Pub Date : 2025-11-25DOI: 10.1016/j.lmot.2025.102222
Yunyun Liu , Zhijun Liu , Hongfu Wu , Jiajia Yao , Emmanuel Manalo
Online collaborative learning is increasingly recognized for fostering students’ second language (L2) writing proficiency and performance. Researchers have identified the critical role of socially shared regulation of learning (SSRL) in sustaining effective online collaboration. However, the cyclical and dynamic nature of SSRL presents substantial methodological challenges for constructing reliable analytical frameworks, and the behavioural patterns connecting SSRL to group outcomes remain underexplored. The purpose of this qualitative case study was to address these gaps by examining SSRL processes and their relationship with L2 writing outcomes in a Chinese university context. The participating college students (N = 13) were organised into three groups, with each group collaborating on four activities. Our analysis of the 12 collaborative activities, which encompass 86,000 Chinese characters of dialogue and corresponding 12 writing outcomes, reveals that the SSRL coding scheme in online collaborative L2 learning unfolds in three phases: planning, regulation, and evaluation. The study revealed that students exhibit a more frequent and varied pattern of SSRL in high-scoring activities. These findings provide theoretical implications for collaborative learning models and practical guidance for designing technology-enhanced L2 writing instruction.
{"title":"Exploring the occurrence processes and behavioural patterns of socially shared regulation during online collaborative L2","authors":"Yunyun Liu , Zhijun Liu , Hongfu Wu , Jiajia Yao , Emmanuel Manalo","doi":"10.1016/j.lmot.2025.102222","DOIUrl":"10.1016/j.lmot.2025.102222","url":null,"abstract":"<div><div>Online collaborative learning is increasingly recognized for fostering students’ second language (L2) writing proficiency and performance. Researchers have identified the critical role of socially shared regulation of learning (SSRL) in sustaining effective online collaboration. However, the cyclical and dynamic nature of SSRL presents substantial methodological challenges for constructing reliable analytical frameworks, and the behavioural patterns connecting SSRL to group outcomes remain underexplored. The purpose of this qualitative case study was to address these gaps by examining SSRL processes and their relationship with L2 writing outcomes in a Chinese university context. The participating college students (N = 13) were organised into three groups, with each group collaborating on four activities. Our analysis of the 12 collaborative activities, which encompass 86,000 Chinese characters of dialogue and corresponding 12 writing outcomes, reveals that the SSRL coding scheme in online collaborative L2 learning unfolds in three phases: planning, regulation, and evaluation. The study revealed that students exhibit a more frequent and varied pattern of SSRL in high-scoring activities. These findings provide theoretical implications for collaborative learning models and practical guidance for designing technology-enhanced L2 writing instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102222"},"PeriodicalIF":1.8,"publicationDate":"2025-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616298","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}
Pub Date : 2025-11-21DOI: 10.1016/j.lmot.2025.102216
Jie Zhang , Qinghua Guo , Rong Hu , Yibin Zhou , Zijing Hu
Reflecting previous studies on technology-mediated language learning, the present research focused on the interrelatedness of artificial intelligence (AI) use, cognitive load, emotion regulation, goalsetting behaviour and satisfaction in English as a Foreign Language (EFL) situations. A total of 549 EFL learners in higher education voluntarily participated in the research by responding to validated questionnaires on the use of AI tools, perceived cognitive load, emotion regulation strategies, goalsetting behaviour and overall satisfaction. The data were analysed through SPSS (version 27) for descriptive and correlational statistics and AMOS (version 24) for structural equation modelling. The results indicated that AI use positively impacted on goalsetting behaviour and satisfaction of learners with cognitive load and emotion regulation functioning as both mediators and moderators of this effect. More specifically, those learners who managed cognitive load effectively and used adaptive emotion regulation strategies indicated greater clarity in their goals, greater commitment to learning and greater satisfaction with the learning process. The findings contribute to Social-Cognitive Theory and Cognitive Load Theory by focusing on the interplay of technology, cognition and emotion in language learning and provide valuable perspectives on how AI-enhanced EFL learning environments may be designed and implemented.
{"title":"Linking emotional intelligence and AI-enhanced learning to goal-setting behavior: A cognitive load theory framework","authors":"Jie Zhang , Qinghua Guo , Rong Hu , Yibin Zhou , Zijing Hu","doi":"10.1016/j.lmot.2025.102216","DOIUrl":"10.1016/j.lmot.2025.102216","url":null,"abstract":"<div><div>Reflecting previous studies on technology-mediated language learning, the present research focused on the interrelatedness of artificial intelligence (AI) use, cognitive load, emotion regulation, goalsetting behaviour and satisfaction in English as a Foreign Language (EFL) situations. A total of 549 EFL learners in higher education voluntarily participated in the research by responding to validated questionnaires on the use of AI tools, perceived cognitive load, emotion regulation strategies, goalsetting behaviour and overall satisfaction. The data were analysed through SPSS (version 27) for descriptive and correlational statistics and AMOS (version 24) for structural equation modelling. The results indicated that AI use positively impacted on goalsetting behaviour and satisfaction of learners with cognitive load and emotion regulation functioning as both mediators and moderators of this effect. More specifically, those learners who managed cognitive load effectively and used adaptive emotion regulation strategies indicated greater clarity in their goals, greater commitment to learning and greater satisfaction with the learning process. The findings contribute to Social-Cognitive Theory and Cognitive Load Theory by focusing on the interplay of technology, cognition and emotion in language learning and provide valuable perspectives on how AI-enhanced EFL learning environments may be designed and implemented.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102216"},"PeriodicalIF":1.8,"publicationDate":"2025-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145571175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-19DOI: 10.1016/j.lmot.2025.102221
Wei Xiao , Lei Li
This study investigated differences in visual working memory between semi-elite and novice basketball players during maintenance and mental rotation tasks, and examined the effects of auditory and visual distractions. Performance was assessed using both task types, with accuracy and reaction time as dependent measures. Although no significant between-group differences were observed in baseline task performance, within-group analyses revealed that both groups performed more accurately on the maintenance task than on the mental rotation task. The introduction of distractions led to declined performance in both groups. Semi-elite players demonstrated greater resilience to these disruptions overall, experiencing a less severe decline in performance compared to novices. However, they were more susceptible to visual than to auditory distraction. This finding underscores the need to mitigate the impact of visual distractions during the training and competition of semi-elite basketball players.
{"title":"Visual working memory in basketball players: The impact of auditory distraction and visual distraction","authors":"Wei Xiao , Lei Li","doi":"10.1016/j.lmot.2025.102221","DOIUrl":"10.1016/j.lmot.2025.102221","url":null,"abstract":"<div><div>This study investigated differences in visual working memory between semi-elite and novice basketball players during maintenance and mental rotation tasks, and examined the effects of auditory and visual distractions. Performance was assessed using both task types, with accuracy and reaction time as dependent measures. Although no significant between-group differences were observed in baseline task performance, within-group analyses revealed that both groups performed more accurately on the maintenance task than on the mental rotation task. The introduction of distractions led to declined performance in both groups. Semi-elite players demonstrated greater resilience to these disruptions overall, experiencing a less severe decline in performance compared to novices. However, they were more susceptible to visual than to auditory distraction. This finding underscores the need to mitigate the impact of visual distractions during the training and competition of semi-elite basketball players.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102221"},"PeriodicalIF":1.8,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145546708","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102210
Vera Ruthsatz, Mirko Saunders, Michelle Lennon-Maslin, Claudia M. Quaiser-Pohl
This study investigates sex differences in mental-rotation performance using novel, gender-neutral polyhedral stimuli. In contrast to the widely used cube figures, which are often perceived as male-stereotyped, these stimuli were specifically designed to be structurally analogous but less familiar and therefore less gender stereotypical. We hypothesised that such neutral stimuli might reduce sex differences, and that controlling for childhood play behaviour might improve explanatory precision by accounting for experiential differences between male and female participants. A total of 122 participants (83 females and 39 males; M = 25.95 years, SD = 9.26) completed the mental-rotation test and a self-assessment scale. In addition, they assessed the stereotypical nature of the polyhedra and answered a questionnaire assessing childhood gender-role behaviour. Participants confirmed that the novel polyhedral figures did not evoke gender associations, supporting their suitability for bias-reduced mental-rotation testing. Despite contrary expectations, mental-rotation accuracy differed significantly between sexes, whereas reaction times did not. To better understand the observed difference, regression analyses were conducted. These revealed that the effect of sex on accuracy was mediated by childhood play behaviour. While this effect was present across the full sample, correlation analyses suggested it was primarily driven by female participants. Moreover, feminine gender-role behaviour was associated with faster reaction times and worse accuracy, possibly reflecting differences in task engagement and motivational factors. Overall, the results support the interpretation that sex differences in mental-rotation accuracy reflect experiential rather than inherent cognitive factors. This study contributes to mental-rotation research by introducing an alternative stimulus set and by highlighting the need to consider developmental and motivational influences, which might vary with the choice of stimulus material, when interpreting differences in mental-rotation performance.
{"title":"Male? Female? Neutral! Using novel polyhedral figures as gender-neutral stimuli in a mental-rotation test","authors":"Vera Ruthsatz, Mirko Saunders, Michelle Lennon-Maslin, Claudia M. Quaiser-Pohl","doi":"10.1016/j.lmot.2025.102210","DOIUrl":"10.1016/j.lmot.2025.102210","url":null,"abstract":"<div><div>This study investigates sex differences in mental-rotation performance using novel, gender-neutral polyhedral stimuli. In contrast to the widely used cube figures, which are often perceived as male-stereotyped, these stimuli were specifically designed to be structurally analogous but less familiar and therefore less gender stereotypical. We hypothesised that such neutral stimuli might reduce sex differences, and that controlling for childhood play behaviour might improve explanatory precision by accounting for experiential differences between male and female participants. A total of 122 participants (83 females and 39 males; <em>M</em> = 25.95 years, <em>SD</em> = 9.26) completed the mental-rotation test and a self-assessment scale. In addition, they assessed the stereotypical nature of the polyhedra and answered a questionnaire assessing childhood gender-role behaviour. Participants confirmed that the novel polyhedral figures did not evoke gender associations, supporting their suitability for bias-reduced mental-rotation testing. Despite contrary expectations, mental-rotation accuracy differed significantly between sexes, whereas reaction times did not. To better understand the observed difference, regression analyses were conducted. These revealed that the effect of sex on accuracy was mediated by childhood play behaviour. While this effect was present across the full sample, correlation analyses suggested it was primarily driven by female participants. Moreover, feminine gender-role behaviour was associated with faster reaction times and worse accuracy, possibly reflecting differences in task engagement and motivational factors. Overall, the results support the interpretation that sex differences in mental-rotation accuracy reflect experiential rather than inherent cognitive factors. This study contributes to mental-rotation research by introducing an alternative stimulus set and by highlighting the need to consider developmental and motivational influences, which might vary with the choice of stimulus material, when interpreting differences in mental-rotation performance.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102210"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473953","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102209
Md Sohrab Alam , Faisal Imam , Naif O. Al-Harbi , Emine Guven , Mohamamd Anas Ansari , Md Maaz Ahmad , Shoaeb Mohammad Syed , Meraj Khan , Nadeem Sayyed
Objectives
This research aimed to assess the potential outcome of rosinidin on Scopolamine (SCOP)-induced memory dysfunction in a rat model.
Methods
Adult Wistar rats were grouped (n = 6) as: Groups 1 (normal control) and 2 (SCOP control) received 0.5 percent SCMC (vehicle, 3 mL) orally; Groups 3 and 4 administered rosinidin (10 and 20 mg/k g) orally. Over 14 days of therapeutic intervention, Group 1 received normal saline one h after the above-mentioned oral treatments, and the remaining group of rats were given SCOP (1 mg/kg, i.p.). Rats were tested for spontaneous movement, learning, and memory capacities. The hippocampus of rats were collected and analyzed for oxidative stress markers [reduced glutathione (GSH), superoxide dismutase (SOD), catalase, and malondialdehyde (MDA)], pro-inflammatory markers [(Interleukin-1 beta (IL-1β), interleukin-6 (IL-6), tumor necrosis factor-alpha (TNF-α)], acetylcholinesterase (AChE), choline acetyltransferase activity (ChAT), brain-derived neurotrophic factor (BDNF), nuclear factor-kappa B (NF-κB), and nuclear factor erythroid 2-related factor 2 (Nrf2), and D] Toll-like Receptor 4 (TLR4).
Results
Rosinidin significantly improved spatial learning and memory in SCOP-treated rats, as shown by reduced escape latency in the Morris water maze (MWM) test and increased SAP% in the Y-maze test (P < 0.001). Additionally, SCOP caused memory loss in animals, decreased GSH, SOD, and catalase, altered AChE and ChAT activity, increased malondialdehyde (MDA), nitrate, TNF-α, NF-κB, IL-1β, IL-6, and TLR4, as well as decreased IL-6, BDNF, and Nrf2 (P < 0.001). Rosinidin administration at both doses (10 and 20 mg/kg) restored the SCOP-induced behavioral deficits and biochemical markers to normal (P < 0.001). These findings indicate its potential to reverse SCOP-induced cognitive deficits.
Conclusions
The findings suggest that rosinidin effectively ameliorates SCOP-induced memory deficits in rats. This improvement may be linked to restored cholinergic function, modulated oxidative stress, and suppressed neuroinflammation.
{"title":"Rosinidin attenuates scopolamine-induced memory impairment in rats via modulation of oxidative stress and BDNF/NF-κB/Nrf2/TLR4 signaling pathway","authors":"Md Sohrab Alam , Faisal Imam , Naif O. Al-Harbi , Emine Guven , Mohamamd Anas Ansari , Md Maaz Ahmad , Shoaeb Mohammad Syed , Meraj Khan , Nadeem Sayyed","doi":"10.1016/j.lmot.2025.102209","DOIUrl":"10.1016/j.lmot.2025.102209","url":null,"abstract":"<div><h3>Objectives</h3><div>This research aimed to assess the potential outcome of rosinidin on Scopolamine (SCOP)-induced memory dysfunction in a rat model.</div></div><div><h3>Methods</h3><div>Adult Wistar rats were grouped (n = 6) as: Groups 1 (normal control) and 2 (SCOP control) received 0.5 percent SCMC (vehicle, 3 mL) orally; Groups 3 and 4 administered rosinidin (10 and 20 mg/k g) orally. Over 14 days of therapeutic intervention, Group 1 received normal saline one h after the above-mentioned oral treatments, and the remaining group of rats were given SCOP (1 mg/kg, i.p.). Rats were tested for spontaneous movement, learning, and memory capacities. The hippocampus of rats were collected and analyzed for oxidative stress markers [reduced glutathione (GSH), superoxide dismutase (SOD), catalase, and malondialdehyde (MDA)], pro-inflammatory markers [(Interleukin-1 beta (IL-1β), interleukin-6 (IL-6), tumor necrosis factor-alpha (TNF-α)], acetylcholinesterase (AChE), choline acetyltransferase activity (ChAT), brain-derived neurotrophic factor (BDNF), nuclear factor-kappa B (NF-κB), and nuclear factor erythroid 2-related factor 2 (Nrf2), and D] Toll-like Receptor 4 (TLR4).</div></div><div><h3>Results</h3><div>Rosinidin significantly improved spatial learning and memory in SCOP-treated rats, as shown by reduced escape latency in the Morris water maze (MWM) test and increased SAP% in the Y-maze test (P < 0.001). Additionally, SCOP caused memory loss in animals, decreased GSH, SOD, and catalase, altered AChE and ChAT activity, increased malondialdehyde (MDA), nitrate, TNF-α, NF-κB, IL-1β, IL-6, and TLR4, as well as decreased IL-6, BDNF, and Nrf2 (P < 0.001). Rosinidin administration at both doses (10 and 20 mg/kg) restored the SCOP-induced behavioral deficits and biochemical markers to normal (P < 0.001). These findings indicate its potential to reverse SCOP-induced cognitive deficits.</div></div><div><h3>Conclusions</h3><div>The findings suggest that rosinidin effectively ameliorates SCOP-induced memory deficits in rats. This improvement may be linked to restored cholinergic function, modulated oxidative stress, and suppressed neuroinflammation.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102209"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424339","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102212
Juan Carlos Forigua-Vargas , Paulo S.D. Soares-Filho , Julián Cifuentes , Julian C. Velasquez , María Paula Alfonso Pedraza , Kelly Johana Pulido García , Paola Acuña Reyes , Camilo Hurtado-Parrado
The primary objective of this study is to determine whether there is a difference between the reinforcing effects of stimuli correlated with avoidance and extinction schedules in rats, with the aim of analyzing the role of these aversive contingencies in the acquisition of observing behavior. Five rats were exposed to a multiple-schedule procedure with two components —one of avoidance and another of extinction— each correlated with a discriminative and a delta stimulus, respectively. During avoidance, lever-presses reduced shock-frequency from 0.35 per 2 s to 0.10 per 2 s. During extinction, lever-presses were ineffective at reducing shock-frequency and extended the time of the extinction period. Once multiple-schedule performance was established, rats were exposed to an observing procedure. The same two components operated in a mixed-schedule, and activation of the correlated stimuli was contingent on responses on a separate lever (i.e., observing responses). Observing responses produced (a) both the discriminative and delta stimuli, (b) only the discriminative stimulus, or (c) only the delta stimulus. Subjects showed discrimination across components of the multiple-schedule. Although rats overall displayed low observing responses rates across all experimental conditions, they showed higher response rates when the discriminative stimulus was the only stimulus contingent on observing responses. The delta stimulus had a reinforcing effect on observing responses only in the phase in which it was produced together with the discriminative stimulus. These results were analyzed from the conditioned-reinforcement account and the notion of relative aversiveness.
{"title":"“A sure sign”: Reinforcing effects of stimuli correlated with shock-frequency reduction","authors":"Juan Carlos Forigua-Vargas , Paulo S.D. Soares-Filho , Julián Cifuentes , Julian C. Velasquez , María Paula Alfonso Pedraza , Kelly Johana Pulido García , Paola Acuña Reyes , Camilo Hurtado-Parrado","doi":"10.1016/j.lmot.2025.102212","DOIUrl":"10.1016/j.lmot.2025.102212","url":null,"abstract":"<div><div>The primary objective of this study is to determine whether there is a difference between the reinforcing effects of stimuli correlated with avoidance and extinction schedules in rats, with the aim of analyzing the role of these aversive contingencies in the acquisition of observing behavior. Five rats were exposed to a multiple-schedule procedure with two components —one of avoidance and another of extinction— each correlated with a discriminative and a delta stimulus, respectively. During avoidance, lever-presses reduced shock-frequency from 0.35 per 2 s to 0.10 per 2 s. During extinction, lever-presses were ineffective at reducing shock-frequency and extended the time of the extinction period. Once multiple-schedule performance was established, rats were exposed to an observing procedure. The same two components operated in a mixed-schedule, and activation of the correlated stimuli was contingent on responses on a separate lever (i.e., observing responses). Observing responses produced (a) both the discriminative and delta stimuli, (b) only the discriminative stimulus, or (c) only the delta stimulus. Subjects showed discrimination across components of the multiple-schedule. Although rats overall displayed low observing responses rates across all experimental conditions, they showed higher response rates when the discriminative stimulus was the only stimulus contingent on observing responses. The delta stimulus had a reinforcing effect on observing responses only in the phase in which it was produced together with the discriminative stimulus. These results were analyzed from the conditioned-reinforcement account and the notion of relative aversiveness.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102212"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424437","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102217
Rong Jiang, Nobuyuki Sakai
Anxiety and stress are emerging as major psychological problems in modern society, and treatments that strengthen positive memories/emotions offer promising new avenues. We investigated whether the palatability of food influences the formation of reward-associated memories that can alleviate anxiety-related behaviors in mice. Three experiments combined the elevated plus maze (EPM) and runway task. In the first experiment, mice were trained with standard food or given neutral training and later tested to determine whether food reward-induced memories enhance open-arm exploration, approach frequency, locomotor level, and latency of reaching the previously rewarded arm. Mice that had received food training subsequently showed stronger preference for the previously rewarded open arm and exhibited fewer anxiety-related behaviors than those without food rewards. The second experiment compared the motivational properties of highly palatable (reward value) food with standard food using a straight-runway test that captured running speed, pausing and reversing behavior. Mice facing for high reward value (HRV) food displayed more vigorous and direct approach behavior, confirming its greater incentive value. Building on these findings, the third experiment tested whether reward-associated memories formed with HRV food more effectively alleviate anxiety-related behavior than those formed with standard food. When later evaluated in the EPM without food present, mice trained with HRV food showed greater open-arm exploration and activity. These results indicate significant variations in the attractiveness of different food reward values to mice and that the reward-associated memories formed by these variations significantly influence anxiety behavior. This study contributes to understanding the interaction between food reward values and memory, which inform strategies for anxiety management.
{"title":"How food reward value induces positive memories to alleviate anxiety-related behavior in mice","authors":"Rong Jiang, Nobuyuki Sakai","doi":"10.1016/j.lmot.2025.102217","DOIUrl":"10.1016/j.lmot.2025.102217","url":null,"abstract":"<div><div>Anxiety and stress are emerging as major psychological problems in modern society, and treatments that strengthen positive memories/emotions offer promising new avenues. We investigated whether the palatability of food influences the formation of reward-associated memories that can alleviate anxiety-related behaviors in mice. Three experiments combined the elevated plus maze (EPM) and runway task. In the first experiment, mice were trained with standard food or given neutral training and later tested to determine whether food reward-induced memories enhance open-arm exploration, approach frequency, locomotor level, and latency of reaching the previously rewarded arm. Mice that had received food training subsequently showed stronger preference for the previously rewarded open arm and exhibited fewer anxiety-related behaviors than those without food rewards. The second experiment compared the motivational properties of highly palatable (reward value) food with standard food using a straight-runway test that captured running speed, pausing and reversing behavior. Mice facing for high reward value (HRV) food displayed more vigorous and direct approach behavior, confirming its greater incentive value. Building on these findings, the third experiment tested whether reward-associated memories formed with HRV food more effectively alleviate anxiety-related behavior than those formed with standard food. When later evaluated in the EPM without food present, mice trained with HRV food showed greater open-arm exploration and activity. These results indicate significant variations in the attractiveness of different food reward values to mice and that the reward-associated memories formed by these variations significantly influence anxiety behavior. This study contributes to understanding the interaction between food reward values and memory, which inform strategies for anxiety management.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102217"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145578742","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102215
Enas Mohammad Alwafi
The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.
{"title":"The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory","authors":"Enas Mohammad Alwafi","doi":"10.1016/j.lmot.2025.102215","DOIUrl":"10.1016/j.lmot.2025.102215","url":null,"abstract":"<div><div>The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102215"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525853","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102214
Ziwen Pan , Yi Zhang
Although artificial intelligence (AI) has become embedded in educational settings, research on L2 writing motivation in this context has largely examined individual influencing factors in isolation. There remains limited understanding of how different resources may shape learners’ motivation in AI-mediated writing environments. To address this gap, this study applies self-determination theory to develop and test a structural model that integrates social (TAS), cognitive (AI literacy), and psychological (self-efficacy) factors in influencing L2 writing motivation in the AI-mediated context. To this end, 627 Chinese university students completed validated questionnaires on the four constructs, the results of which were then analyzed with SPSS 26.0 and AMOS 26.0. The analysis revealed that both TAS and AI literacy positively predicted L2 writing motivation directly and indirectly through writing self-efficacy, although the path coefficients differed between the predictors. Specifically, the results indicated that AI literacy had a stronger indirect effect on motivation via self-efficacy than TAS, confirming the distinct pathways through which cognitive and social resources contribute to L2 writing motivation in AI-mediated contexts. In this way, the study extends the application of self-determination theory to AI-enhanced L2 writing contexts and offers pedagogical implications for fostering motivated writers in the digital age.
{"title":"Exploring L2 writing motivation in AI-mediated EFL contexts: The role of teacher affective support, AI literacy, and self-efficacy through the lens of self-determination theory","authors":"Ziwen Pan , Yi Zhang","doi":"10.1016/j.lmot.2025.102214","DOIUrl":"10.1016/j.lmot.2025.102214","url":null,"abstract":"<div><div>Although artificial intelligence (AI) has become embedded in educational settings, research on L2 writing motivation in this context has largely examined individual influencing factors in isolation. There remains limited understanding of how different resources may shape learners’ motivation in AI-mediated writing environments. To address this gap, this study applies self-determination theory to develop and test a structural model that integrates social (TAS), cognitive (AI literacy), and psychological (self-efficacy) factors in influencing L2 writing motivation in the AI-mediated context. To this end, 627 Chinese university students completed validated questionnaires on the four constructs, the results of which were then analyzed with SPSS 26.0 and AMOS 26.0. The analysis revealed that both TAS and AI literacy positively predicted L2 writing motivation directly and indirectly through writing self-efficacy, although the path coefficients differed between the predictors. Specifically, the results indicated that AI literacy had a stronger indirect effect on motivation via self-efficacy than TAS, confirming the distinct pathways through which cognitive and social resources contribute to L2 writing motivation in AI-mediated contexts. In this way, the study extends the application of self-determination theory to AI-enhanced L2 writing contexts and offers pedagogical implications for fostering motivated writers in the digital age.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102214"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525854","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}
Pub Date : 2025-11-01DOI: 10.1016/j.lmot.2025.102206
Ke Liu
This study investigates how autonomy-supportive peer feedback and contingent praise shape EFL learners’ motivation and writing performance, drawing on Self-Determination Theory (SDT). A quasi-experimental design involving 303 Chinese undergraduates compared three peer feedback conditions: (a) autonomy support feedback with contingent praise, (b) autonomy support alone, and (c) neutral peer feedback without motivational features. Results from ANCOVA and mediation analysis revealed that both experimental groups outperformed the control group in intrinsic motivation and writing performance, with autonomy support exerting stronger effects than praise alone. Intrinsic motivation partially mediated the relationship between feedback perceptions and performance outcomes, accounting for approximately half of the total effect. These findings suggest that peer feedback can function not only as a textual scaffold but also as a motivational affordance that supports learners’ psychological needs. By extending SDT from teacher-led to peer-mediated writing contexts, and integrating principles from Applied Behavior Analysis (ABA), this study contributes to a more nuanced understanding of how feedback design fosters internalized motivation. The findings also offer practical implications for enhancing the motivational quality of peer feedback in L2 writing instruction.
{"title":"The motivational pathway in EFL writing: How autonomy support and contingent praise enhance performance","authors":"Ke Liu","doi":"10.1016/j.lmot.2025.102206","DOIUrl":"10.1016/j.lmot.2025.102206","url":null,"abstract":"<div><div>This study investigates how autonomy-supportive peer feedback and contingent praise shape EFL learners’ motivation and writing performance, drawing on Self-Determination Theory (SDT). A quasi-experimental design involving 303 Chinese undergraduates compared three peer feedback conditions: (a) autonomy support feedback with contingent praise, (b) autonomy support alone, and (c) neutral peer feedback without motivational features. Results from ANCOVA and mediation analysis revealed that both experimental groups outperformed the control group in intrinsic motivation and writing performance, with autonomy support exerting stronger effects than praise alone. Intrinsic motivation partially mediated the relationship between feedback perceptions and performance outcomes, accounting for approximately half of the total effect. These findings suggest that peer feedback can function not only as a textual scaffold but also as a motivational affordance that supports learners’ psychological needs. By extending SDT from teacher-led to peer-mediated writing contexts, and integrating principles from Applied Behavior Analysis (ABA), this study contributes to a more nuanced understanding of how feedback design fosters internalized motivation. The findings also offer practical implications for enhancing the motivational quality of peer feedback in L2 writing instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102206"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424349","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}
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