Learning and Motivation最新文献

Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-29 DOI: 10.1016/j.lmot.2025.102126

Biao Xu, Norsafinar Rahim

The rapid growth of online learning has highlighted the need to understand social dynamics in virtual environments, particularly the interplay between peer feedback, social support, and language acquisition. While these factors have been explored in traditional classrooms, their roles in online EFL education have remained underexamined. Additionally, learners’ attitudes toward online learning environments, which may influence engagement and outcomes, have rarely been investigated. This study aimed at exploring the role of peer feedback and social support in enhancing Chinese EFL learners’ motivation, task engagement, and language mastery, while also examining their attitudes toward online learning. A mixed-methods design was utilized, involving 122 female EFL learners from China, divided into a Peer Feedback Group (Experimental Group 1), a Social Support Group (Experimental Group 2), and a Control Group (CG). Quantitative data were obtained through pre- and post-tests, while qualitative data were gathered via open-ended surveys to capture the participants’ perspectives. Results revealed that both peer feedback and social support significantly improved motivation, task engagement, and language mastery, with EG1 and EG2 demonstrating similar post-test performance. The participants expressed positive views toward online learning, emphasizing the importance of social interactions in maintaining motivation and engagement. The study concluded that integrating peer feedback and social support into online EFL instruction can significantly enhance learning outcomes. It underscores the value of fostering social interactions in virtual environments and suggests that learners’ attitudes are essential to the effectiveness of these mechanisms. These findings offer practical insights for improving online EFL instruction by leveraging peer feedback and social support as equally effective educational tools for language learning.

{"title":"Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective","authors":"Biao Xu, Norsafinar Rahim","doi":"10.1016/j.lmot.2025.102126","DOIUrl":"10.1016/j.lmot.2025.102126","url":null,"abstract":"<div><div>The rapid growth of online learning has highlighted the need to understand social dynamics in virtual environments, particularly the interplay between peer feedback, social support, and language acquisition. While these factors have been explored in traditional classrooms, their roles in online EFL education have remained underexamined. Additionally, learners’ attitudes toward online learning environments, which may influence engagement and outcomes, have rarely been investigated. This study aimed at exploring the role of peer feedback and social support in enhancing Chinese EFL learners’ motivation, task engagement, and language mastery, while also examining their attitudes toward online learning. A mixed-methods design was utilized, involving 122 female EFL learners from China, divided into a Peer Feedback Group (Experimental Group 1), a Social Support Group (Experimental Group 2), and a Control Group (CG). Quantitative data were obtained through pre- and post-tests, while qualitative data were gathered via open-ended surveys to capture the participants’ perspectives. Results revealed that both peer feedback and social support significantly improved motivation, task engagement, and language mastery, with EG1 and EG2 demonstrating similar post-test performance. The participants expressed positive views toward online learning, emphasizing the importance of social interactions in maintaining motivation and engagement. The study concluded that integrating peer feedback and social support into online EFL instruction can significantly enhance learning outcomes. It underscores the value of fostering social interactions in virtual environments and suggests that learners’ attitudes are essential to the effectiveness of these mechanisms. These findings offer practical insights for improving online EFL instruction by leveraging peer feedback and social support as equally effective educational tools for language learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102126"},"PeriodicalIF":1.7,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734627","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

Mitigating boredom in L2 Spanish reading class with the reading-writing continuation task

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-27 DOI: 10.1016/j.lmot.2025.102124

Zongtuo Liu , Jingyu Zhu , Dong Yuan

A growing body of research has explored the concept of second language (L2) boredom and proposed strategies to address this aversive emotion. However, limited attention has been paid to the boredom-mitigating effects of specific strategies, such as the reading-writing continuation task, which holds potential as a coping mechanism of L2 boredom. This study investigates the effects of the reading-writing continuation task on reducing boredom in Spanish L2 reading classes, the factors influencing the effectiveness, and students’ perceptions of the task. A quasi-experimental design was adopted, involving 67 participants (33 in the experimental class and 34 in the control class). Data were collected through questionnaires and semi-structured interviews. The findings reveal that the reading-writing continuation task significantly reduces boredom in Spanish L2 reading classrooms, including boredom related to reading materials, under-challenging tasks, and perceived meaninglessness. Furthermore, the effects vary based on participants’ Spanish proficiency levels and grade levels. Participants’ perceptions of the task were mixed, highlighting its openness and nature to bring a sense of psychological security as positive aspects, while noting challenges posed by limited language proficiency. The study suggests incorporating reading-writing continuation tasks of varying difficulty levels into L2 reading instructions. This research expects to contribute to the empirical investigation of boredom-mitigating strategies in L2 learning.

{"title":"Mitigating boredom in L2 Spanish reading class with the reading-writing continuation task","authors":"Zongtuo Liu , Jingyu Zhu , Dong Yuan","doi":"10.1016/j.lmot.2025.102124","DOIUrl":"10.1016/j.lmot.2025.102124","url":null,"abstract":"<div><div>A growing body of research has explored the concept of second language (L2) boredom and proposed strategies to address this aversive emotion. However, limited attention has been paid to the boredom-mitigating effects of specific strategies, such as the reading-writing continuation task, which holds potential as a coping mechanism of L2 boredom. This study investigates the effects of the reading-writing continuation task on reducing boredom in Spanish L2 reading classes, the factors influencing the effectiveness, and students’ perceptions of the task. A quasi-experimental design was adopted, involving 67 participants (33 in the experimental class and 34 in the control class). Data were collected through questionnaires and semi-structured interviews. The findings reveal that the reading-writing continuation task significantly reduces boredom in Spanish L2 reading classrooms, including boredom related to reading materials, under-challenging tasks, and perceived meaninglessness. Furthermore, the effects vary based on participants’ Spanish proficiency levels and grade levels. Participants’ perceptions of the task were mixed, highlighting its openness and nature to bring a sense of psychological security as positive aspects, while noting challenges posed by limited language proficiency. The study suggests incorporating reading-writing continuation tasks of varying difficulty levels into L2 reading instructions. This research expects to contribute to the empirical investigation of boredom-mitigating strategies in L2 learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102124"},"PeriodicalIF":1.7,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715027","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

Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-24 DOI: 10.1016/j.lmot.2025.102123

Yushu Pan , Xingyu Shao , Goodarz Shakibaei

Digital game-based learning (DGBL) has increasingly attracted scholarly attention for its potential to enhance learners’ related constructs across diverse educational contexts. While its prominence grows, few studies have systematically examined its impact on English as a Foreign Language (EFL) learners’ social collaboration, problem-solving skills, and motivation, particularly through the lenses of Expectancy-Value Theory and Flow Theory in the Chinese context. To address this research gap, the present study explored the effects of the DGBL on Chinese EFL learners’ social collaboration, problem-solving skills, and motivation using a mixed-methods approach. The participants including 191 male and female students were randomly assigned to either an experimental group (EG), which engaged in the DGBL activities, or a control group (CG), which followed traditional instruction. Data were collected via pre- and post-intervention questionnaires assessing social collaboration, problem-solving skills, and motivation, with semi-structured interviews providing deeper insights into students’ perceptions. Findings revealed that the EG significantly outperformed the CG in all measured domains. Quantitative results indicated substantial gains in social collaboration, problem-solving skills, and motivation, while qualitative data underscored the participants’ positive views of DGBL’s effectiveness. These results suggest that DGBL is a potent tool for enhancing both cognitive and social dimensions of EFL learning. By fostering an interactive, learner-centered environment, the DGBL offers EFL teachers and stakeholders valuable opportunities to strengthen students’ social, cognitive, and affective development.

基于数字游戏的学习（Digital Game-based Learning，DGBL）因其在不同教育背景下提高学习者相关能力的潜力而日益受到学术界的关注。尽管其重要性日益凸显，但很少有研究系统地考察了它对英语作为外语（EFL）学习者的社会协作、问题解决技能和学习动机的影响，尤其是通过期望-价值理论（Expectancy-Value Theory）和流动理论（Flow Theory）在中国语境下的影响。针对这一研究空白，本研究采用混合方法探讨了 DGBL 对中国 EFL 学习者的社交协作、问题解决能力和学习动机的影响。包括 191 名男女学生在内的参与者被随机分配到参与 DGBL 活动的实验组（EG）或接受传统教学的对照组（CG）。通过干预前和干预后的问卷收集数据，评估社交协作、解决问题的技能和动机，并通过半结构化访谈深入了解学生的看法。研究结果表明，在所有测量领域，EG 都明显优于 CG。定量结果表明，学生在社会协作、解决问题的技能和积极性方面都有很大提高，而定性数据则强调了参与者对 DGBL 效果的积极看法。这些结果表明，DGBL 是提高 EFL 学习认知和社会维度的有效工具。通过营造以学习者为中心的互动环境，DGBL 为 EFL 教师和利益相关者提供了加强学生社会、认知和情感发展的宝贵机会。

{"title":"Influence of digital game-based learning on social collaboration, problem-solving skills, and motivation: An integrative approach of expectancy-value theory and flow theory","authors":"Yushu Pan , Xingyu Shao , Goodarz Shakibaei","doi":"10.1016/j.lmot.2025.102123","DOIUrl":"10.1016/j.lmot.2025.102123","url":null,"abstract":"<div><div>Digital game-based learning (DGBL) has increasingly attracted scholarly attention for its potential to enhance learners’ related constructs across diverse educational contexts. While its prominence grows, few studies have systematically examined its impact on English as a Foreign Language (EFL) learners’ social collaboration, problem-solving skills, and motivation, particularly through the lenses of Expectancy-Value Theory and Flow Theory in the Chinese context. To address this research gap, the present study explored the effects of the DGBL on Chinese EFL learners’ social collaboration, problem-solving skills, and motivation using a mixed-methods approach. The participants including 191 male and female students were randomly assigned to either an experimental group (EG), which engaged in the DGBL activities, or a control group (CG), which followed traditional instruction. Data were collected via pre- and post-intervention questionnaires assessing social collaboration, problem-solving skills, and motivation, with semi-structured interviews providing deeper insights into students’ perceptions. Findings revealed that the EG significantly outperformed the CG in all measured domains. Quantitative results indicated substantial gains in social collaboration, problem-solving skills, and motivation, while qualitative data underscored the participants’ positive views of DGBL’s effectiveness. These results suggest that DGBL is a potent tool for enhancing both cognitive and social dimensions of EFL learning. By fostering an interactive, learner-centered environment, the DGBL offers EFL teachers and stakeholders valuable opportunities to strengthen students’ social, cognitive, and affective development.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102123"},"PeriodicalIF":1.7,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687746","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 memory-preserving potential of L-carnitine and memantine in an aluminum-induced memory deficit model

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-22 DOI: 10.1016/j.lmot.2025.102125

Imran Imran , Muhammad Numair Kashif , Sana Ameer , Nosheen Malik , Abida Parveen , Waseem Ashraf , Asad Abrar , Faleh Alqathani , Tanveer Ahmad

Aluminum exposure in daily life results in significant neurotoxicity and leads to progressive neurodegenerative disorders and there is a dire need for counteracting agents. The current study investigated the possible ameliorative effect of L-carnitine with memantine against AlCl₃-induced memory impairment in male mice. AlCl₃ (100 mg/kg) was administered orally to all groups except a healthy one. Treatment groups were administered with L-carnitine 100 mg/kg, memantine 10 mg/kg and a combination group with L-carnitine 100 mg/kg and memantine 10 mg/kg for 42 days. The behavioral changes were examined using Y-maze, NOR, PAT and MWM tests. The biochemical and histopathological parameters were quantified in isolated brains. The outcomes revealed amelioration of learning and memory through better alterations in the Y-maze test, better recognition of a novel object in NOR, increased step-through latency in PAT and reduced latencies to reach the platform in the MWM test. The biochemical analysis revealed suppression of lipid oxidation through regulation of antioxidant content and inhibition of AChE. The histopathological findings demonstrated significant protection of neuronal cells in CA1 and DG regions against AlCl₃-induced damage. Outcomes of this study suggested that memantine combined with L-carnitine is an ably option to halt the progression of neuronal cell degeneration in various neurologic disorders.

{"title":"Investigating the memory-preserving potential of L-carnitine and memantine in an aluminum-induced memory deficit model","authors":"Imran Imran , Muhammad Numair Kashif , Sana Ameer , Nosheen Malik , Abida Parveen , Waseem Ashraf , Asad Abrar , Faleh Alqathani , Tanveer Ahmad","doi":"10.1016/j.lmot.2025.102125","DOIUrl":"10.1016/j.lmot.2025.102125","url":null,"abstract":"<div><div>Aluminum exposure in daily life results in significant neurotoxicity and leads to progressive neurodegenerative disorders and there is a dire need for counteracting agents. The current study investigated the possible ameliorative effect of L-carnitine with memantine against AlCl<sub>3</sub>-induced memory impairment in male mice. AlCl<sub>3</sub> (100 mg/kg) was administered orally to all groups except a healthy one. Treatment groups were administered with L-carnitine 100 mg/kg, memantine 10 mg/kg and a combination group with L-carnitine 100 mg/kg and memantine 10 mg/kg for 42 days. The behavioral changes were examined using Y-maze, NOR, PAT and MWM tests. The biochemical and histopathological parameters were quantified in isolated brains. The outcomes revealed amelioration of learning and memory through better alterations in the Y-maze test, better recognition of a novel object in NOR, increased step-through latency in PAT and reduced latencies to reach the platform in the MWM test. The biochemical analysis revealed suppression of lipid oxidation through regulation of antioxidant content and inhibition of AChE. The histopathological findings demonstrated significant protection of neuronal cells in CA1 and DG regions against AlCl<sub>3</sub>-induced damage. Outcomes of this study suggested that memantine combined with L-carnitine is an ably option to halt the progression of neuronal cell degeneration in various neurologic disorders.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102125"},"PeriodicalIF":1.7,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687745","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

Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-20 DOI: 10.1016/j.lmot.2025.102121

Xuefei Li , Wael Matar Hasan Alharbi

This research aimed at exploring the impact of digital feedback, self-efficacy, and autonomy on the motivation and general English performance of Chinese EFL learners in online courses. The study recruited a total of 225 participants, comprising 112 males and 113 females, purposefully selected and distributed among nine distinct groups: personalized feedback group (PFG, n = 25), generic feedback group (GFG, n = 25), no feedback group (NFG, n = 25), high self-efficacy group (HSG, n = 25), medium self-efficacy group (MSG, n = 25), low self-efficacy group (LSG, n = 25), high autonomy group (HAG, n = 25), medium autonomy group (MAG), and low autonomy group (LAG, n = 25). All groups completed a validated motivation questionnaire and a general English performance test to establish their baseline levels before the intervention. Subsequently, each group underwent specific treatments throughout the study, followed by posttests measuring changes in motivation and English performance. The results of MANOVA indicated that the PFG significantly outperformed both the GFG and NFG as to motivation and general English performance. Similarly, the HAG achieved better outcomes than the MAG and LAG across both measures, while the HSG exceeded the MSG and LSG, demonstrating the most substantial mean differences in motivation and performance. The study highlights the critical role of personalized digital feedback, heightened self-efficacy, and increased autonomy in fostering motivation and enhancing English proficiency within virtual learning environments. Consequently, this study brings into focus that incorporating these elements into online EFL education could substantially improve EFL learners’ motivation and learning achievements.

{"title":"Impact of digital feedback, self-efficacy, and autonomy on motivation and general english performance in online courses","authors":"Xuefei Li , Wael Matar Hasan Alharbi","doi":"10.1016/j.lmot.2025.102121","DOIUrl":"10.1016/j.lmot.2025.102121","url":null,"abstract":"<div><div>This research aimed at exploring the impact of digital feedback, self-efficacy, and autonomy on the motivation and general English performance of Chinese EFL learners in online courses. The study recruited a total of 225 participants, comprising 112 males and 113 females, purposefully selected and distributed among nine distinct groups: personalized feedback group (PFG, n = 25), generic feedback group (GFG, n = 25), no feedback group (NFG, n = 25), high self-efficacy group (HSG, n = 25), medium self-efficacy group (MSG, n = 25), low self-efficacy group (LSG, n = 25), high autonomy group (HAG, n = 25), medium autonomy group (MAG), and low autonomy group (LAG, n = 25). All groups completed a validated motivation questionnaire and a general English performance test to establish their baseline levels before the intervention. Subsequently, each group underwent specific treatments throughout the study, followed by posttests measuring changes in motivation and English performance. The results of MANOVA indicated that the PFG significantly outperformed both the GFG and NFG as to motivation and general English performance. Similarly, the HAG achieved better outcomes than the MAG and LAG across both measures, while the HSG exceeded the MSG and LSG, demonstrating the most substantial mean differences in motivation and performance. The study highlights the critical role of personalized digital feedback, heightened self-efficacy, and increased autonomy in fostering motivation and enhancing English proficiency within virtual learning environments. Consequently, this study brings into focus that incorporating these elements into online EFL education could substantially improve EFL learners’ motivation and learning achievements.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102121"},"PeriodicalIF":1.7,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687744","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

Cultivating motivation in informal learning via YouTube: Effects of reinforcement learning-based and social learning-based approaches

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-19 DOI: 10.1016/j.lmot.2025.102122

Chen Chen

This study sought to address the research question of whether reinforcement learning-based YouTube and social learning-based YouTube significantly enhance the motivation of Chinese higher education learners in informal learning contexts, while also exploring how these approaches influence motivation from the learners’ own perspectives. A mixed-methods design was employed where the data were collected through a pre- and post-test motivation survey and semi-structured interviews. The participants across all groups accessed 11 selected YouTube videos; EG1 received reinforcement feedback, EG2 was guided to emulate modeled behaviors from the videos, and the CG received no additional intervention. Quantitative data were analyzed using ANOVA, while qualitative responses underwent a content analysis. The quantitative findings revealed that both EG1 (i.e., reinforcement learning-based) and EG2 (i.e., social learning-based) demonstrated statistically significant gains in motivation compared to the CG on the post-test. Qualitatively, the learners in the EG1 reported heightened motivation linked to increased confidence stemming from reinforcement feedback, whereas the EG2 participants highlighted cooperative learning, greater engagement, and enhanced autonomy as key outcomes of social learning strategies. The study’s results evidenced that both reinforcement- and social learning-based approaches, when integrated with YouTube, effectively bolster the higher education learners’ motivation in informal contexts. The implications of these findings are substantial: educators and course designers can leverage specific YouTube-based strategies, such as structured feedback or modeling to optimize higher education learners’ motivation, confidence, engagement, and autonomy.

{"title":"Cultivating motivation in informal learning via YouTube: Effects of reinforcement learning-based and social learning-based approaches","authors":"Chen Chen","doi":"10.1016/j.lmot.2025.102122","DOIUrl":"10.1016/j.lmot.2025.102122","url":null,"abstract":"<div><div>This study sought to address the research question of whether reinforcement learning-based YouTube and social learning-based YouTube significantly enhance the motivation of Chinese higher education learners in informal learning contexts, while also exploring how these approaches influence motivation from the learners’ own perspectives. A mixed-methods design was employed where the data were collected through a pre- and post-test motivation survey and semi-structured interviews. The participants across all groups accessed 11 selected YouTube videos; EG1 received reinforcement feedback, EG2 was guided to emulate modeled behaviors from the videos, and the CG received no additional intervention. Quantitative data were analyzed using ANOVA, while qualitative responses underwent a content analysis. The quantitative findings revealed that both EG1 (i.e., reinforcement learning-based) and EG2 (i.e., social learning-based) demonstrated statistically significant gains in motivation compared to the CG on the post-test. Qualitatively, the learners in the EG1 reported heightened motivation linked to increased confidence stemming from reinforcement feedback, whereas the EG2 participants highlighted cooperative learning, greater engagement, and enhanced autonomy as key outcomes of social learning strategies. The study’s results evidenced that both reinforcement- and social learning-based approaches, when integrated with YouTube, effectively bolster the higher education learners’ motivation in informal contexts. The implications of these findings are substantial: educators and course designers can leverage specific YouTube-based strategies, such as structured feedback or modeling to optimize higher education learners’ motivation, confidence, engagement, and autonomy.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102122"},"PeriodicalIF":1.7,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687743","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

Is need-thwarting instruction really harmful? A systematic review of its associations with students’ learning motivation and malfunction

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-18 DOI: 10.1016/j.lmot.2025.102117

Yuxia Shi , Yupeng Lin , Zhonggen Yu

Need-thwarting instruction is prevalent and invisible in educational settings, undoubtedly impacting learners’ learning motivation and performance. However, previous reviews analyzed self-determination constructs and learning outcomes mainly in the physical education settings, leaving their impacts in general education to be a scarcely-examined area. Therefore, this study aims to comprehensively review the relationship between need-thwarting teaching behaviors and learners’ motivation together with maladaptive performance in general education. According to the Self-Determination Theory, the findings display the inconsistent influence of need-thwarting behaviors on learners’ motivation and malfunction and dig out the potential reasons behind these inconsistencies, including debates on controlling teaching and controlled motivation. The surprising positive effects of controlling instruction on autonomous motivation and adaptive behaviors are also discussed coupled with possible explanations. Moreover, this study also unveils the complex mechanisms between these relationships by detecting some valuable mediators and moderators. In this vein, this study found that need-thwarting instruction would breed learners’ misconduct, however, its negative impact on motivation and malfunction deserves deeper investigation especially concerning controlled instruction. Hence, this study yields significant suggestions for teachers, designers, and future researchers.

{"title":"Is need-thwarting instruction really harmful? A systematic review of its associations with students’ learning motivation and malfunction","authors":"Yuxia Shi , Yupeng Lin , Zhonggen Yu","doi":"10.1016/j.lmot.2025.102117","DOIUrl":"10.1016/j.lmot.2025.102117","url":null,"abstract":"<div><div>Need-thwarting instruction is prevalent and invisible in educational settings, undoubtedly impacting learners’ learning motivation and performance. However, previous reviews analyzed self-determination constructs and learning outcomes mainly in the physical education settings, leaving their impacts in general education to be a scarcely-examined area. Therefore, this study aims to comprehensively review the relationship between need-thwarting teaching behaviors and learners’ motivation together with maladaptive performance in general education. According to the Self-Determination Theory, the findings display the inconsistent influence of need-thwarting behaviors on learners’ motivation and malfunction and dig out the potential reasons behind these inconsistencies, including debates on controlling teaching and controlled motivation. The surprising positive effects of controlling instruction on autonomous motivation and adaptive behaviors are also discussed coupled with possible explanations. Moreover, this study also unveils the complex mechanisms between these relationships by detecting some valuable mediators and moderators. In this vein, this study found that need-thwarting instruction would breed learners’ misconduct, however, its negative impact on motivation and malfunction deserves deeper investigation especially concerning controlled instruction. Hence, this study yields significant suggestions for teachers, designers, and future researchers.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102117"},"PeriodicalIF":1.7,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642984","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

Behavioral analysis of teachers and students in higher education supervision mechanisms

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-18 DOI: 10.1016/j.lmot.2025.102120

Yongbo Su , Zhina Zhang

It is of great significance to study the behavior of teachers and students under the teaching supervision mechanism in higher education institutions for enhancing teaching quality. This paper investigates the behavioral evolutions among teachers, students and teaching supervisors by using evolutionary game theory. A tripartite game model is constructed, and sufficient conditions for ensuring the asymptotic stability of equilibrium points are provided. Based on these stability criteria, we analyzed the evolutions among these three participants, especially when students diligently studied. The results indicate that an increase in supervision costs (including time and energy required for supervision) will reduce the willingness to supervise. Teachers' decisions are heavily influenced by psychological costs and punishment mechanisms. Students' diligence directly correlates with incentive levels and potential losses. The findings of this study can provide insights for administrators in higher education institutions.

引用次数: 0

Fostering autonomous motivation in first-year college students: A self-determination theory-based online intervention

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-14 DOI: 10.1016/j.lmot.2025.102118

Yurou Wang , Yadan Zhao , Jihong Zhang , Kaiwen Man , Junfei Lu

Achievement motivation plays a crucial role in shaping college students’ academic success and future prospects. This study developed and evaluated a self-determination theory (SDT)-based online intervention designed to enhance first-year college students’ optimal types of achievement motivation (i.e., autonomous motivation). The research was conducted in two phases: a pilot study (Study 1) to test the initial intervention and a full-scale randomized controlled trial (Study 2) to assess its effectiveness. In Study 1, 128 students participated in the intervention, and feedback from students and educators was used to refine the program. Study 2 implemented the improved intervention with 125 first-year college students in an experimental group, while 199 students served as a control group. We examined whether the intervention increased students’ identified regulation, integrated regulation, and intrinsic motivation. Path analysis and ANOVA revealed significant increases in all three types of autonomous motivation for students in the experimental group compared to the control group. Although academic performance (final exam scores) was also measured, no significant differences were found between the groups. Additionally, qualitative responses indicated greater self-awareness of motivation, improved future planning, and reduced anxiety among students who received the intervention. These findings suggest that SDT-based interventions can effectively foster autonomous motivation and provide a framework for designing future motivational interventions in higher education.

{"title":"Fostering autonomous motivation in first-year college students: A self-determination theory-based online intervention","authors":"Yurou Wang , Yadan Zhao , Jihong Zhang , Kaiwen Man , Junfei Lu","doi":"10.1016/j.lmot.2025.102118","DOIUrl":"10.1016/j.lmot.2025.102118","url":null,"abstract":"<div><div>Achievement motivation plays a crucial role in shaping college students’ academic success and future prospects. This study developed and evaluated a self-determination theory (SDT)-based online intervention designed to enhance first-year college students’ optimal types of achievement motivation (i.e., autonomous motivation). The research was conducted in two phases: a pilot study (Study 1) to test the initial intervention and a full-scale randomized controlled trial (Study 2) to assess its effectiveness. In Study 1, 128 students participated in the intervention, and feedback from students and educators was used to refine the program. Study 2 implemented the improved intervention with 125 first-year college students in an experimental group, while 199 students served as a control group. We examined whether the intervention increased students’ identified regulation, integrated regulation, and intrinsic motivation. Path analysis and ANOVA revealed significant increases in all three types of autonomous motivation for students in the experimental group compared to the control group. Although academic performance (final exam scores) was also measured, no significant differences were found between the groups. Additionally, qualitative responses indicated greater self-awareness of motivation, improved future planning, and reduced anxiety among students who received the intervention. These findings suggest that SDT-based interventions can effectively foster autonomous motivation and provide a framework for designing future motivational interventions in higher education.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102118"},"PeriodicalIF":1.7,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143620635","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 impact of pretraining on autoshaping and operant acquisition in rats is significant but transient

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-03-11 DOI: 10.1016/j.lmot.2025.102112

Nathaniel C. Rice, Todd M. Myers

Pretraining refers to events or conditions explicitly arranged prior to the learner (e.g., student, employee) experiencing specific instruction within the learning environment (i.e., training). Such pretraining can occur inside or outside of the specific learning environment, but by definition must precede the onset of training. Pretraining can modify the rate and quality of early learning and the final performance levels attained. Within experimental psychology, laboratories often include pretraining to hasten acquisition, but few empirical studies support this practice. Therefore, in the present study, four distinct levels of pretraining were examined by randomly assigning 284 naïve rats into groups: no training, chamber acclimation, pellets only, or magazine training. By manipulating experience with the chamber, food pellets, and stimuli associated with pellet delivery, direct assessments were made of pretraining on autoshaped lever press acquisition and incremental progress through a fixed order of common (ratio and interval) schedules of reinforcement. Pretraining affected acquisition, and the several measures of learning corroborated the presumed benefits of magazine training. Notably, simple pre-exposure to the chamber (both with pellets and without pellets in the magazine) also promoted acquisition compared to the no-training group. Nevertheless, despite clear benefits upon acquisition in early sessions, comparable levels of performance developed as training progressed, with the exception of higher lever-pressing rates from the magazine-training group compared to the pellets-only and chamber-acclimation groups. Magazine training hastened operant acquisition, but the overall benefit was somewhat diminutive and short-lived, and the practical value of these pretraining procedures on subsequent operant performance appears limited.

{"title":"The impact of pretraining on autoshaping and operant acquisition in rats is significant but transient","authors":"Nathaniel C. Rice, Todd M. Myers","doi":"10.1016/j.lmot.2025.102112","DOIUrl":"10.1016/j.lmot.2025.102112","url":null,"abstract":"<div><div>Pretraining refers to events or conditions explicitly arranged prior to the learner (e.g., student, employee) experiencing specific instruction within the learning environment (i.e., training). Such pretraining can occur inside or outside of the specific learning environment, but by definition must precede the onset of training. Pretraining can modify the rate and quality of early learning and the final performance levels attained. Within experimental psychology, laboratories often include pretraining to hasten acquisition, but few empirical studies support this practice. Therefore, in the present study, four distinct levels of pretraining were examined by randomly assigning 284 naïve rats into groups: no training, chamber acclimation, pellets only, or magazine training. By manipulating experience with the chamber, food pellets, and stimuli associated with pellet delivery, direct assessments were made of pretraining on autoshaped lever press acquisition and incremental progress through a fixed order of common (ratio and interval) schedules of reinforcement. Pretraining affected acquisition, and the several measures of learning corroborated the presumed benefits of magazine training. Notably, simple pre-exposure to the chamber (both with pellets and without pellets in the magazine) also promoted acquisition compared to the no-training group. Nevertheless, despite clear benefits upon acquisition in early sessions, comparable levels of performance developed as training progressed, with the exception of higher lever-pressing rates from the magazine-training group compared to the pellets-only and chamber-acclimation groups. Magazine training hastened operant acquisition, but the overall benefit was somewhat diminutive and short-lived, and the practical value of these pretraining procedures on subsequent operant performance appears limited.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"90 ","pages":"Article 102112"},"PeriodicalIF":1.7,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143592589","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