice administered with clonidine (0.25 µg/mouse). Moreover, mice received different doses of the α₂-noradrenoceptor antagonist yohimbine (0.25 and 0.5 µg/mouse) in the presence or absence of ACPA demonstrated successful memory retention. Synergistic effect of ACPA and yohimbine was presented by the isobologram analysis. However, none of the treatments had any effect on mice's locomotion. These results suggest that targeting both CB1 and α₂-noradrenergic receptors may offer a potential therapeutic strategy for mitigating stress-induced memory deficits.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"91 ","pages":"Article 102160"},"PeriodicalIF":1.7,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144557499","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}