Learning and Motivation最新文献

{"title":"Emerging role of aquaporin in neurodegenerative diseases: A novel target for drug development","authors":"Mengzhen Zhou,&nbsp;Ruen Liu","doi":"10.1016/j.lmot.2024.102083","DOIUrl":"10.1016/j.lmot.2024.102083","url":null,"abstract":"<div><h3>Background</h3><div>The early manifestations of Alzheimer's patients are a decline in learning and motivation, forgetfulness, especially what has just happened, and they become passive, unmotivated, and lose interest in hobbies. It is believed that the main pathological changes in Alzheimer's disease are abnormal deposition of β-amyloid (Aβ) protein and phosphorylation of tau in the brain, and various in vitro and in vivo experiments have shown that aquaporin-4 (AQP4) may be responsible for Aβ metabolism and clearance in Alzheimer's disease.</div></div><div><h3>Objective</h3><div>To provide a new direction for the diagnosis and treatment of Alzheimer's disease by characterizing the structure and function of AQP4 and the function and possible mechanism of AQP4 in the clearance of Aβ in Alzheimer's disease.</div></div><div><h3>Conclusion</h3><div>Strengthening of the regulatory effect of AQP4 on lymphatic function in the brain has an important effect on the development, progression and outcome of Alzheimer's disease. AQP4 agonists or agents that induce AQP4 opening are expected to become novel treatments for Alzheimer's disease.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102083"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150805","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}

{"title":"Uncovering the state of academic motivation, achievement emotion, self- confidence, and achievement goals in online/offline language instruction","authors":"Hu Wei ,&nbsp;Yipeng Luo","doi":"10.1016/j.lmot.2024.102085","DOIUrl":"10.1016/j.lmot.2024.102085","url":null,"abstract":"<div><div>In recent years, the rapid shift to online learning has transformed the educational landscape, raising critical questions about its impact on students' academic and psychological development. Traditional offline instruction, while structured and familiar, may not fully address the unique challenges and opportunities presented by virtual learning environments. With the increasing popularity of online education, it is crucial to examine its effects on students' academic motivation, achievement emotions, self-confidence, and achievement goals. This study aimed to investigate the state of academic motivation, achievement emotions, self-confidence, and achievement goals among EFL (English as a Foreign Language) learners in both online and offline language instruction settings. Data were gathered from 227 Chinese EFL students who participated in either online or offline language courses. A quantitative research approach was employed, using validated questionnaires to measure the students' self-confidence, achievement emotions, motivation, and achievement goals. The results of independent t-tests and MANCOVA tests showed significant differences between the online and offline teaching modes. Specifically, the students in the online learning environment demonstrated higher levels of self-confidence, motivation, and achievement emotions and goals compared to those in the offline environment. These findings underscore the importance of creating flexible teaching methods that cater to the unique needs of both online and offline learning environments. Teachers should consider integrating elements from both modes to optimize learning experiences and support students' academic and psychological development in diverse instructional contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102085"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149715","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}

{"title":"Writing with motivation: To delve into the impacts of modifications in academic materials on learners' motivation, creativity, and writing progress in online instruction","authors":"Min Yang ,&nbsp;Xiaoluo Meng ,&nbsp;Farhana Diana Deris","doi":"10.1016/j.lmot.2024.102086","DOIUrl":"10.1016/j.lmot.2024.102086","url":null,"abstract":"<div><div>The rapid transformation in education towards online instruction has highlighted the essential need of motivation in improving learning results. Fostering and maintaining learner motivation is especially important in remote and virtual learning contexts, since students may quickly get disengaged without the physical presence and instant feedback from instructors. This research delves at the effects of modifications applied to academic resources on English as a Foreign Language (EFL) learners' motivation, creativity, and writing development in an online instructional context. This study included a cohort of 47 EFL students attending a private language university in Malaysia. The data was analyzed using the ANCOVA statistical approach. The results indicate that modifications to the teaching materials, such as the inclusion of more captivating content, interactive components, and individualized feedback, had a noteworthy beneficial impact on the students' motivation, creativity, and overall writing proficiency. The findings underscore the need of creating online course materials that address the motivating requirements of students and encourage their active participation in the learning process. Furthermore, implications for instructional designers and online teachers, highlighting the need of adopting a learner-centered approach to improve the quality and efficacy of remote writing training are discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102086"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149716","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}

{"title":"Mood affects attention in knowledge-free reasoning task, not scores","authors":"Paulo G. Laurence ,&nbsp;Elizeu Coutinho Macedo","doi":"10.1016/j.lmot.2025.102099","DOIUrl":"10.1016/j.lmot.2025.102099","url":null,"abstract":"<div><div>Recent research disputes the idea that acute stress affects academic performance when prior knowledge is controlled, challenging the interference hypothesis. However, the impact of mood on cognitive performance in knowledge-free tests, such as matrix reasoning tasks, remains unclear. This study examines the effects of positive and negative mood inductions on matrix reasoning performance, focusing on behavioral and eye movement measures. Experiment 1 confirmed effective mood induction, with the negative valence group showing increased stress. Experiment 2 found that while mood induction did not affect overall performance, it influenced attention allocation. Participants in the positive valence group displayed a less structured scanpath than those in the negative valence group. These results question the interference hypothesis, suggesting that stress does not impair performance in knowledge-free tasks and highlight the importance of attention allocation in educational assessment contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102099"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149844","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}

{"title":"Pre-exposure effect in social foraging: A study with groups of pigeons (Columba livia)","authors":"Rosalva Cabrera ,&nbsp;Martha Elisa López ,&nbsp;y Luis Alfaro","doi":"10.1016/j.lmot.2024.102088","DOIUrl":"10.1016/j.lmot.2024.102088","url":null,"abstract":"<div><div>In collective foraging situations, the members of a group use two different kinds of responses to obtain food: producing and/or scrounging. Previous studies indicate that the frequency of use of both responses depends on the conditions to which the members of the group have been previously exposed to, which shows the importance of studying learning factors specifically. The aim of this study was to assess the effect of pre-training under different foraging conditions with the strategies used in collective foraging. Six groups of pigeons were assessed, with three pigeons per group. Three of these groups received a pre-exposure under individual conditions in which they engaged in production responses to have access to food; the other three groups were pre-exposed under collective conditions in which they were able to have access to food by producing or scrounging with a mixed strategy. The groups under both conditions were subsequently assessed during three collective foraging sessions in equal conditions. The assessed indicators were: the producer-scrounger response rate; the percentage of exploited patches and the time between opening of patches; the results showed that the pre-exposed groups under individual conditions used the production response more frequently compared to scrounging. When performing a correlation between the percentage of patches opened and the percentage of individuals that opened one patch at least, a high and positive rate was obtained between both variables. In summary, the findings in this paper show the impact of learning in collective foraging situations.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102088"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149717","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}

{"title":"Protective effects of intranasal oxytocin on cognitive dysfunction and hippocampal synaptic plasticity impairment induced by scopolamine","authors":"F. Houshmand ,&nbsp;Khalili Gh ,&nbsp;S. Shabani ,&nbsp;M. Anjomshoa ,&nbsp;M. Shahrani ,&nbsp;S. Najafi-Chaleshtori ,&nbsp;F. Azizi","doi":"10.1016/j.lmot.2025.102094","DOIUrl":"10.1016/j.lmot.2025.102094","url":null,"abstract":"<div><div>Alzheimer's disease (AD) is a progressive neurological disorder that leads to cognitive dysfunction and synaptic plasticity impairment. Recently, the role of neuropeptide oxytocin (OT) in ameliorating neurodegenerative diseases with cognitive disorders has attracted attention. The present study was designed to examine the protective effect of chronic treatment with intranasal OT on anxiety, memory, synaptic plasticity, and hippocampal cell degeneration in an adult rat model of AD. AD was induced by administration of SCO (1 mg/kg) for 7 days intraperitoneally. 40 wistar rats (220–250 g) were randomly assigned to five groups (n = 8 rats/group)—group I: control, group II: SCO, group III: OT (2 μg/kg, 7 days, IN), group IV: OT+SCO and group V: DON+SCO (donepezil, 3 mg/kg, 7 days, ip). Anxiety-like behavior and memory performance were assessed using the elevated plus maze and passive avoidance tests, respectively. Additionally, synaptic plasticity was measured by evaluating the population spike (PS) amplitude and the slope of excitatory postsynaptic potentials (fEPSP) in the dentate gyrus (DG) region. Histological analysis of the hippocampus, focusing on the CA1 and CA3 regions, was conducted using hematoxylin and eosin staining. Furthermore, oxidative stress markers, including malondialdehyde (MDA) and total antioxidant capacity (TAC) (measured via the FRAP assay), were assessed in both plasma and hippocampal tissue. The results indicated that SCO injection resulted in deficits in passive avoidance memory, heightened anxiety-like behavior, impaired LTP induction in DG (decrease PS amplitude and fEPSP slope), and increased degeneration of hippocampal cells. In addition, SCO injection significantly elevated malondialdehyde (MDA) levels and reduced in the SCO group. Oxytocin treatment notably improved LTP impairment, reflected by enhanced PS amplitude and fEPSP slope in the hippocampus of SCO-treated rats, which was correlated with improvements in memory deficits and reduced anxiety. These effects were supported by the mitigation of histological damage in the CA1 and CA3 hippocampal regions. Moreover, OT significantly corrected the SCO-induced increase in MDA and decrease in TAC. The beneficial effects of OT were comparable to those of the standard drug, donepezil. In conclusion, chronic intranasal administration of OT may prevent SCO-induced anxiety and memory impairments by enhancing neuronal plasticity, potentially due to its antioxidant properties.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102094"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149839","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}

{"title":"A reflection of learners’ motivation to read, self-assessment, critical thinking, and academic well-being in extensive and intensive reading offline instruction: A focus on self-determination theory","authors":"Youhong Lin","doi":"10.1016/j.lmot.2024.102093","DOIUrl":"10.1016/j.lmot.2024.102093","url":null,"abstract":"<div><div>In recent years, different researchers have been paying increasing attention to self-determination theory (henceforth, SDT). This study explores the impact of extensive and intensive reading instruction on learners' motivation to read, self-assessment, critical thinking, and academic well-being through the lens of SDT. Conducted at a large university in China, the research involved 126 participants, equally distributed by gender and aged between 18 and 29, who were enrolled in a General English Course. The participants were divided into three groups: two experimental groups and a control group. The first experimental group received offline extensive reading instruction, while the second experimental group received offline intensive reading instruction. The control group, on the other hand, received traditional teacher-fronted instruction with minimal emphasis on reading. Data collection involved narrative frames and semi-structured interviews, with a thematic analysis revealing significant differences in outcomes between the groups. The first experimental group showed notable improvements in their motivation to read, self-assessment abilities, and critical thinking skills. The second experimental group demonstrated enhanced critical thinking skills and academic well-being. In contrast, the control group exhibited no significant improvements across the studied dimensions. These findings certify the transformative potential of alternative reading instructional approaches in fostering critical educational outcomes. By situating these results within the framework of SDT, the study highlights the importance of supporting learners’ intrinsic motivation through tailored instructional strategies. These insights hold practical implications for educators, advocating for the adoption of extensive and intensive reading instruction to enhance learners’ academic and cognitive development.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102093"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149837","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}

{"title":"Crocin facilitates the effect of fear extinction on freezing behavior and BDNF level in a rat model of fear-conditioning","authors":"Marjan Mohamadian ,&nbsp;Alaleh Mostafaei ,&nbsp;Mehrsa Rahimi-Danesh ,&nbsp;Mobina Zargar ,&nbsp;Hanieh Erfani ,&nbsp;Shirin Sirouskabiri ,&nbsp;Salar Vaseghi","doi":"10.1016/j.lmot.2025.102095","DOIUrl":"10.1016/j.lmot.2025.102095","url":null,"abstract":"<div><div>Posttraumatic stress disorder (PTSD) is a common neuropsychiatric disorder that develops after a particular physical or psychological trauma. In preclinical studies, fear conditioning method is used for the induction of PTSD-like model in rodents. Extinction learning, as a process in which a new memory trace is created and replaced with previous traumatic memory, may improve PTSD-like symptoms. On the other hand, crocin (active component of <em>Crocus sativus</em> or Saffron) may have a role in the treatment of different cognitive and mental disorders. In this study, we evaluated the effect of crocin, extinction learning, and combination of both on PTSD-like (freezing) behavior, pain threshold, and brain-derived neurotrophic factor (BDNF) transcription level in a rat model of fear conditioning. Crocin administration (50 mg/kg, i.p.) was done immediately after fear conditioning (0.6 mA, 3 sec, repeated for three times with 30 sec interval, paired with a sound: 75 dB for 3 sec). Extinction learning was done 1 h, or 1 h and 24 h, or 1 h and 24 h and 48 h, after fear conditioning. The results showed that extinction learning attenuated PTSD-like behavior, and 2- and 3-day extinction learning increased BDNF transcription level. Crocin (2- and 3-day) increased pain threshold, with no effect on PTSD-like behavior and BDNF level. In conclusion, we suggested that crocin (alone) may have not therapeutic effects on PTSD-like symptoms. However, the combination of crocin and extinction learning may lead to a greater effect on PTSD-like symptoms than extinction learning (alone); although further studies are needed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102095"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149840","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}

{"title":"Imagery processing is necessary for the subject-performed task effect: Evidence from event-related potentials","authors":"Jialin Ma ,&nbsp;Lijuan Wang ,&nbsp;Yongxin Li","doi":"10.1016/j.lmot.2024.102091","DOIUrl":"10.1016/j.lmot.2024.102091","url":null,"abstract":"<div><div>Studies have shown that eliciting the subject-performed task (SPT) effect requires imagery involvement, but the role of imagery in this effect is still unclear. Therefore, this study used behavioral and event-related potential (ERP) technology to explore the role of imagery in the SPT effect. The experiment used a within-subject design with 3 encoding types (performance, imagery, and verbal) × 2 levels of imagery (high and low). The results of Experiment 1 revealed that the memory performance of both performance encoding and imagery encoding was significantly greater than that of verbal encoding, indicating the existence of the SPT effect, and verb–noun phrases with a high-imagery level had a greater SPT effect than low-imagery phrases. Experiment 2 adopted the same experimental design, utilizing behavioral and ERP techniques, and found that the behavioral results were consistent with those of Experiment 1. The ERP data revealed that in the performance and imagery encoding conditions, greater late positive components were observed for high-imagery phrases than for low-imagery phrases, which indicated that imagery processing is the key factor in the generation of the SPT effect. The current study confirmed that imagery is necessary for the generation of the SPT effect and that the size of the SPT effect is dependent on the imagery level of the phrase.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102091"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143149926","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}

{"title":"Effectiveness of a scaffolded autonomous learning scheme in enhancing learners’ motivation in EFL classes","authors":"Nurah Alfares","doi":"10.1016/j.lmot.2024.102084","DOIUrl":"10.1016/j.lmot.2024.102084","url":null,"abstract":"<div><div>This study investigated the impact of a scaffolded autonomous learning scheme based on self-determination theory (SDT) on English as a Foreign Language (EFL) learners’ motivation. The study used an experimental approach by applying the one-group pre- and post-test design. The number of participants included in this study was 31 students, aged 18–19; they were first-year students studying English in the preparatory year at Umm Al-Qura University. The motivation scale used was Gardner’s Attitude/Motivation Test Battery, which was modified to measure language learning motivation. The researcher designed and applied an intervention-scaffold autonomous scheme based on SDT. The study found that the intervention scheme significantly improved learners’ motivational factors related to nervousness, self-efficacy, and confidence. The T-test also reported improved views of the English lecturer’s role, increased value for student input, encouragement of independent thought, and increased personal effort in learning. Results showed that a course scheme significantly improved participants’ motivation through clear learning objectives, flexible activities, engaging assignments, and an inspiring layout. The results suggest that the language learning program has had a positive and all-encompassing impact on participants’ motivations, with some items showing lower mean scores. Overall, the language education initiative has had a positive and all-encompassing impact on participants’ motivations.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102084"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150804","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}