Learning and Motivation最新文献

Mitigating interpersonal uncertainty in collaborative argumentation: Using LLMs as scaffolds for group cohesion, dialogic behavior and learning performance in CSCL 减轻协作论证中的人际不确定性：在CSCL中使用llm作为团队凝聚力、对话行为和学习绩效的框架

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-02-05 DOI: 10.1016/j.lmot.2026.102249

Bing Xu

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.

协作论证要求学习者驾驭固有的认知和人际关系的不确定性。虽然计算机支持的协作学习（CSCL）促进了深入的探究，但争论冲突的波动性往往引发焦虑和消极的行为反应，阻碍了动机动力。为了解决这些挑战，本研究采用行为主义的视角来研究大型语言模型（llm）作为协作论证学习同伴的整合，特别是研究它们在调节行为和情绪不确定性方面的作用。50名高中生被随机分配到实验组（由DeepSeek作为积极的小组成员提供支持）和对照组（不提供支持）。定量数据采用独立样本和配对样本t检验（学习表现和凝聚力）和Mann-Whitney U检验（对话行为）进行分析，定性访谈数据采用专题分析。结果表明，LLM的存在显著地重塑了学生的体验：实验组表现出更高的学习绩效，更多的适应性积极对话行为，以及与冲突焦虑相关的不适应消极行为的减少。此外，法学硕士培养了更强的群体凝聚力，这表明，当被定位为固定的支架时，人工智能同伴可以促进将潜在的社会威胁转化为建设性参与的机会。访谈分析进一步揭示了法学硕士作为情感和行为锚的作用。这些发现突出了人工智能同行在培养弹性和优化多变学习环境中的动机动态方面的潜力。

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引用次数: 0

Navigating the unknown: Behavioral responses as a pathway from academic self-efficacy to academic motivation 导航未知：从学术自我效能到学术动机的行为反应途径

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-02-01 DOI: 10.1016/j.lmot.2026.102247

Uygur Sebahat Sevgi

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.

本研究旨在编制并验证行为不确定性反应量表（BURS），探讨学业不确定性行为反应在学业自我效能感和学业动机之间的中介作用，并探讨学业不确定性行为反应在高中生学业自我效能感和学业动机之间的潜在性别差异。本研究采用横断面设计和定量方法。数据收集采用新开发的BURS，并建立了学术自我效能感和学术动机的测量。第一阶段涉及403名学生，他们完成了用于探索性因素分析（EFA）的初始BURS项目池。第二阶段共有370名学生参与验证性因子分析（confirmatory factor analysis， CFA），以验证因子结构。第三阶段对78名学生进行了为期两周的重测信度评估。第四阶段利用370名学生的数据来测试提出的中介模型。分析包括描述性统计，随后是EFA和CFA来确定量表的心理测量属性，中介分析和独立样本t检验来检验假设的关系和性别差异。结果证实了学业自我效能感和对不确定性的行为反应对学业动机有显著的预测作用。结果还显示，学生对不确定性的行为反应在学业自我效能感和学习动机之间起中介作用。该研究强调了某些基于性别的倾向：当女学生在不确定的时候经常向别人寻求支持时，男学生在面对学业不确定时通常会有更强的坚持意识。这些观察指出了帮助学生在不可预测的教育环境中发展适应方式的重要性。它们还为教师和教育领导者提供了有意义的指导，旨在创造真正支持和维持学生动机的环境。

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引用次数: 0

Dynamic motivation under uncertainty in learning Turkish as a foreign language: A mixed-methods perspective 不确定性下土耳其语外语学习的动态动机：混合方法视角

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-02-01 DOI: 10.1016/j.lmot.2026.102250

Esra Deniz , Seher Sevim , Oğuzhan Sevim , Merve Suroğlu Sofu , Bahri Gür

Motivation in second language learning is increasingly understood as a dynamic, context-sensitive process shaped by uncertainty, such as unpredictable communicative demands and shifting sociocultural expectations. Using this uncertainty-informed perspective as an interpretive framework (rather than a directly measured construct), this study examines learners of Turkish as a foreign or second language across three motivational dimensions – instrumental, intrinsic, and cultural – and explores how motivational patterns vary by learner and learning conditions. We used an explanatory sequential mixed-methods design. Quantitative data were collected from 307 international students using a 22-item, five-point Likert scale and analyzed in SPSS 28; qualitative insights were drawn from open-ended responses and analyzed in MAXQDA 2022 to contextualize statistical patterns. Female learners reported higher overall motivation than males, with the most pronounced differences in instrumental motivation. Motivation also varied by proficiency level: intermediate learners (B1–B2) demonstrated higher motivation than advanced learners, particularly at C1, indicating stage-sensitive differences in motivational intensity across proficiency levels. Qualitative findings supported these results, showing that opportunities to communicate in Turkish and social or pedagogical support (from teachers and peers) sustain motivation, while limited practice and contextual barriers undermine it. Overall, motivation for learning Turkish appears multidimensional and dynamically shaped by how learners interpret and manage uncertainty in their learning environments, highlighting the need for balanced individual, social, and pedagogical support.

越来越多的人认为，第二语言学习动机是一个动态的、对语境敏感的过程，受不确定性的影响，如不可预测的交际需求和不断变化的社会文化期望。使用这种不确定性信息视角作为解释框架（而不是直接测量的结构），本研究从三个动机维度（工具性、内在性和文化性）考察了将土耳其语作为外语或第二语言的学习者，并探讨了动机模式如何随学习者和学习条件而变化。我们采用解释性顺序混合方法设计。采用22项5分Likert量表对307名国际学生进行定量数据收集，并在SPSS 28中进行分析；从开放式回答中得出定性见解，并在MAXQDA 2022中进行分析，以确定统计模式的背景。女性学习者的总体动机高于男性，其中工具性动机的差异最为显著。动机也因熟练程度的不同而不同：中级学习者（B1-B2）表现出比高级学习者更高的动机，特别是在C1，这表明不同熟练程度的动机强度存在阶段敏感差异。定性研究结果支持这些结果，表明用土耳其语交流的机会以及来自老师和同伴的社会或教学支持维持了动机，而有限的实践和背景障碍则破坏了动机。总体而言，学习土耳其语的动机似乎是多维的，并且受学习者如何解释和管理学习环境中的不确定性的动态影响，突出了对平衡的个人，社会和教学支持的需求。

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引用次数: 0

Navigating ambiguous learning tasks through flow theory and behaviorist reinforcement: Effects on motivation, flow experience, and psychological well-being 通过心流理论和行为主义强化引导模棱两可的学习任务：对动机、心流体验和心理健康的影响

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-02-01 DOI: 10.1016/j.lmot.2026.102246

Qiuhong Zhang

The present study set out to examine how ambiguous learning tasks shape learners’ motivation, flow experience, and psychological well-being in an online English as a foreign language (EFL) project-based learning context. Using a quasi-experimental pretest-posttest design, 133 Chinese undergraduate EFL learners participated in an 11-week online project-based intervention and were assigned to an ambiguous task condition (n = 67) or a structured task condition (n = 66), with motivation, flow, and psychological well-being assessed through validated questionnaire instruments administered before and after the intervention. The results showed improvement in both groups from pretest to posttest; however, learners in the ambiguous task condition demonstrated significantly larger gains in motivation, flow experience, and psychological well-being than those in the structured task condition. Taken together, these findings suggest that EFL instructors and instructional designers can enhance learners’ engagement and well-being by incorporating calibrated ambiguity and strategically timed feedback within online project-based speaking modules.

本研究旨在探讨在基于在线英语作为外语（EFL）项目的学习环境中，模糊学习任务如何塑造学习者的动机、心流体验和心理健康。采用准实验前测后测设计，133名中国本科英语学习者参加了为期11周的基于项目的在线干预，并被分配到一个模糊任务条件（n = 67）或一个结构化任务条件（n = 66），并通过干预前后使用的有效问卷工具评估动机、心流和心理健康状况。结果显示，两组从测试前到测试后均有所改善；然而，模糊任务条件下的学习者在动机、心流体验和心理健康方面的收益明显大于结构化任务条件下的学习者。综上所述，这些发现表明，英语教师和教学设计师可以通过在基于项目的在线口语模块中加入校准过的模糊性和战略性定时反馈来提高学习者的参与度和幸福感。

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引用次数: 0

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-02-01 DOI: 10.1016/j.lmot.2026.102248

Kanji Hayashida , Tohru Taniuchi

This study examined whether similarity between the learning and test phases, defined by the number of open arms, both with a delay interval and an intertrial interval (ITI) of 24 h, influences radial maze performance. Two groups were compared: a free-choice learning phase (all eight arms open) and a forced-choice learning phase (four experimenter-designated arms open), each followed by a free-choice test. With a 24-hour ITI and a 24-hour delay, the forced-choice group performed significantly above chance, whereas the free-choice group performed below chance. Rats in the free-choice group displayed learning-phase preferences for particular arms; after a 1-hour delay, these arms were correctly avoided during testing, whereas after a 24-hour delay, they were preferentially re-entered as errors, indicating confusion between phases at the longer delay. These results help reconcile the discrepancies between Beatty and Shavalia (1980) and Crystal and Babb (2008) and suggest that differentiating the number of open arms across phases, thereby increasing discriminability, enhances performance under long-delay conditions.

本研究考察了学习阶段和测试阶段之间的相似性是否会影响径向迷宫的表现，学习阶段和测试阶段的相似性由张开手臂的数量定义，延迟间隔和间隔时间（ITI）均为24 h。比较两组：自由选择学习阶段（所有8只手臂张开）和强迫选择学习阶段（4只实验者指定的手臂张开），每组都有一个自由选择测试。24小时的ITI和24小时的延迟，强迫选择组的表现明显高于机会，而自由选择组的表现低于机会。自由选择组的大鼠表现出对特定手臂的学习阶段偏好；延迟1小时后，这些臂在测试中被正确地避开，而延迟24小时后，它们优先被重新输入为错误，表明在更长的延迟下阶段之间的混淆。这些结果有助于调和Beatty和Shavalia（1980）以及Crystal和Babb（2008）之间的差异，并表明区分不同阶段张开双臂的数量，从而增加可判别性，可以提高长延迟条件下的表现。

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引用次数: 0

Study on the impact of altruism on the emotions of second language english learner from the perspective of positive psychology 积极心理学视角下利他主义对第二语言英语学习者情绪的影响研究

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-01-19 DOI: 10.1016/j.lmot.2026.102244

Min Li , Zhesen Chu

Emotion regulation (ER) is currently acknowledged as an important issue in both fields of Positive Psychology (PP) and Second Language Acquisition (SLA). Although, the specifically influence of altruistic teaching, i.e. teaching others without expecting anything in return, on student’s regulation of emotions has yet to be studied. One hundred and forty-one Chinese EFL learners participated in this study which utilized a sequential explanatory comparative group pre-test-post-test design involving both an experimental group and a control group. Only the experimental group used altruistic teaching by tutoring peers in essay writing; the control group only collaborated on writing but did not provide peer tutoring. Data collection included the Emotion Regulation Questionnaire (ERQ), reflective frames, and semi-structured interviews. Using independent sample t-tests and repeated measures ANOVA, it was found that participants in the experimental condition significantly improved in their ability to regulate emotions in terms of cognitive reappraisal, and expressive suppression. Qualitative analyses yielded five themes: pleasure, self-worth, connection, commitment, and progress. The results show that altruistic teaching is significantly conducive to the emotional control of EFL learners through developing emotional as well as social development. The findings of this research study are meaningful in relation to theory and pedagogy, providing implications of the ways in which EFL/ESL classrooms that incorporate principles of PP, such as altruistic forms of teaching, could also benefit the emotional development of students as well as inform teaching practice, training and policy.

情绪调节是目前积极心理学和第二语言习得领域公认的一个重要问题。然而，利他主义教学（即不求回报地教导他人）对学生情绪调节的具体影响尚未得到研究。本研究采用序贯解释比较组前测后测设计，包括实验组和对照组。只有实验组在论文写作中采用利他教学；控制组只在写作上合作，但不提供同伴辅导。数据收集包括情绪调节问卷（ERQ）、反思框架和半结构化访谈。通过独立样本t检验和重复测量方差分析发现，实验条件下的参与者在认知重评和表达抑制方面的情绪调节能力显著提高。定性分析得出了五个主题：快乐、自我价值、联系、承诺和进步。结果表明，利他主义教学通过情感发展和社会发展对英语学习者的情绪控制有显著的促进作用。本研究的发现在理论和教育学方面都具有重要意义，它提供了一种启示，即在EFL/ESL课堂中融入PP原则，如利他主义教学形式，也可以有益于学生的情感发展，并为教学实践、培训和政策提供信息。

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引用次数: 0

Intolerance of uncertainty and tolerance of ambiguity as distinct yet related predictors of student motivation in online learning: A systematic review 对不确定性的不容忍和对模糊性的容忍是在线学习中学生动机的不同但相关的预测因素：一项系统综述

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-01-13 DOI: 10.1016/j.lmot.2026.102243

Tianyuan Zhu, Songchu Liu

One of the issues that has attracted considerable attention in the field of educational psychology in recent years is the manner in which intolerance of uncertainty (IU) and tolerance of ambiguity (TA) shape student motivation within digital learning environments. IU, understood as a dispositional aversion to the stress prompted by uncertainty, and TA, characterized as a cognitive-affective trait that facilitates the acceptance of ambiguous situations, reveal conceptual overlaps in their processing of uncertain or ambiguous stimuli, as demonstrated by moderate correlations between them. In this systematic review, IU and TA are examined as complementary predictors of motivational dynamics, with IU often heightening vulnerability to declines in motivation and TA appearing to promote resilience and adaptability in such contexts. While related investigations have addressed aspects of resilience in language learning, the role of self-regulated learning technologies, and anxiety within digital courses, few systematic reviews have sought to synthesize the specific contributions of IU and TA to motivation in online learning. This review addresses that gap through an analysis of 18 empirical studies spanning the period from 2003 to 2025, drawn from databases including Web of Science, Scopus, ProQuest, ScienceDirect, and Google Scholar, and selected according to PRISMA guidelines. Criteria for inclusion encompassed an empirical focus on IU or TA in relation to motivation within online or blended learning settings, publication in English, and the exclusion of non-empirical works or those confined solely to face-to-face instruction. A thematic synthesis of these studies identifies six key dimensions that influence the nexus between IU/TA and motivation: (1) psychological well-being, (2) academic adjustment, (3) engagement and persistence, (4) instructional design, (5) technological affordances, and (6) socio-emotional moderators such as self-efficacy and empathy. The findings indicate that elevated levels of IU are associated with diminished motivation, satisfaction, and persistence, frequently mediated by factors like stress or anxiety, with moderate negative effect sizes observed across investigations involving more than 5000 participants, predominantly university students from varied regions including Turkey, China, and the USA. In contrast, higher TA seems connected to improved engagement, adaptability, and achievement, reflecting moderate positive effects as reported in the literature.

近年来，在教育心理学领域引起相当大关注的问题之一是，在数字学习环境中，不确定性不容忍（IU）和模糊性容忍（TA）如何塑造学生的动机。IU被理解为对不确定性引发的压力的性格厌恶，而TA则被描述为一种有助于接受模棱两可情况的认知情感特质，它们在处理不确定或模棱两可刺激时揭示了概念上的重叠，两者之间存在适度的相关性。在这篇系统综述中，IU和TA作为动机动力学的互补预测因子进行了研究，IU通常会增加对动机下降的脆弱性，而TA似乎会促进这种情况下的恢复力和适应性。虽然相关调查已经涉及语言学习的弹性、自我调节学习技术的作用以及数字课程中的焦虑等方面，但很少有系统的综述试图综合IU和TA对在线学习动机的具体贡献。本文通过对2003年至2025年期间的18项实证研究的分析，解决了这一差距，这些研究来自Web of Science、Scopus、ProQuest、ScienceDirect和谷歌Scholar等数据库，并根据PRISMA指南进行了选择。纳入标准包括对在线或混合学习环境中与动机相关的IU或TA的实证关注，以英语出版，以及排除非实证作品或仅局限于面对面教学的作品。这些研究的主题综合确定了影响IU/TA与动机之间关系的六个关键维度：(1)心理健康，(2)学术适应，(3)参与和坚持，(4)教学设计，(5)技术支持，以及(6)社会情感调节因子，如自我效能感和同理心。研究结果表明，IU水平升高与动机、满意度和持久性降低有关，通常由压力或焦虑等因素介导，在涉及5000多名参与者的调查中观察到适度的负面效应，主要是来自土耳其、中国和美国等不同地区的大学生。相比之下，较高的TA似乎与提高参与度、适应性和成就有关，反映了文献中报道的适度的积极影响。

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引用次数: 0

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 松脂醇二葡糖苷通过调节神经递质、细胞凋亡和细胞因子- NF-κ b / BDNF/ CREB/ caspase-3通路减轻链脲霉素诱导的大鼠认知能力下降：分子对接研究

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-01-08 DOI: 10.1016/j.lmot.2026.102242

Shaktipal Patil , Hiren Chaudhary , Ujashkumar Shah

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.

糖尿病（DM）是一种广泛存在的慢性疾病，影响着全球3亿多人。长期高血糖导致糖毒性，引发神经炎症、神经变性和认知障碍。松脂醇二葡糖苷（PDG）表现出有效的神经保护作用；然而，它在减轻链脲佐菌素（STZ）引起的认知障碍方面的潜力仍未被探索。本研究旨在探讨PDG对stz诱导的雄性Wistar大鼠认知缺陷的神经保护作用。将大鼠随机分为5组：1组，非糖尿病对照组（生理盐水1 ml/kg， p.o，每日2次，连用30 d）；II组，糖尿病对照组（STZ, 60 mg/kg， 1次给药，单次给药，随后加生理盐水，1 ml/kg， 1次给药，每日2次，连用30天）；III组，PDG对照（PDG, 10 mg/kg, p.o，每日2次，连用30天）；IV组，糖尿病大鼠给予PDG治疗（5 mg/kg, p.o，每日2次，连用30 d）；V组糖尿病大鼠给予PDG（10 mg/kg, p.o，每日2次，连用30 d）。通过血糖水平升高（BGL）确认糖尿病，同时使用y迷宫和Morris水迷宫（MWM）测试评估认知功能。行为实验后，检测氧化应激标志物[丙二醛（MDA）、超氧化物歧化酶（SOD）、谷胱甘肽（GSH）、过氧化氢酶（CAT）]、胆碱能指标[乙酰胆碱酯酶（AChE）、胆碱乙酰转移酶（ChAT）]、神经炎症因子[核因子κ b （NF-κB）、IL-6、白细胞介素-1β、肿瘤坏死因子-α (TNF-α)]、神经发生和细胞增殖标志物[cAMP反应元件结合蛋白（CREB）、脑源性神经营养因子（BDNF）]、凋亡参数（caspase-3）和神经递质失调[乙酰胆碱（ACh），多巴胺（DA）]也得到了验证。通过分子对接来评估PDG与关键靶点的相互作用。慢性PDG治疗显著正常化BGL、体重（BW）、改善认知表现、抑制氧化应激。它还能减轻胆碱能功能障碍、神经炎症、神经发生和细胞增殖和凋亡，同时调节神经递质水平。对接分析显示，PDG与AChE、DA、caspase-3、CREB、BDNF和NF-κB具有较强的结合亲和力，支持其抗胆碱酯酶、抗神经炎症和抗凋亡的特性。这些发现表明，PDG是治疗dm相关认知障碍的有希望的候选药物，值得进一步研究。

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引用次数: 0

Expectancy-value theory: Linking uncertainty tolerance, grit, and academic engagement among EFL learners 期望价值理论：英语学习者的不确定性容忍、毅力和学习投入

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-01-07 DOI: 10.1016/j.lmot.2026.102241

Wang Jin, Zhou Jue

In high-stakes educational environments such as those in China, English as a foreign language (EFL) learners encounter significant psychological challenges. These include navigating uncertainty, fostering perseverance, and managing emotions to remain engaged in their studies. While individual constructs like tolerance of uncertainty, grit, and engagement have been studied, there is a notable lack of integrated structural models that investigate their connections with emotion regulation within the Chinese EFL context. This research explored the connections between academic emotion regulation, engagement, grit, and tolerance of uncertainty among 200 undergraduate EFL learners (ages 20–27) studying in English programs at various Chinese universities. Participants completed four self-report instruments and the collected data were analyzed using Structural Equation Modeling (PLS-SEM). The results confirmed the primary hypotheses: tolerance of uncertainty and academic engagement were positively associated with academic emotion regulation, whereas grit exhibited a notable negative impact. Sub-hypotheses examining specific dimensions revealed that stressful, incapability-in-action, negative/avoidance, and unfairness aspects of uncertainty, as well as the perseverance-in-effort and stability-of-interests dimensions of grit, and behavioral, emotional, and cognitive dimensions of engagement, all significantly influenced academic emotion regulation. These results highlight the central role of emotion regulation, grit, and uncertainty management in promoting EFL learners’ academic engagement, offering implications for targeted pedagogical interventions. The findings highlight the importance of teaching strategies that improve tolerance for uncertainty and foster engagement, which can enhance emotion regulation and possibly reduce the adverse effects of grit in high-stress situations.

在高风险的教育环境中，如在中国，英语作为外语（EFL）的学习者遇到了重大的心理挑战。这些包括驾驭不确定性，培养毅力，管理情绪以保持学习。虽然对不确定性容忍、毅力和投入等个体结构进行了研究，但在中国英语语境下，研究它们与情绪调节之间关系的综合结构模型明显缺乏。本研究以200名在中国多所大学英语专业学习的大学生（年龄20-27岁）为研究对象，探讨学业情绪调节、投入、毅力和对不确定性的容忍度之间的关系。参与者完成了四份自我报告工具，并使用结构方程模型（PLS-SEM）对收集的数据进行分析。结果证实了最初的假设：对不确定性的容忍和学业投入与学业情绪调节呈正相关，而毅力则表现出显著的负相关。研究特定维度的子假设表明，不确定性的压力、行动无能、消极/回避和不公平方面，以及毅力的努力毅力和兴趣稳定性方面，以及投入的行为、情感和认知方面，都显著影响学术情绪调节。这些结果强调了情绪调节、毅力和不确定性管理在促进英语学习者学业投入方面的核心作用，为有针对性的教学干预提供了启示。研究结果强调了提高对不确定性的容忍度和促进参与的教学策略的重要性，这可以增强情绪调节，并可能减少在高压力情况下毅力的不利影响。

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引用次数: 0

Subtle classroom cues and quantum interference in EFL reading comprehension and situational motivation: A quantum cognition-inspired study 英语阅读理解和情境动机中的微妙课堂线索和量子干扰：一个量子认知启发的研究

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2026-01-05 DOI: 10.1016/j.lmot.2025.102240

Yue Li, Yiyang Shi

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.

本研究探讨了微妙的课堂线索，如视觉辅助和同伴互动，对英语作为外语（EFL）学习者的阅读理解和情境动机产生干扰的影响，采用量子认知启发的框架来阐明这些过程的非线性，情境依赖的动态。利用量子概率模型，该研究将学习者的解释和情境动机转变概念化为非经典决策轨迹，提供了一个新的视角，捕捉了复杂学习环境中认知和情感反应的概率性和突发性，这与传统的线性模型不同。本研究对64名中国中上英语学习者（N = 64）进行了为期6周的混合实验研究，按班级水平随机分为实验组（线索丰富组）和对照组（线索较少组）。阅读理解和情境动机通过经过验证的前后测试进行评估，并通过小组讨论和刺激回忆协议收集定性数据。使用重复测量ANCOVA的定量分析显示，实验组的阅读理解和情境动机有显著波动，与经典期望有特定偏差；例如，在姿态检测任务中，观察到的特定解释的概率低于经典预测的概率，表明负干扰；例如，在立场检测任务中，当视觉效果出现在同伴评论之前时，观察到的特定解释的概率低于经典预测的概率，这表明负面干扰，而积极干扰发生在相反的顺序。量子概率模型有效地捕获了这些干扰效应，表明学习者的反应高度依赖于上下文，并受到线索交互的动态影响。从微观角度分析的定性发现表明，受同伴的评论或视觉提示的影响，学习者在任务中经常改变解释策略，线索排序和顺序效应显著地塑造了这些转变，因为最初的视觉呈现通常锚定了解释，而随后的同伴输入要么加强要么破坏了解释，动机状态在高度投入和暂时困惑之间摇摆。值得注意的是，虽然任务价值和感知能力在线索丰富的条件下显著增加，但自主性没有显著变化，这突出了线索对情境动机维度的微妙影响。研究结果表明，微妙的课堂提示既可以促进学习，也可以破坏学习，这取决于它们与学习者的解释框架的一致性。

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