Learning and Motivation最新文献

{"title":"Motivating students to actively engage in EFL classrooms: Exploring the role of L2 grit and foreign language enjoyment","authors":"Yaming Jin","doi":"10.1016/j.lmot.2024.101960","DOIUrl":"https://doi.org/10.1016/j.lmot.2024.101960","url":null,"abstract":"<div><p>As self-determination theory (SDT) suggests, students’ motivational and emotional resources play a significant role in improving their classroom engagement. In fact, motivational and emotional resources energize students and direct them toward active involvement in classroom contexts. Considering this, several L2 scholars have inspected the role of motivational and emotional resources in predicting students’ academic engagement. Yet, no investigation to date has simultaneously studied the role of L2 grit and foreign language enjoyment (FLE) in EFL students’ academic engagement. To bridge this gap, this study examined the role of L2 grit and FLE in improving Chinese EFL students’ classroom engagement. In doing this, 564 Chinese EFL learners, selected through available sampling, were invited to complete an online survey containing the scales of the three constructs in question. Structural equation modelling (SEM) was used for data analysis. After confirming the construct validity of the scales by conducting confirmatory factor analysis, SEM results showed that both FLE and L2 grit significantly affected EFL student engagement although the former had a stronger effect in the structural model. Furthermore, it was found that FLE had a small impact on the L2 grit of the participants. The discussion of the findings as well as the implications is finally presented.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433593","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":"Disentangling three different conflicts at non-response/semantic and response levels in a new stroop-matching task","authors":"Walter Machado-Pinheiro ,&nbsp;Armando dos Santos Afonso Jr ,&nbsp;Ariane Leão Caldas ,&nbsp;Anna Carolina de Almeida Portugal ,&nbsp;Izabela Mocaiber ,&nbsp;Isabel Antunes David ,&nbsp;Luiz Renato Rodrigues Carreiro","doi":"10.1016/j.lmot.2023.101955","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101955","url":null,"abstract":"<div><p>Stroop-like tasks have been used to examine adaptive control in order to overcome distracting information. Debate about the source of interference in Stroop-like tasks is ongoing, and two main sources of conflicts have been consistently mentioned: response and non-response (e.g., semantic) conflicts. Different behavioral protocols have been proposed to disentangle the contribution of each level of conflict. In the new Stroop-matching task adopted in this study, participants had to match the relevant Stroop attribute (color or word, depending on the instructions) to two color-words or two colored bars laterally presented, before emitting their manual responses – with only between-attributes matches being adopted. Response latency and accuracy were analyzed. By means of specific comparisons among conditions, in which the relevant and irrelevant Stroop attribute changed, our results allowed three different sources of interference to be disentangled at the non-response/semantic and response levels, which affect accuracy and/or response latency: the congruency, the response-set and relationship effects. Our new Stroop-matching task and the results obtained were critically discussed and compared with others. We found evidence to corroborate the studies that support separate and independent sources of conflict, and the asymmetric pattern of interference of each Stroop attribute (color and word). Finally, we concluded that Stroop-like tasks can present at least three different conflicts, at both the non-response and response levels, giving support to the multistage models of Stroop interferences, and indicating that task demands are the critical point to determine which (and how) the conflicts will affect the behavioral performance.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139406161","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":"Enhancing classroom attention during Ramadan: The efficacy of instructional videos in sports science education","authors":"Omar Trabelsi ,&nbsp;Mohamed Abdelkader Souissi ,&nbsp;Olfa Tounsi ,&nbsp;Mustapha Bouchiba ,&nbsp;Maher Mrayeh ,&nbsp;Swantje Scharenberg ,&nbsp;Adnene Gharbi","doi":"10.1016/j.lmot.2023.101958","DOIUrl":"10.1016/j.lmot.2023.101958","url":null,"abstract":"<div><p>Millions of Muslim university students observe Ramadan annually, yet little research explores their classroom experiences amid the distinctive circumstances of this holy month. Addressing this research gap, this study investigates the association between Ramadan observance and classroom attention among sports science students. Additionally, the effectiveness of instructional videos as an intervention was examined. In a crossover design, thirty-six fasting students received exposure to three regular theoretical tennis lessons before Ramadan, three regular lessons during Ramadan, and three lessons incorporating instructional videos during Ramadan. A counterbalancing procedure was implemented to minimize confounders, including the order of exposure, the time of day, and the lesson content. Classroom attention was assessed through self-reporting using digital clickers throughout 50-min lessons. The results revealed a significant increase in attention lapses during regular Ramadan lessons (non-Ramadan: 3.69 ± 2.08 lapses vs. Ramadan: 6.89 ± 2.55 lapses; <em>p</em> &lt; 0.001). Surprisingly, attention lapses decreased significantly (<em>p</em> &lt; 0.001), even compared to non-Ramadan conditions (<em>p</em> &lt; 0.01), when instructional videos were used (2.42 ± 1.57 lapses). The effectiveness of instructional videos in improving classroom attention under Ramadan observance is highlighted in this study. While heightened attention levels are generally acknowledged as indicators of a more efficient knowledge acquisition experience, this research does not explicitly posit instructional videos as effective content-delivery tools under Ramadan conditions. However, it lays the groundwork for such possibilities, which could be investigated in future research.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139396729","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":"Do I want to learn today? Day-to-day variations in adolescents’ academic motivation and effort","authors":"Anne-Wil Kramer ,&nbsp;Hilde M. Huizenga ,&nbsp;Anna C.K. Van Duijvenvoorde ,&nbsp;Lydia Krabbendam","doi":"10.1016/j.lmot.2023.101957","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101957","url":null,"abstract":"<div><p>In this preregistered study, we examined factors influencing academic motivation among secondary school students (aged 13 – 15) on a day-to-day basis. Using cognitive effort-discounting (Cog-ED) as behavioral manifestation of motivation and self-report for internal motivational state, we utilized a daily diary method (two-week protocol, <em>N</em> = 39, total <em>N</em> = 342 diaries) to explore how these measures relate to daily experiences of need satisfaction (i.e., autonomy, competence, relatedness), social support, invested homework hours, stress and physical (versus online) school attendance both at within- and between-person levels. Employing Bayesian hierarchical modeling, we found that motivation to invest effort in learning (Cog-ED) and self-reported academic motivation were higher on days when students experienced greater competence. In addition self-reported academic motivation was higher on days when students experienced more social support from classmates and teachers, invested more effort in homework and physically attended school, but lower on days when students experienced more stress. Additionally, both motivation to invest effort in learning (Cog-ED) and self-reported academic motivation were higher for those with greater average levels of perceived autonomy and support from parents. Moreover, students who, on average, dedicated more time to homework, reported elevated stress levels, and received greater support from teachers reported higher academic motivation. Conversely, those with greater support from classmates reported lower academic motivation. These findings stress the importance of cultivating feelings of competence, supportive environments and stress reduction on a daily basis, while highlighting the importance of perceived autonomy, adult social support and physical school attendance for academic motivation. Importantly, the current study contributes by assessing motivation both behaviorally and via self-report, and fills a gap by extending trait-level motivation research to the daily-level.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969023000887/pdfft?md5=74ed83b754ea61e2131e065717ef7a8e&pid=1-s2.0-S0023969023000887-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139107833","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":"Conspecific presence reduces pigeons’ suboptimal choice","authors":"Peyton M. Mueller ,&nbsp;Thomas R. Zentall","doi":"10.1016/j.lmot.2023.101956","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101956","url":null,"abstract":"<div><p>According to Zajonc’s (1965) motivation based theory, the presence of a conspecific should increase motivation and the effect of an increase in motivation should depend on the nature of the target behavior. If the target behavior is already in the animals repertoire, the presence of a conspecific should increase the target behavior. If, however, the target behavior needs to be acquired, it should retard its acquisition. There is evidence that pigeons will choose suboptimally when given a choice between a 20% chance of signaled reinforcement and a 50% chance of unsignaled reinforcement. Under these conditions, once a preference is found, Zajonc’s theory suggests that the presence of a conspecific should increase suboptimal choice. However, there is also evidence that social experience by pigeons outside the experimental context reduces suboptimal choice. In the present experiment, pigeons performed this task either in the presence of a conspecific or without a conspecific present. Inconsistent with Zajonc’s theory, the results indicated that pigeons that performed the task in the presence of a conspecific chose suboptimally less often than pigeons that performed the task on their own. The results suggest that the presence of a conspecific may provide an alternative source of reinforcement, thus replacing some of the effect of the conditioned stimulus provided by the signal for reinforcement. Further testing with increased experimental sample size is recommended to confirm these preliminary findings.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139099524","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":"Investigation on evaluation of education effect based on deep learning algorithm","authors":"Dong Hao ,&nbsp;Wang Guohua","doi":"10.1016/j.lmot.2023.101942","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101942","url":null,"abstract":"<div><p>With the rapid development of society today, in the context of the impact of education on personal future development, people have increasingly attached importance to education. Various types of online and offline education institutions have mushroomed. However, the factors that affect the effectiveness of education are numerous and complex. As a very important part of early childhood learning, preschool education should receive more attention. The deep learning algorithm can reasonably classify and plan the factors affecting preschool education through massive data calculations to ensure the reasonable allocation of resources and save the time and energy costs wasted in allocating educational resources. The educational effectiveness of preschool education institutions and organizations can be reasonably evaluated. This article applied deep learning algorithms to the evaluation of preschool education effectiveness. Data related to the effectiveness of preschool education in preschool education institutions using convolutional neural networks and not using algorithms were compared. The experimental results showed that the expert recognition rates of the convolutional neural network algorithm and traditional manual measurement data were 98.8% and 92.55%, respectively. At the time level of teaching quality estimation, five algorithms and 100 sets of relevant experimental data were compared. In terms of the accuracy of feature search, the average accuracy of the convolutional neural network algorithm was 97.96%, while the accuracy of the traditional manual search was 53.9%. Therefore, the application of the convolutional neural network algorithm in deep learning to the evaluation of preschool education effectiveness was more efficient and efficient and could improve the evaluation effect from various aspects.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138770097","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":"A preliminary investigation of eye-tracking software to inform an ABA renewal mitigation procedure","authors":"Kayla R. Randall ,&nbsp;Sydney A. Arthur ,&nbsp;Joshua L. Williams ,&nbsp;Ryan T. Kimball","doi":"10.1016/j.lmot.2023.101946","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101946","url":null,"abstract":"<div><p>ABA renewal is one type of operant renewal in which a target response is reinforced in a unique context (i.e., Context A), extinguished in novel context (i.e., Context B), and then recurs following a transition back to the original context. Recently, researchers have examined the robust phenomenon of ABA renewal when differential reinforcement of an alternative response is included in Context B and the renewal test. One method to mitigate ABA renewal is to program common stimuli so as to increase the similarity between Context A and Context B. This stimulus control strategy may support the generalization of behavior change between contexts. Currently, no studies exist on how to empirically derive the selection of the stimuli to program into Context B. We conducted a preliminary investigation using eye-tracking software to empirically determine which common stimulus to program into a three-phase ABA renewal arrangement that included differential reinforcement for 12 undergraduate students in a translational preparation. Our results replicate previous research demonstrating ABA renewal despite differential reinforcement contingencies. Further, ABA renewal may be less robust and more variable when common stimuli selected for programming are empirically determined using eye-tracking software.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138490717","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":"The power of the “be creative” instruction: A meta-analytical evaluation","authors":"Xing Wei ,&nbsp;Wangbing Shen ,&nbsp;Haiying Long ,&nbsp;Fang Lu","doi":"10.1016/j.lmot.2023.101945","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101945","url":null,"abstract":"<div><p>The “be creative” instruction has been reported to improve individuals’ creativity. However, this “be creative” effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the “be creative” effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the “be creative” instruction had a moderate effect on creativity (<em>d</em> =.69, <em>p</em> &lt; 0.001) and a significant effect on originality (<em>d</em> =.79, <em>p</em> &lt; 0.001) but no effect on fluency (<em>d</em> =.06, <em>p</em> &gt; 0.1) or flexibility (<em>d</em> =.48, <em>p</em> &gt; 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138466316","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":"Comparing trial-and-error to errorless learning procedures in training pet dogs a visual discrimination","authors":"Kimberley Handley ,&nbsp;Susan Hazel ,&nbsp;Jade Fountain ,&nbsp;Eduardo J. Fernandez","doi":"10.1016/j.lmot.2023.101944","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101944","url":null,"abstract":"<div><p>Errorless learning is a stimulus fading procedure that can reduce incorrect responses in a stimulus discrimination task. Errorless learning has been described as a beneficial dog training procedure, although minimal research has been performed with dogs to support its use. The current study compared the effects of using an errorless learning to a trial-and-error learning procedure to train a stimulus discrimination in companion dogs. Eight dogs were trained, four in each group, with concurrent stimuli and either through gradually fading in an incorrect stimulus (errorless learning group) or by differentially reinforcing correct and incorrect responses (trial and error group). Correct responses, incorrect responses, frustration-related responses, and non-responses were measured and compared across the two groups. The results showed the errorless learning dogs were more likely to meet the criteria for learning the discrimination, showed faster speeds of acquisition, and displayed fewer frustration-related behaviours compared to the trial-and-error group. These results are discussed in relation to their benefits for training dogs more effectively and with better welfare during training, suggesting errorless learning could be more greatly utilized for canine training and research.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969023000759/pdfft?md5=b297ea8c80fc839b440333bfb39efd4d&pid=1-s2.0-S0023969023000759-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138395524","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":"Research on multimodal based learning evaluation method in smart classroom","authors":"Zhao Qianyi ,&nbsp;Liang Zhiqiang","doi":"10.1016/j.lmot.2023.101943","DOIUrl":"https://doi.org/10.1016/j.lmot.2023.101943","url":null,"abstract":"<div><p>In traditional learning contexts, teachers primarily assess students' behavior, emotional changes, and assignment completion to ensure teaching quality. Currently, there are challenges in evaluating students, such as assessments being insufficiently comprehensive and timely, a singular evaluation perspective that hinders the holistic consideration of factors affecting learning assessments, and a weak correlation among evaluation criteria, resulting in suboptimal evaluation outcomes. In recent years, with the rapid development and widespread application of artificial intelligence and information technology, the era of smart classrooms has arrived. New technologies like image processing and artificial intelligence offer opportunities for personalized support services and enhancing teaching quality. Therefore, to provide a more comprehensive and objective reflection of teaching quality, this paper proposes a multi-modal information fusion learning assessment model. This model is achieved by determining the weight values of three dimensions, cognitive attention, emotional attitude, and course acceptance along with their corresponding attributes. Subsequently, through a fusion strategy, it calculates the learning assessment score by integrating information from these three dimensions. A series of experimental data confirms the effectiveness of this approach.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134832551","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}