Learning and Motivation最新文献

Objective

This study was conducted to investigate the relationship between motivational-cognitive variables and academic self-efficacy of students meditated by parent-teacher interactions and the parents’ educational expectations of high school students.

Methods

In this study, a correlation method was adopted. Using the cluster random sampling method, 329 high school students (165 females and 164 males) were selected. The path analysis and correlation coefficient were utilized for data analysis.

Results

The findings showed that intelligence beliefs, task value, and achievement goals were positively linked to academic self-efficacy. According to the results, teacher-student and mother-child interactions, as well as parental expectations of education play a significant mediating role in the relationship between motivational-cognitive variables and academic self-efficacy. The model proposed for motivational-cognitive variables and academic self-efficacy had a good fit with the mediating role of teacher-student and mother-child interactions, as well as parent’s expectations of education.

Conclusion

Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.

The assessment of self-regulation, which is important for the geometry learning area and can be associated with the stages of the ACE cycle, is important for success. The study was conducted to determine the effect of the ACE cycle-based learning process on students’ geometry self-efficacy beliefs in the 7th grade polygons learning area. Quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was preferred in the study. The study group consisted of a total of 46 students, 24 in the control group and 22 in the experimental group, studying in the seventh grade of a middle school in the eastern Anatolia region of Turkey. In the 4-week implementation, the lessons were conducted according to the ACE learning cycle in the experimental group, while no intervention was made in the control group. In this study, the Self-Efficacy Scale for Geometry was used as a data collection tool and independent sample t-test and dependent sample t-test were used to analyze the data. The results showed that the instruction shaped according to the ACE learning cycle was more effective on students' geometry self-efficacy beliefs in the related learning domain.

This study investigated the role of autonomous and controlled motivations in influencing Chinese master students’ research literacy based on the self-determination theory. Data were collected from 345 master students in Chinese universities. Results from the structural equation modelling analyses suggested both autonomous motivation and supervisors’ support significantly influenced master students’ research literacy, while the role of controlled motivation in influencing their research literacy did not achieve a significant level. Besides, supervisor’s support significantly influenced master students’ autonomous and controlled motivation. This study contributed to the people’s understanding of roles of supervisors’ support, autonomous motivation, and controlled motivation in improving master students’ research literacy and provided valuable insights for supervisors and policy makers to make informed decisions on improving students’ research literacy.

This study utilized a quasi-experimental design to investigate the impact of different scaffoldings and inner speech on learning motivation, flexible thinking, and individual academic achievement in a technology-enhanced learning environment. The sample consisted of 181 college students in China who were randomly assigned to one of four groups: the procedural-scaffolding group, the conceptual-scaffolding group, the conceptual-and-procedural scaffolding group, and the control group. The data were analysed using a two-way ANCOVA and planned comparisons. The findings revealed that the conceptual-and-procedural scaffolding group exhibited higher scores in learning motivation, flexible thinking, and academic achievement than the conceptual or procedural scaffolding groups. No interaction effect was observed between the types of scaffolding and the level of inner speech on learning motivation. The reasons for the superior performance of the conceptual scaffolding group compared to the procedural scaffolding group and the absence of an interaction effect between the two independent variables have been thoroughly discussed. These findings have important implications for future studies aimed at enhancing education and research.

To explore the relationship between resilience, engagement, and burnout among Chinese senior high school students learning English as a Foreign Language (EFL), this study delves into relatively lesser-examined aversive emotions in language education. It sheds light on how these learners experience and manage these emotions in the in the Chinese senior high school EFL education context. Grounded in Self-Determination Theory (SDT), this study acknowledges the spectrum of emotional experiences in language learning, ranging from positive states like engagement to negative states like burnout and disengagement. The rationale for combining these three variables—burnout, resilience, and engagement—lies in their interconnected nature in the emotional landscape of language learning. Through semi-structured interviews with 25 senior high school students and subsequent analysis using MAXQDA software, this study uncovers how learning environment factors, course content, teacher-student interactions, and individual motivations significantly influence these emotional states. This study not only advances our understanding of the emotional dynamics of senior high school EFL learners, but also offers practical insights for educators and policymakers, which may contribute to a comprehensive exploration of how resilience, engagement, and burnout shape the learning experiences of Chinese senior high school EFL learners.

Given the inherent challenges and substantial effort required in education, learners' levels of enjoyment have a fundamental value in the language acquisition process, especially in the English as a foreign language (EFL) context. This research aimed to validate a model of foreign language enjoyment (FLE) incorporating both the external factors such as classroom climate and the internal factors like trait emotional intelligence (EI) among Chinese EFL students. As a result, the study employed convenient sampling, selecting 346 Chinese EFL learners who participated by responding to valid scales for the three constructs, namely FLE, trait EI, and classroom climate. Structural equation modeling (SEM) was utilized for the data analysis, enlightening that both classroom climate and trait EI exerted a significant positive impact on FLE. Notably, trait EI exhibited a stronger influence than classroom climate. These findings underscore the significance of promoting a constructive classroom climate and cultivating trait EI to enhance EFL students' enjoyment in the process of learning.

Forced swimming after the intake of a flavored solution causes aversion to that flavor in rats. The study reported here presents a new finding that forced swimming results in conditioned place aversion. In Experiment 1, a rat's confinement in one of two distinctive chambers—either with vertical stripes on the wall or horizontal stripes—was followed by a 20-min swimming opportunity, while the other chamber did not have this swimming exposure. After the repetitions of these treatments (i.e., the differential conditioning training), a choice preference test was administered, where the rat was given free access to both chambers. The choice test demonstrated that the rats spent less time in the swimming-paired chamber than in the unpaired chamber. Experiment 2 showed that not only a 20-min swimming session but also a 1-min swimming session endowed rats with aversion to the swimming-paired chamber. These results were discussed with regard to the underlying mechanism of swimming-based aversion learning.

Studies have shown that feedback indicating good performance facilitates motor skill learning. The present study examined whether enhancing learners’ expectancies through simple encouraging feedback would boost motivation and learning. Adolescent participants performed a linear positioning task. The goal was to move a slide to a target 60 cm to the right and include a reversal movement on the way. Veridical feedback related to spatial accuracy was provided to all participants after each of eight 10-trial practice blocks. An enhanced expectancy (EE) group was given an additional positive feedback statement after each practice block, while a control group received no such feedback. Retention (60 cm target distance) and transfer (45 cm) tests were performed without feedback on the following day. The EE group demonstrated greater movement accuracy than the control group on both tests. Moreover, self-efficacy, intrinsic motivation, positive affect, and interest in continued practice were significantly higher for the EE group after practice and before retention testing. The findings demonstrate that, in line with OPTIMAL theory (Wulf & Lewthwaite, 2016) predictions, enhancing learners’ expectancies by providing positive feedback resulted in benefits for intrinsic motivation and skill learning.

Teenagers are the future and hope of the country. Sports play an essential role in promoting their physical and mental health. In the new historical era, the impact of artificial intelligence on sports is deepening. The application of network technology in youth sports can improve sports efficiency in the traditional environment, effectively promote the autonomy of young students in learning sports, and positively impact the realization of sports life. Further, this paper incorporates reinforcement theory, associative learning, and self-determination theory to explore the factors influencing youth sports participation more deeply. Through experimental analysis, this paper has understood the factors, characteristics, and differences that affect youth sports participation, analyzed the relationship between various factors and youth sports participation, constructed a structural equation model suitable for promoting youth sports participation, and finally took the Unified Theory of Acceptance and Use of Technology (UTAUT) model with more substantial explanatory power as the theoretical basis, and added three research variables: perceived fun, situation and trust. To establish the influencing factors model of teenagers' continuous participation in sports. The experimental results show that the optimized UTAUT model provides optimization ideas and technical support for youth sports training innovation, its error rate is reduced by 5%, and the average variance index is higher than 21%.

A growing body of research affirmed that there are poor literacy skills and poor academic achievement among students in rural China. This study examined the effect of interactive visual multimedia technology intervention in promoting literacy skills among schoolchildren in rural China. The literacy skills measure includes phonological skills, letter knowledge, oral comprehension, and vocabulary skills. We conducted a pre-test-post-test quasi-experimental design with a three-month follow-up assessment, using three groups; control group, multimedia group and non-multimedia group. The children used in this study were recruited from six (6) primary schools derived from three provinces in rural China. The provinces are Henan, Jiangxi, and Shaanxi. Our study found that a literacy skills intervention program delivered face-to-face helps improve the literacy skills of Children in rural China. However, teaching literacy skills with the aid of multimedia technological devices is more effective in promoting children’s literacy skills, regardless of gender, age, and grade. The use and implementation of multimedia technology to aid the teaching and learning of literacy skills should be put in place to boost the overall learning process in rural China.