Learning and Motivation最新文献

{"title":"Understanding peer learning participation: A multi-method study of gender roles, team interdependence, and personal attributes","authors":"Ozias A. Moore ,&nbsp;Vincent G. Munley","doi":"10.1016/j.lmot.2026.102245","DOIUrl":"10.1016/j.lmot.2026.102245","url":null,"abstract":"<div><div>Despite widespread recognition that peer learning advances skill development in teams, why individuals choose to participate remains poorly understood, as existing research typically examines individual or contextual factors in isolation. Developing an integrative framework that bridges gender social role and social interdependence theories, this multi-method study addresses this limitation by examining how gender social roles and team interdependence jointly influence peer learning participation. In Study 1, a three-year field study of NCAA student-athletes (<em>n</em> = 592), we examine how gender social roles and interdependence converge to shape both the rate (probability of participation) and extent (time commitment) of peer learning. Findings indicate that female athletes, on average, show higher peer learning participation, while male athletes show increased participation under high-interdependence conditions, narrowing the gender gap. Yet these findings leave unanswered a fundamental question: what leads individuals to select high- versus low-interdependence team contexts? In Study 2, a quasi-experimental survey of NCAA student-athletes (<em>n</em> = 499), we examine the attributes, characteristics, and personal preferences (ACPPs) that drive sport selection, revealing how these personal attributes determine the degree of team interdependence individuals experience and, in turn, their opportunities for peer learning. Together, these studies demonstrate that personal attributes drive selection into high- versus low-interdependence teams, and that team interdependence—combined with gender social roles—determines peer learning participation. This research advances theory and offers practical insights for understanding how individual characteristics and team structures influence peer learning participation in educational and organizational settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102245"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192663","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 longitudinal study of digital multimodal learning activities and achievement motivation: A superposition perspective from Chinese EFL learners","authors":"Haining Zhang ,&nbsp;Fei Ma","doi":"10.1016/j.lmot.2026.102252","DOIUrl":"10.1016/j.lmot.2026.102252","url":null,"abstract":"<div><div>In the context of China's evolving English as a Foreign Language (EFL) education landscape, where traditional exam-oriented practices often hinder sustained learner engagement, digital multimodal learning activities (DMLAs), which integrate visual, auditory, and kinesthetic modalities, have been increasingly recognized for their potential to enhance engagement. Nevertheless, their longitudinal effects on achievement motivation, particularly through a quantum-inspired superposition perspective that models concurrent motivational states, remain underexamined. This study addresses this gap by investigating the impact of DMLAs on EFL learners’ achievement motivation over an extended period. A longitudinal study was conducted with 260 Chinese EFL university students (110 males, 150 females) in [Blinded for review], who engaged in a 12-month period involving digital multimodal learning tasks tailored to EFL contexts. Achievement motivation was measured using the Achievement Motivation Scale (AMS) at three time points (baseline, 6 months, and 12 months). Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the relationships between multimodal learning and achievement motivation, with a superposition framework to capture the interplay of multiple motivational drivers. Findings revealed that DMLAs significantly enhanced achievement motivation across all time points, with a cumulative increase in motivation from baseline to 12 months. The superposition perspective highlighted the synergistic effect of simultaneous intrinsic and extrinsic motivational states. These results suggest that DMLAs, informed by superposition principles, offer a robust approach to sustaining EFL learners’ achievement motivation through sustained, scaffolded integration into curricula that leverage synergistic intrinsic and extrinsic motivational states for long-term engagement. Implications include the adoption of multidigital modal strategies in EFL curricula to foster long-term motivation, with further research needed to explore their applicability across diverse educational settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102252"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192191","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":"Effects of cognitive decision-making gamification tasks on academic motivation and academic enjoyment in EFL students: Under a quantum cognition framework","authors":"Zhou Hong ,&nbsp;Yuan Xiaohe","doi":"10.1016/j.lmot.2026.102253","DOIUrl":"10.1016/j.lmot.2026.102253","url":null,"abstract":"<div><div>In exam-oriented English as a Foreign Language (EFL) contexts, students frequently experience motivational decay and reduced academic enjoyment as a result of repetitive drills and high-stakes assessment practices. The purpose of the present study is to examine whether cognitive decision-making gamification tasks can enhance students’ academic motivation and enjoyment in the immediate posttest and the one-month delayed posttest. In doing so, the intervention draws on principles of quantum cognition to represent decision-making as context-dependent and probabilistic, in which choices and their consequences may shift as a function of preceding selections. To these aims, a cluster-randomized controlled trial initially recruited 140 undergraduates (aged 16–24) from diverse academic disciplines. After applying the eligibility criteria and accounting for attrition, the final analytic sample included 68 participants, comprising 33 students in the experimental group and 35 students in the control group. Intact classes were assigned to either a gamified cognitive-task condition or a non-gamified control condition. Over an eight-week period, the intervention group engaged with gamified decision-making tasks delivered through a digital platform. It should be noted that the tasks incorporated tangible scenarios, such as probabilistic dialogue trees in simulated workplace negotiations, where alternative pathways remained unresolved until selection and prior choices reshaped subsequent option probabilities through interference-like effects. Academic motivation was measured through the Academic Motivation Scale (AMS), and academic enjoyment was assessed using the SInAPSi Academic Engagement Scale (SAES). The measures were administered at the pretest, immediately after the intervention, and one month later. For the quantitative analysis, a one-way ANCOVA was employed to compare group differences while controlling for baseline scores. Findings evidenced that, on the posttest, the gamified group obtained significantly higher intrinsic motivation and academic enjoyment than the control group. The delayed posttest results also showed sustained improvements in both outcomes, albeit with a slight decrease in their magnitude over time. In sum, the findings suggest that gamification tasks informed by quantum cognition can promote engagement by leveraging context-sensitive decision processes, and they offer a design framework for pedagogically grounded gamification that sustains engagement through uncertainty and choice in high-stakes EFL systems.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102253"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192664","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":"Beyond the brain – Individual differences in heart rate variability are associated with avoidance in test anxiety","authors":"Swathy Parameswaran,&nbsp;Venkatesh Balasubramanian","doi":"10.1016/j.lmot.2026.102251","DOIUrl":"10.1016/j.lmot.2026.102251","url":null,"abstract":"<div><div>Avoidance in test anxiety (TA) disrupts a student's ability to regulate their responses, leading to a significant drop in academic performance. TA research has traditionally focused on behavioral and self-reported measures to capture avoidance. Emerging evidence posits the crucial role of individual physiological differences in adaptive behaviors. This study addresses this gap by relating test-taking avoidance to physiological markers. By accounting for predisposition to anxiety indexed by resting-state Heart Rate Variability (HRV), and intraindividual variations (IIV) in physiological responses, the objective of the study is to identify students with higher likeliness of avoidance.</div><div>Fifty-seven students (M = 22.07 ± 2.61years) participated in a 30-minute mock test before their university assessment. Declining a 15-minute test extension was measured as avoidance. Correlation analysis revealed significant associations of resting and IIV in HRV with avoidance: resting HRV was negatively correlated (r = -0.359, <em>p</em> &lt; 0.01), while IIV in HRV was positively correlated (r = 0.407, <em>p</em> &lt; 0.01). Mediation analysis further demonstrated that resting HRV was significantly associated with avoidance (c = −0.1590, <em>p</em> &lt; 0.05), and this relationship remained significant after controlling for intra-individual variations in HRV (c′ = −0.1163, <em>p</em> &lt; 0.05).</div><div>Results demonstrate that higher heart rate variability was associated with lower odds of avoidance, highlighting the relevance of individual differences in physiological responses, beyond the scope of resting HRV. The data suggest an autonomic advantage in individuals who maintain resting HRV values when confronting stressors, thereby facilitating adaptive coping. The study highlights the critical role of individual differences in physiological regulation and supports the integration of HRV through wearable technology and biofeedback for interventions in TA. Findings offer valuable insights for clinical and educational cohorts, particularly for students at risk for TA.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102251"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146192600","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":"Mitigating interpersonal uncertainty in collaborative argumentation: Using LLMs as scaffolds for group cohesion, dialogic behavior and learning performance in CSCL","authors":"Bing Xu","doi":"10.1016/j.lmot.2026.102249","DOIUrl":"10.1016/j.lmot.2026.102249","url":null,"abstract":"<div><div>Collaborative argumentation requires learners to navigate inherent epistemic and interpersonal uncertainty. While Computer-Supported Collaborative Learning (CSCL) facilitates deep inquiry, the volatility of argumentative conflicts often triggers anxiety and negative behavioral responses, hindering motivational dynamics. To address these challenges, this study adopts a behavioristic lens to investigate the integration of Large Language Models (LLMs) as learning peers in collaborative argumentation, specifically examining their role in regulating behavioral and emotional uncertainty. Fifty high school students were randomly assigned to either an experimental group (supported by DeepSeek as an active group member) or a control group (unsupported). Quantitative data were analyzed using independent samples and paired samples t-tests (for learning performance and cohesion) and Mann-Whitney U tests (for dialogic behaviors), while qualitative interview data underwent thematic analysis. Results indicate that the presence of the LLM significantly reshaped students' experiences: the experimental group exhibited higher learning performance, more adaptive positive dialogic behaviors, and a reduction in maladaptive negative behaviors associated with conflict anxiety. Furthermore, the LLM fostered stronger group cohesion, suggesting that, when positioned as situated scaffolds, AI peers can facilitate the transformation of potential social threats into opportunities for constructive engagement. Interview analyses further reveal that LLMs function as emotional and behavioral anchors. These findings highlight the potential of AI peers in fostering resilience and optimizing motivational dynamics in volatile learning contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"94 ","pages":"Article 102249"},"PeriodicalIF":1.8,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146116593","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":"Pinoresinol diglucoside mitigates streptozotocin-induced cognitive decline in rats by regulating neurotransmitters, apoptosis and cytokines- NF-κB/ BDNF/ CREB/ caspase-3 pathway: Molecular docking study","authors":"Shaktipal Patil ,&nbsp;Hiren Chaudhary ,&nbsp;Ujashkumar Shah","doi":"10.1016/j.lmot.2026.102242","DOIUrl":"10.1016/j.lmot.2026.102242","url":null,"abstract":"<div><div>Diabetes mellitus (DM) is a widespread chronic disease affecting over 300 million people globally. Prolonged hyperglycemia leads to glucotoxicity, triggering neuroinflammation, neurodegeneration, and cognitive impairment. Pinoresinol diglucoside (PDG) exhibited potent neuroprotective action; however, its potential in mitigating streptozotocin (STZ)-induced cognitive impairment remains unexplored. This study aimed to evaluate PDG’s neuroprotective effects in STZ-induced cognitive deficits in male Wistar rats. The rats were randomly divided into five groups: Group I, non-diabetic control (normal saline, 1 ml/kg, p.o., twice daily for 30 days); Group II, diabetic control (STZ, 60 mg/kg, i.p., single dose, followed by normal saline, 1 ml/kg, i.p., twice daily for 30 days); Group III, PDG control (PDG, 10 mg/kg, p.o., twice daily for 30 days); Group IV, diabetic rats treated with PDG (5 mg/kg, p.o., twice daily for 30 days); and Group V, diabetic rats treated with PDG (10 mg/kg, p.o., twice daily for 30 days). DM was confirmed by elevated blood glucose levels (BGL), while cognitive function was assessed using the Y-maze and Morris water maze (MWM) tests. Following behavioural experiments, oxidative stress markers [malondialdehyde (MDA), superoxide dismutase (SOD), glutathione (GSH), catalase (CAT)], cholinergic indices [acetylcholinesterase (AChE), choline acetyltransferase (ChAT)], neuroinflammatory cytokines [nuclear factor kappa-B (NF-κB), IL-6, interleukin-1β, tumor necrosis factor-α (TNF-α)], neurogenesis and cell proliferation markers [cAMP response element-binding protein (CREB), brain-derived neurotrophic factor (BDNF)], apoptosis parameter (caspase-3) and neurotransmitter dysregulation [acetylcholine (ACh), dopamine (DA)] was also validated. Molecular docking was performed to evaluate PDG’s interactions with key targets. Chronic PDG treatment significantly normalized BGL, body weight (BW), improved cognitive performance, and inhibited oxidative stress. It also attenuated cholinergic dysfunction, neuroinflammation, neurogenesis and cell proliferation and apoptosis while modulating neurotransmitter levels. Docking analysis revealed strong binding affinities of PDG to AChE, DA, caspase-3, CREB, BDNF, and NF-κB, supporting its anti-cholinesterase, anti-neuroinflammatory, and anti-apoptotic properties. These findings suggest PDG as a promising therapeutic candidate for DM-associated cognitive impairment, warranting further investigation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102242"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924700","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":"Linking emotional intelligence and AI-enhanced learning to goal-setting behavior: A cognitive load theory framework","authors":"Jie Zhang ,&nbsp;Qinghua Guo ,&nbsp;Rong Hu ,&nbsp;Yibin Zhou ,&nbsp;Zijing Hu","doi":"10.1016/j.lmot.2025.102216","DOIUrl":"10.1016/j.lmot.2025.102216","url":null,"abstract":"<div><div>Reflecting previous studies on technology-mediated language learning, the present research focused on the interrelatedness of artificial intelligence (AI) use, cognitive load, emotion regulation, goalsetting behaviour and satisfaction in English as a Foreign Language (EFL) situations. A total of 549 EFL learners in higher education voluntarily participated in the research by responding to validated questionnaires on the use of AI tools, perceived cognitive load, emotion regulation strategies, goalsetting behaviour and overall satisfaction. The data were analysed through SPSS (version 27) for descriptive and correlational statistics and AMOS (version 24) for structural equation modelling. The results indicated that AI use positively impacted on goalsetting behaviour and satisfaction of learners with cognitive load and emotion regulation functioning as both mediators and moderators of this effect. More specifically, those learners who managed cognitive load effectively and used adaptive emotion regulation strategies indicated greater clarity in their goals, greater commitment to learning and greater satisfaction with the learning process. The findings contribute to Social-Cognitive Theory and Cognitive Load Theory by focusing on the interplay of technology, cognition and emotion in language learning and provide valuable perspectives on how AI-enhanced EFL learning environments may be designed and implemented.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102216"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571175","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 teachers’ motivational cues entangle with learners’ states to produce synchronized or conflicting engagement: Insights from a behaviorist reinforcement model","authors":"Xujing Xie ,&nbsp;Yiming MA ,&nbsp;Lei Liu","doi":"10.1016/j.lmot.2025.102239","DOIUrl":"10.1016/j.lmot.2025.102239","url":null,"abstract":"<div><div>This study examines the ways in which teachers’ motivational cues influence learner engagement in English as a Foreign Language (EFL) classrooms, paying special attention to the dynamic alignment or misalignment with the emotional and cognitive states of learners. Utilizing behaviorist reinforcement theory, this research explores the intricate processes at the micro-level that influence how verbal and non-verbal cues can either promote synchronized engagement or lead to conflicts in interaction. Data were gathered through classroom observations, which included 12 sessions across three EFL classes in two universities, as well as semi-structured interviews conducted with 24 students and 6 teachers. The analysis identified four primary categories of motivational cues: positive reinforcement, which includes elements like praise and encouragement; corrective feedback, encompassing error correction and recasts; task-framing, which involves goal clarification and connecting tasks to future needs; and relational cues, such as humor and empathy. The states of learners were categorized into three fundamental dimensions: attentional focus, affective states, and task persistence. Observations indicated that synchronized engagement, characterized by sustained participation and collaborative interaction, took place when positive reinforcement and relational cues aligned with learners’ readiness and positive emotions. On the other hand, conflicting engagement, characterized by avoidance or frustration, arose from poorly timed corrective feedback or irrelevant task-framing. The findings emphasize the importance of aligning cues with the current states of learners to boost their engagement. The implications for teaching highlight the importance of providing timely and specific praise, balancing corrective feedback with encouragement, and framing tasks to underscore their relevance. These practices contribute to creating a supportive classroom environment that fosters sustained engagement. This study provides a richer insight into engagement as a collaborative and evolving process within EFL contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102239"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840248","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":"Subtle classroom cues and quantum interference in EFL reading comprehension and situational motivation: A quantum cognition-inspired study","authors":"Yue Li,&nbsp;Yiyang Shi","doi":"10.1016/j.lmot.2025.102240","DOIUrl":"10.1016/j.lmot.2025.102240","url":null,"abstract":"<div><div>This study explores the impact of subtle classroom cues, such as visual aids and peer interactions, on generating interference in English as a Foreign Language (EFL) learners’ reading comprehension and situational motivation, employing a Quantum Cognition-inspired framework to elucidate the non-linear, context-dependent dynamics of these processes. Drawing on quantum probability models, the research conceptualizes learners’ interpretive and situational motivational shifts as non-classical decision trajectories, offering a novel perspective that captures the probabilistic and emergent nature of cognitive and affective responses in complex learning environments, unlike traditional linear models. A six-week, mixed-methods, quasi-experimental study was conducted with 64 upper-intermediate Chinese EFL learners (N = 64), randomly assigned at the class level to experimental (cue-rich) and control (cue-minimal) groups. Reading comprehension and situational motivation were assessed through validated pre- and post-tests, with qualitative data gathered via group discussions and stimulated recall protocols. Quantitative analyses using a repeated-measures ANCOVA revealed significant fluctuations in reading comprehension and situational motivation in the experimental group, with specific deviations from classical expectations; for instance, in stance detection tasks, the observed probability of a particular interpretation was lower than the classically predicted probability, indicating negative interference; for instance, in stance detection tasks, the observed probability of a particular interpretation was lower than the classically predicted probability when visuals preceded peer comments, indicating negative interference, whereas positive interference occurred in the reverse sequence. Quantum probability modeling effectively captured these interference effects, demonstrating that learners’ responses were highly context-dependent and dynamically influenced by cue interactions. Qualitative findings, analyzed microgenetically, showed learners frequently shifted interpretive strategies mid-task, influenced by peers’ comments or visual prompts, with cue sequencing and order effects prominently shaping these shifts, as the initial presentation of visuals often anchored interpretations while subsequent peer inputs either reinforced or disrupted them, and motivational states oscillating between heightened engagement and temporary confusion. Notably, while task value and perceived competence increased significantly in the cue-rich condition, autonomy showed no significant change, highlighting a nuanced impact of cues on situational motivational dimensions. The findings suggest that subtle classroom cues can both scaffold and disrupt learning, depending on their alignment with learners’ interpretive frameworks.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102240"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924701","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":"Navigating the unknown: Behavioral responses as a pathway from academic self-efficacy to academic motivation","authors":"Uygur Sebahat Sevgi","doi":"10.1016/j.lmot.2026.102247","DOIUrl":"10.1016/j.lmot.2026.102247","url":null,"abstract":"<div><div>This study aimed to develop and validate the Behavioral Uncertainty Response Scale (BURS), investigate the mediating role of behavioral responses to academic uncertainty in the relationship between academic self-efficacy and academic motivation, and examine potential gender differences in these behavioral responses among high school students. The research employed a cross-sectional design and quantitative methodology. Data were collected using the newly developed BURS along with established measures of academic self-efficacy and academic motivation. Phase 1 involved 403 students who completed the initial BURS item pool for exploratory factor analysis (EFA). Phase 2 included 370 students participating in confirmatory factor analysis (CFA) to validate the factor structure. Phase 3 assessed test-retest reliability with 78 students over a two-week interval. Phase 4 utilized data from 370 students to test the proposed mediation model. The analysis included descriptive statistics, followed by EFA and CFA to identify the scale's psychometric properties, mediation analyses, and independent samples t-tests to test the hypothesized relationships and gender differences. Results confirmed a four-factor structure of the BURS and demonstrated that academic self-efficacy and behavioral responses to uncertainty significantly predicted academic motivation. The results also revealed that students' behavioral responses to uncertainty mediated the relationship between academic self-efficacy and motivation. The study highlighted certain gender-based tendencies: while female students often turned to others for support in times of uncertainty, male students typically responded with a stronger sense of persistence when facing academic uncertanity. These observations point to the importance of helping students develop adaptive ways of coping in unpredictable educational settings. They also offer meaningful direction for teachers and education leaders aiming to create environments that genuinely support and sustain student motivation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102247"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076837","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}