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Cues paired with alternative reinforcement mitigate resurgence in humans 与替代强化配对的线索减轻了人类的复苏
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-05-08 DOI: 10.1016/j.lmot.2025.102137
Christopher A. Podlesnik , Carla N. Martinez-Perez , Carolyn M. Ritchey , Toshikazu Kuroda
Resurgence is the return of a previously reinforced and extinguished operant response with the worsening of more recent conditions, including extinction of a more recently reinforced alternative response. Given the relevance of resurgence to relapse of clinically relevant behavior, this preclinical experiment evaluated a method for mitigating resurgence by arranging a cue paired with alternative reinforcement in adult humans. After reinforcing target button pressing with points during Phase 1, Phase 2 arranged extinction of target responding and reinforced alternative responding with point delivery and a paired cue. Phase 3 provided a within-subject evaluation of the presence and absence of the cue between two groups either with continued or removed alternative reinforcement. Target responding was greater during Phase 3 in the absence (i.e., resurgence) than presence of alternative reinforcement. Continued presentation of the cue decreased target responding with the removal but not when continuing alternative reinforcement. Alternative response rates did not differ, however, depending on the presence or absence of cues, which is inconsistent with interpretations based on conditioned reinforcement and generalization. These findings are consistent with previous studies with rats, pigeons, and children, though moderate effect sizes suggest future research is needed to identify variables that could enhance the effectiveness of such cues to mitigate resurgence clinically.
复活是指随着近期条件的恶化,先前被强化和被消灭的操作性反应的回归,包括最近被强化的替代反应的消失。鉴于死灰复燃与临床相关行为复发的相关性,本临床前实验评估了一种通过在成人中安排提示和替代强化来减轻死灰复燃的方法。在第一阶段用点强化按下目标按钮后,第二阶段用点传递和配对提示强化目标反应消退和备选反应。第三阶段在两组之间对提示的存在和缺失进行了受试者内部评估,这两组有持续的或移除的替代强化。在第三阶段,在没有(即复苏)替代强化的情况下,靶反应比存在替代强化的情况下更大。提示的持续呈现会降低目标在移除时的反应,但在继续替代强化时则不会。然而,根据提示的存在与否,替代反应率没有差异,这与基于条件强化和泛化的解释不一致。这些发现与先前对大鼠、鸽子和儿童的研究一致,尽管适度的效应大小表明未来的研究需要确定变量,以提高这些线索的有效性,以减轻临床复发。
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引用次数: 0
An introduction to the special issue on the applications of positive psychology in educational environments: Teachers’ and students’ psychological states in the spotlight 关于积极心理学在教育环境中的应用的专题介绍:聚光灯下的教师和学生的心理状态
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-05-01 DOI: 10.1016/j.lmot.2025.102116
Ali Derakhshan , Dariusz Doliński , Yongliang Wang , Zhiguang Fan
This special issue focuses on the applications of positive psychology in educational environments, emphasizing the role of positive emotions, positive individual traits, and positive institutions in teachers’ and students’ psychological states. It addresses the existing gaps in the literature by exploring how positive experiences shape teachers’ and students’ motivation, engagement, and overall well-being. The issue is organized into two major sections: (1) studies addressing students’ psychological states within educational environments, and (2) studies addressing teachers’ psychological states within educational environments. By embracing a global and multidisciplinary perspective, this special issue presents diverse viewpoints on teachers’ and students’ mental states, offering valuable insights to enhance their psychological well-being and overall educational performance.
本期特刊关注积极心理学在教育环境中的应用,强调积极情绪、积极个人特质和积极制度在教师和学生心理状态中的作用。它通过探索积极的经历如何塑造教师和学生的动机、参与和整体幸福感,解决了文献中现有的空白。这个问题被分为两个主要部分:(1)在教育环境中研究学生的心理状态,(2)在教育环境中研究教师的心理状态。这期特刊从全球和多学科的角度,对教师和学生的心理状态提出了不同的观点,为提高他们的心理健康和整体教育绩效提供了宝贵的见解。
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引用次数: 0
Harnessing generative AI: Exploring its impact on cognitive engagement, emotional engagement, learning retention, reward sensitivity, and motivation through reinforcement theory 利用生成式人工智能:通过强化理论探索其对认知参与、情感参与、学习保留、奖励敏感性和动机的影响
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-05-01 DOI: 10.1016/j.lmot.2025.102136
Huili Yang
With the rapid integration of artificial intelligence into educational environments, understanding its influence on student learning and engagement has become increasingly critical. This study examines the impact of generative AI on students’ cognitive engagement, emotional engagement, learning retention, reward sensitivity, and motivational engagement through the lens of Reinforcement Theory. A total of 487 undergraduate students from seven universities in North China participated in the study. The study employed SPSS and AMOS for descriptive statistics, correlation analysis, regression analysis, and structural equation modeling (SEM) to explore the complex relationships between generative AI and student outcomes. The findings revealed a significant positive relationship between generative AI and all measured student outcomes. Specifically, 62 % of the variance in cognitive engagement, 66 % in emotional engagement, 46 % in learning retention, 50 % in reward sensitivity, and 72 % in motivation were attributed to the influence of AI-driven learning tools. These results highlight the role of AI in enhancing cognitive processing, fostering emotional connections with learning materials, improving retention through personalized learning, and strengthening reward-based motivation. The study further confirms that students’ engagement with generative AI is a strong predictor of their learning outcomes. Frequent interaction with AI-generated content enhances cognitive comprehension, emotional investment, and adaptive learning behaviors, reinforcing intrinsic and extrinsic motivation. The findings underscore the transformative potential of AI-assisted learning environments in higher education, offering valuable implications for educators, policymakers, and technology developers seeking to optimize AI integration in academic settings.
随着人工智能快速融入教育环境,了解其对学生学习和参与的影响变得越来越重要。本研究通过强化理论考察了生成式人工智能对学生认知参与、情感参与、学习保留、奖励敏感性和动机参与的影响。来自华北地区7所高校的487名本科生参与了本研究。本研究采用SPSS和AMOS进行描述性统计、相关分析、回归分析和结构方程建模(SEM),探讨生成式人工智能与学生成绩之间的复杂关系。研究结果显示,生成式人工智能与所有测量的学生成绩之间存在显著的正相关关系。具体而言,认知投入的62 %、情感投入的66 %、学习保留的46 %、奖励敏感性的50 %和动机的72 %的差异归因于人工智能驱动的学习工具的影响。这些结果强调了人工智能在增强认知处理、培养与学习材料的情感联系、通过个性化学习提高记忆力以及加强基于奖励的动机方面的作用。该研究进一步证实,学生对生成式人工智能的参与是他们学习成果的一个强有力的预测指标。与人工智能生成内容的频繁互动增强了认知理解、情感投入和适应性学习行为,强化了内在和外在动机。研究结果强调了高等教育中人工智能辅助学习环境的变革潜力,为寻求优化人工智能在学术环境中的整合的教育工作者、政策制定者和技术开发人员提供了有价值的启示。
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引用次数: 0
Investigating the impact of immediate vs. delayed feedback timing on motivation and language learning outcomes in online education: Perspectives from Feedback Intervention Theory 调查即时与延迟反馈时间对在线教育动机和语言学习结果的影响:来自反馈干预理论的视角
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-05-01 DOI: 10.1016/j.lmot.2025.102132
Yang Qun
Despite extensive research on feedback in language learning, a notable gap persists regarding the influence of feedback timing—specifically immediate versus delayed—on motivation and learning outcomes in online education, particularly among Chinese EFL learners. This study addressed this gap by examining the effects of feedback timing on motivation and language learning outcomes within the context of China’s online learning environment, employing Feedback Intervention Theory (FIT) as its theoretical foundation. The research involved an experimental design with 98 intermediate EFL students, randomly allocated to three groups: an immediate feedback group (IFG), a delayed feedback group (DFG), and a no-feedback group (NFG). Participants completed pretests assessing motivation and English proficiency, followed by an educational task tailored to their assigned feedback condition. Posttests measured changes in motivation and language learning outcomes, with one-way ANOVA applied to analyze differences across groups. Findings revealed that both immediate and delayed feedback significantly enhanced motivation and language learning outcomes compared to the no-feedback condition, though no substantial differences emerged between IFG and DFG. These results indicate that integrating timely feedback into online education can effectively support Chinese EFL learners’ motivation and language learning outcomes.
尽管对语言学习中的反馈进行了广泛的研究,但在反馈时间(特别是即时反馈和延迟反馈)对在线教育动机和学习结果的影响方面,特别是在中国英语学习者中,仍然存在显著的差距。本研究采用反馈干预理论(FIT)作为理论基础,考察了中国在线学习环境下反馈时间对动机和语言学习结果的影响,从而解决了这一空白。本研究采用实验设计,将98名中级英语学生随机分为三组:即时反馈组(IFG)、延迟反馈组(DFG)和无反馈组(NFG)。参与者完成了评估动机和英语水平的预测试,然后是根据他们指定的反馈条件量身定制的教育任务。后测测量动机和语言学习结果的变化,采用单因素方差分析分析各组之间的差异。研究结果显示,与无反馈条件相比,即时反馈和延迟反馈都显著增强了动机和语言学习结果,尽管IFG和DFG之间没有实质性差异。这些结果表明,将及时反馈融入在线教育可以有效地支持中国英语学习者的学习动机和语言学习成果。
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引用次数: 0
Promoting learner flourishing and well-being beyond the classroom: The role of advising in language learning from a self-determination theory perspective 促进学习者在课堂之外的繁荣和幸福:从自我决定理论的角度看语言学习中的建议作用
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-05-01 DOI: 10.1016/j.lmot.2025.102127
Scott J. Shelton-Strong
This study adopts a Self-Determination Theory (SDT; Ryan, 2023) perspective to investigate how Advising in Language Learning (Kato & Mynard, 2016) and the role of the learning advisor contribute to satisfying language learners’ basic psychological needs and foster an autonomy-supportive learning climate. These needs are conceptualised as learners perceiving personal ownership (autonomy), progressive mastery (competence), acceptance and emotional connection (relatedness) within the advising sessions, leading to positive outcomes in their learning processes and well-being. SDT contends that learning environments and social supports that facilitate need satisfaction activate learners’ autonomous motivation, foster well-being and flourishing, and contribute to adaptative functioning. Building on previous research (Shelton-Strong & Tassinari, 2022) this study seeks to provide novel insights into how learners’ basic psychological needs are satisfied and identify associated benefits of experiencing need satisfaction resulting from the Advising process. While much of SDT research in education has focussed on the teacher’s role in enabling or hindering need-supportive conditions, the distinct role of the learning advisor remains underrepresented in the literature. To address this gap, this study explores the extent to which the participants experienced perceived autonomy, competence, and relatedness within the Advising relationship, and identifies ways this support facilitated a learning climate conducive to basic psychological need satisfaction. The findings indicate that learning advisors play a pivotal role in providing an important need-supportive experience, leading to positive outcomes including personal growth, the development of effective coping strategies, experiencing hope, meaning, and agentic engagement within the learning process.
本研究采用自我决定理论(SDT;Ryan, 2023)的视角来研究语言学习中的建议(Kato &;Mynard, 2016)和学习顾问的角色有助于满足语言学习者的基本心理需求,培养自主支持的学习氛围。这些需求被概念化为学习者在咨询会议中感知到个人所有权(自主性)、逐步掌握(能力)、接受和情感联系(相关性),从而在他们的学习过程和幸福感中产生积极的结果。SDT认为,促进需求满足的学习环境和社会支持激活学习者的自主动机,促进幸福和繁荣,并有助于适应功能。基于先前的研究(Shelton-Strong &;Tassinari(2022))本研究旨在提供关于如何满足学习者基本心理需求的新见解,并确定咨询过程中体验需求满足的相关益处。虽然许多教育领域的SDT研究都集中在教师在促进或阻碍需求支持条件方面的作用,但在文献中,学习顾问的独特作用仍然没有得到充分的体现。为了解决这一差距,本研究探讨了参与者在咨询关系中体验到的自主性、能力和相关性的程度,并确定了这种支持促进有利于基本心理需求满足的学习氛围的方式。研究结果表明,学习顾问在提供重要的需求支持体验方面发挥着关键作用,在学习过程中产生积极的结果,包括个人成长、有效应对策略的发展、体验希望、意义和代理参与。
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引用次数: 0
Self-determination theory perspectives on the influence of digital learning engagement on motivation in extracurricular learning activities: Considering the mediating role of digital self-efficacy 自我决定理论视角下数字学习投入对课外学习动机的影响:考虑数字自我效能感的中介作用
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-04-24 DOI: 10.1016/j.lmot.2025.102135
Diwen Dong
The increasing integration of digital media in educational settings has generated considerable interest in exploring its effects on learners' engagement, motivation, and digital self-efficacy, particularly within extracurricular learning activities (ELAs). Understanding how these constructs interact in extracurricular settings is crucial. This research, anchored in Self-Determination Theory (SDT), aimed to investigate the connection between engagement with digital media and motivation in the ELAs, emphasizing the mediating function of digital self-efficacy in China. Utilizing a quantitative research methodology, data collected from 286 secondary school students through validated survey instruments that measured their engagement with digital media, digital self-efficacy, and online learning motivation. The study implemented Structural Equation Modeling (SEM) to analyze the interrelations among these constructs. Results indicated a strong positive relationship between digital media engagement and motivation for online learning, suggesting that the students who actively utilize digital tools tend to demonstrate greater motivation in the ELAs. Additionally, a significant association exists between digital media engagement and digital self-efficacy, indicating that regular interaction with digital platforms enhances learners’ self-confidence regarding their ability to navigate these environments efficiently. Crucially, digital self-efficacy acts as a mediator between digital media engagement and motivation, underscoring the critical role of perceived competence in maintaining student motivation in technology-enhanced learning settings. These results carry practical implications for educators, policymakers, and curriculum developers. Specifically, they stress the importance of creating interventions that enhance digital self-efficacy, such as targeted training programs and supportive digital learning environments, ultimately amplifying learners’ engagement and their motivation in their learning experiences.
数字媒体在教育环境中的日益整合,引起了人们对探索其对学习者的参与、动机和数字自我效能感的影响的极大兴趣,特别是在课外学习活动(ELAs)中。了解这些结构在课外环境中如何相互作用是至关重要的。本研究以自我决定理论(SDT)为基础,旨在探讨数字媒体参与与动机之间的关系,强调数字自我效能感在中国的中介作用。采用定量研究方法,通过有效的调查工具收集了286名中学生的数据,测量了他们对数字媒体的参与、数字自我效能和在线学习动机。本研究运用结构方程模型(SEM)来分析这些构念之间的相互关系。结果表明,数字媒体参与与在线学习动机之间存在强烈的正相关关系,这表明积极使用数字工具的学生往往在ELAs中表现出更大的动机。此外,数字媒体参与与数字自我效能之间存在显著关联,表明与数字平台的定期互动增强了学习者对有效驾驭这些环境的能力的自信。至关重要的是,数字自我效能在数字媒体参与和动机之间起着中介作用,强调了感知能力在保持技术增强学习环境中学生动机方面的关键作用。这些结果对教育工作者、政策制定者和课程开发者具有实际意义。具体而言,他们强调了创建增强数字自我效能的干预措施的重要性,例如有针对性的培训计划和支持性数字学习环境,最终扩大学习者在学习经历中的参与度和动机。
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引用次数: 0
Disclosing Chinese college students’ flow experience in GenAI-assisted informal digital learning of english: A self-determination theory perspective 自我决定理论视角下中国大学生在genai辅助下非正式数字英语学习中的流动体验
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-04-23 DOI: 10.1016/j.lmot.2025.102134
Hanwei Wu , Yongliang Wang
The role of flow experience in enhancing GenAI-assisted informal digital learning of English (GAI-IDLE) has recently gained increasing attention. However, the mechanisms underlying the achievement of flow experience in this context remain underexplored. Grounded in Self-Determination Theory (SDT), this study investigates how GAI-IDLE influences flow experience through the lens of three basic psychological needs: autonomy, competence, and relatedness. Specifically, we aim to examine the mediating effects of these psychological needs on the relationship between GAI-IDLE and flow experience. To achieve this, we conducted a survey among 333 English as a Foreign Language (EFL) learners from various colleges in China. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) with Smart PLS 4.0 software, our results show that GenAI literacy and English proficiency positively and directly impacted flow experience, while gender had no direct effect. GAI-IDLE directly predicted flow experience and positively influenced autonomy and relatedness, which in turn directly enhanced flow experience. Thus, GAI-IDLE indirectly affected flow experience through the mediation of autonomy and relatedness. However, contrary to SDT, GAI-IDLE did not directly affect competence, and competence did not directly influence flow experience, resulting in an insignificant mediating role for competence. We discuss potential explanations for these findings and conclude with educational implications.
心流体验在促进基因人工智能辅助英语非正式数字学习中的作用最近得到了越来越多的关注。然而,在这种情况下实现流动体验的机制仍未得到充分探索。本研究以自我决定理论(Self-Determination Theory, SDT)为基础,通过自主性、能力和关联性这三种基本心理需求,探讨了ai - idle对心流体验的影响。具体来说,我们的目的是研究这些心理需求在ai - idle和心流体验之间的中介作用。为了实现这一目标,我们对来自中国不同学院的333名英语作为外语(EFL)学习者进行了调查。利用Smart PLS 4.0软件进行偏最小二乘结构方程建模(PLS- sem),我们的研究结果表明,基因素养和英语水平对流动体验有积极和直接的影响,而性别没有直接影响。ai - idle直接预测流体验,正向影响自主性和关联性,进而直接增强流体验。因此,ai - idle通过自主性和关联性的中介间接影响心流体验。但与SDT相反,GAI-IDLE不直接影响胜任力,胜任力不直接影响流体验,对胜任力的中介作用不显著。我们讨论了这些发现的可能解释,并总结了教育意义。
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引用次数: 0
Examining resurgence following alternating exposures to high- and low-magnitudes of alternative reinforcement 检查交替暴露于高强度和低强度交替强化后的复苏
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-04-21 DOI: 10.1016/j.lmot.2025.102133
Carolyn M. Ritchey , Toshikazu Kuroda , Christopher A. Podlesnik
Resurgence is the increase in a previously reinforced and then extinguished target response due to a worsening of alternative-reinforcement conditions. Prior preclinical research has demonstrated less resurgence when testing with extinction (1) following lower than higher magnitudes of alternative reinforcement and (2) after alternating between availability and unavailability of alternative reinforcement (on/off) compared with a constant source of alternative reinforcement. In the present experiment with humans recruited via crowdsourcing, we evaluated whether alternating between high and low magnitudes of alternative reinforcement compared with a constant high magnitude alternative reinforcer would mitigate resurgence with either partial or complete (i.e., extinction) downshifts in reinforcer magnitude. High/low alternative reinforcement mitigated resurgence compared with constant alternative reinforcement when testing with a partial reduction in alternative reinforcement but not with extinction. As with on/off alternative reinforcement, high/low alternative reinforcement likely mitigates resurgence by increasing generalization between conditions. Though these findings show promise as a new approach to mitigate resurgence, further research with additional controls for reinforcer rates is needed to further isolate these effects.
恢复是指由于替代性强化条件的恶化,先前被强化后又被熄灭的目标反应的增加。先前的临床前研究表明,与恒定的替代性强化源相比,在以下情况下进行灭绝测试时,复燃程度较低:(1) 替代性强化的强度较低而不是较高;(2) 替代性强化的可用性和不可用性(开/关)交替出现。在本实验中,我们以通过众包招募的人类为对象,评估了与恒定的高强度替代性强化物相比,交替使用高强度和低强度的替代性强化物是否会在强化物强度部分或完全(即消亡)下调时减轻复发性。与恒定的替代性强化物相比,高/低替代性强化物在部分减少替代性强化物而不是熄灭强化物的情况下,会减轻再次出现的情况。与 "开/关 "替代性强化一样,"高/低 "替代性强化也可能通过提高条件间的泛化程度来减轻复燃。虽然这些研究结果表明了作为一种新方法来缓解复燃的前景,但还需要进一步的研究,对强化剂的比率进行额外的控制,以进一步分离这些效应。
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引用次数: 0
Evaluating the effect of mathematical anxiety in healthy subjects on brain signal using swLORETA analysis 用swLORETA分析评价健康受试者数学焦虑对脑信号的影响
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-04-21 DOI: 10.1016/j.lmot.2025.102130
Parisa Ghafourian, Majid Ghoshuni , Iraj Vosough
Recent studies indicate that high test anxiety lowers students' exam grades, making its diagnosis crucial for academic progress. 22 volunteers consisting of 9 men and 13 women with an average age of 24.195 years old and a standard deviation of 2.25 were randomly put in two “test” and “control” groups. An electroencephalogram (EEG) was recorded in 19 channels from all participants while they had their eyes open and were simultaneously taking the mental math test. Theta to beta power ratio for all Brodmann areas in relaxing and anxiety states was extracted and examined by employing the non-parametric statistics of the Wilcoxon signed-rank test. The swLORETA analysis revealed a significant difference (p < 0.05) in the temporal, insular, and parietal lobes between the resting state and the math task in the test group. The temporal lobe processes language and auditory information, the parietal lobe manages awareness and sensory processing, and the insular cortex aids in decision-making. Therefore, understanding auditory and environmental information can play an influential role in people's performance during a math test.
最近的研究表明,高度的考试焦虑会降低学生的考试成绩,因此对其诊断对学业进步至关重要。22名志愿者,男9名,女13名,平均年龄24.195岁,标准差2.25,随机分为“试验组”和“对照组”。当所有参与者睁着眼睛同时进行心算测试时,他们的脑电图(EEG)被记录在19个通道中。提取放松和焦虑状态下所有Brodmann区域的Theta与beta功率比,并采用Wilcoxon符号秩检验的非参数统计进行检验。swLORETA分析显示,在静息状态和数学任务中,实验组的颞叶、岛叶和顶叶有显著差异(p <; 0.05)。颞叶处理语言和听觉信息,顶叶管理意识和感觉处理,岛叶皮层帮助决策。因此,理解听觉和环境信息对人们在数学测试中的表现有影响作用。
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引用次数: 0
The role of ChatGPT and grammarly in promoting emotion regulation, psychological well-being, motivation, and academic writing in Chinese college students: A self-determination theory perspective 聊天语言和语法在促进中国大学生情绪调节、心理健康、动机和学术写作中的作用:一个自决理论的视角
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-04-19 DOI: 10.1016/j.lmot.2025.102131
Caili Wang , BingCheng Wang , Duoshu Xu
The increasing integration of artificial intelligence (AI)-powered tools in educational settings necessitates empirical examination of their impact on students' holistic development, particularly within the context of higher education in China. This study aimed to investigate the efficacy of ChatGPT and Grammarly in enhancing emotional regulation and its subsequent effects on motivation, psychological well-being, and academic writing proficiency among Chinese college students. Utilizing a quasi-experimental design, the research involved 94 participants from a major Chinese college, selected through convenience sampling to ensure accessibility and feasibility. Participants were divided into three groups: an experimental group using Grammarly, an experimental group using ChatGPT, and a control group receiving traditional instruction. The required data collected using validated questionnaires were analyzed using a one-way ANOVA. Findings documented that both AI-powered tools significantly improved emotion regulation and psychological well-being while positively impacting the students' motivation and the quality of their academic writing. These results lend support to the potential of AI-powered tools to foster holistic student development within the specific context of Chinese higher education and offer valuable insights for stakeholder seeking to integrate AI effectively into similar learning environments.
随着人工智能(AI)工具越来越多地融入教育环境,有必要对其对学生全面发展的影响进行实证研究,尤其是在中国高等教育的背景下。本研究旨在探讨 ChatGPT 和 Grammarly 在提高中国大学生情绪调节能力方面的功效,及其对学习动机、心理健康和学术写作能力的影响。本研究采用准实验设计,从中国一所重点高校中通过便利抽样选取了 94 名参与者,以确保研究的可及性和可行性。参与者被分为三组:使用 Grammarly 的实验组、使用 ChatGPT 的实验组和接受传统教学的对照组。使用有效问卷收集的所需数据通过单因素方差分析进行了分析。研究结果表明,这两种由人工智能驱动的工具都能显著改善情绪调节和心理健康,同时对学生的学习动机和学术写作质量产生积极影响。这些结果证明,在中国高等教育的特定背景下,人工智能工具具有促进学生全面发展的潜力,并为寻求将人工智能有效融入类似学习环境的利益相关者提供了宝贵的见解。
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Learning and Motivation
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