Learning and Motivation最新文献_第2页

How teachers’ motivational cues entangle with learners’ states to produce synchronized or conflicting engagement: Insights from a behaviorist reinforcement model 教师的动机线索如何与学习者的状态纠缠在一起，从而产生同步或冲突的投入：来自行为主义强化模型的见解

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-12-24 DOI: 10.1016/j.lmot.2025.102239

Xujing Xie , Yiming MA , Lei Liu

This study examines the ways in which teachers’ motivational cues influence learner engagement in English as a Foreign Language (EFL) classrooms, paying special attention to the dynamic alignment or misalignment with the emotional and cognitive states of learners. Utilizing behaviorist reinforcement theory, this research explores the intricate processes at the micro-level that influence how verbal and non-verbal cues can either promote synchronized engagement or lead to conflicts in interaction. Data were gathered through classroom observations, which included 12 sessions across three EFL classes in two universities, as well as semi-structured interviews conducted with 24 students and 6 teachers. The analysis identified four primary categories of motivational cues: positive reinforcement, which includes elements like praise and encouragement; corrective feedback, encompassing error correction and recasts; task-framing, which involves goal clarification and connecting tasks to future needs; and relational cues, such as humor and empathy. The states of learners were categorized into three fundamental dimensions: attentional focus, affective states, and task persistence. Observations indicated that synchronized engagement, characterized by sustained participation and collaborative interaction, took place when positive reinforcement and relational cues aligned with learners’ readiness and positive emotions. On the other hand, conflicting engagement, characterized by avoidance or frustration, arose from poorly timed corrective feedback or irrelevant task-framing. The findings emphasize the importance of aligning cues with the current states of learners to boost their engagement. The implications for teaching highlight the importance of providing timely and specific praise, balancing corrective feedback with encouragement, and framing tasks to underscore their relevance. These practices contribute to creating a supportive classroom environment that fosters sustained engagement. This study provides a richer insight into engagement as a collaborative and evolving process within EFL contexts.

本研究考察了教师的动机线索如何影响学习者在英语作为外语（EFL）课堂上的参与，特别关注与学习者的情绪和认知状态的动态一致或不一致。利用行为主义强化理论，本研究探讨了微观层面上影响语言和非语言线索如何促进同步参与或导致互动冲突的复杂过程。数据是通过课堂观察收集的，其中包括两所大学的三个英语班的12节课，以及对24名学生和6名教师进行的半结构化访谈。分析确定了四种主要的动机线索：积极强化，包括表扬和鼓励等因素；纠错反馈，包括纠错和重铸；任务框架，包括目标澄清和将任务与未来需求联系起来；以及关系线索，比如幽默和同理心。学习者的状态分为三个基本维度：注意焦点、情感状态和任务持久性。观察结果表明，当正向强化和关系线索与学习者的准备程度和积极情绪一致时，以持续参与和协作互动为特征的同步参与就会发生。另一方面，以回避或沮丧为特征的冲突性敬业度，是由时间不恰当的纠正反馈或不相关的任务框架引起的。研究结果强调了将提示与学习者的当前状态结合起来以提高他们的参与度的重要性。对教学的启示强调了提供及时和具体的表扬，平衡纠正反馈和鼓励，以及制定任务以强调其相关性的重要性。这些实践有助于创造一个支持性的课堂环境，促进持续的参与。这项研究提供了一个更丰富的见解，参与作为一个协作和发展过程在英语背景下。

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引用次数: 0

A social cognitive perspective on the relationship between intolerance of uncertainty and academic self-efficacy among EFL high school students 高中英语学生学业自我效能感与不确定性耐受性关系的社会认知视角

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-12-11 DOI: 10.1016/j.lmot.2025.102237

Liwei Long , Huiying Long

Academic Self-Efficacy (ASE) is acknowledged as a vital factor influencing student success, but the impact of personal variations in handling uncertainty has not been thoroughly examined. While earlier studies have identified connections between anxiety and reduced ASE, the precise role of Intolerance of Uncertainty (IU) and the cognitive-affective processes involved warrant additional exploration. To fill this gap, the current study utilized a mixed-methods approach to investigate the connection between IU and ASE in a sample of 274 high school students. During the quantitative phase, data gathered via validated self-report instruments were subjected to Pearson correlation and regression analysis. This analysis uncovered a strong negative correlation between IU and ASE, with prospective anxiety and inhibitory anxiety identified as significant predictors. To enhance these findings, thematic analysis was conducted on reflective journals from a carefully chosen subsample of 18 students, resulting in three significant themes that demonstrated how IU impacted learners' experiences: a) heightened threat appraisal of ambiguous tasks, (b) avoidance of challenging academic situations, and (c) impaired self-regulation strategies. The findings collectively emphasize the importance of IU as a significant psycho-affective element that negatively impacts students' academic confidence. This suggests that educational strategies aimed at enhancing tolerance of uncertainty, by fostering adaptive coping mechanisms and alleviating anxiety in uncertain situations, could be crucial in advancing ASE and bolstering students' overall academic well-being.

学术自我效能被认为是影响学生成功的重要因素，但个人差异在处理不确定性方面的影响尚未得到充分研究。虽然早期的研究已经确定了焦虑和ASE降低之间的联系，但不确定性不耐受（IU）和所涉及的认知情感过程的确切作用值得进一步探索。为了填补这一空白，目前的研究采用混合方法调查274名高中生的IU和ASE之间的联系。在定量阶段，通过有效的自我报告工具收集的数据进行Pearson相关和回归分析。该分析揭示了IU和ASE之间强烈的负相关，前瞻性焦虑和抑制性焦虑被认为是重要的预测因素。为了加强这些发现，我们对精心挑选的18名学生的反思期刊进行了专题分析，得出了三个重要的主题，证明了IU如何影响学习者的体验：a)对模棱两可任务的威胁评估增加，(b)回避具有挑战性的学术环境，(c)自我调节策略受损。这些发现共同强调了IU作为一个重要的心理情感因素的重要性，它对学生的学术信心产生了负面影响。这表明，旨在通过培养适应性应对机制和减轻不确定情况下的焦虑来增强对不确定性的容忍度的教育策略，对于促进ASE和增强学生的整体学术福祉至关重要。

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引用次数: 0

Neuroprotective effect of syringaldehyde in chronic unpredictable mild stress-induced model of depression 丁香醛对慢性不可预测轻度应激性抑郁症模型的神经保护作用

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-12-05 DOI: 10.1016/j.lmot.2025.102233

Priya P. Shejul , Gaurav M. Doshi

Purpose of the research

The impact of traumatic experiences and chronic stress on the onset of depression has been the subject of numerous studies. The major etiology that is thought to eventually lead to depression involves the monoamines, neurotrophic, and neuroinflammation hypothesis. The purpose of this research work was to evaluate the effect of Syringaldehyde (SA) in CUMS-induced animal model of depression. Male Swiss albino mice were used for this study. The CUMS model was used as an inducer and fluoxetine was used as a standard drug for the study purpose.

Principal results

The antidepressant activity was assessed by performing the Sucrose preference, Actophotometer, Tail suspension, and Forced swim tests. In addition, the levels of Serotonin, BDNF, and Interleukin-6 were estimated via the ELISA method using the mice whole brain homogenate. SA also showed an improvement against locomotor activity, immobility time, and sucrose preference in mice. For low, intermediate, and high doses of SA, the results were found to be significant (p < 0.05, p < 0.01, and p < 0.001). This study showed that the administration of SA exhibits anti-depressant activity, which is related, at least partly, to its elevated Brain-derived neurotrophic factor levels. The results showed that SA treatment increased neurotransmitters (serotonin) and reduced pro-inflammatory cytokines (IL-6).

Major conclusions

Thus, it can be concluded that at such 12.5 mg/kg, SA has notable anti-depressant effects. SA might be targeted to slow or prevent neurodegeneration and neuroinflammation in depression and potentially other neurodegenerative diseases.

研究目的创伤经历和慢性压力对抑郁症发病的影响一直是众多研究的主题。被认为最终导致抑郁症的主要病因包括单胺、神经营养和神经炎症假说。本研究的目的是评价丁香醛（SA）对cums诱导的抑郁症动物模型的影响。本研究采用雄性瑞士白化小鼠。以CUMS模型为诱导剂，氟西汀为标准药物。主要结果：抗抑郁活性通过蔗糖偏好、温度计、悬尾和强迫游泳测试来评估。此外，利用小鼠全脑匀浆，通过ELISA法测定血清素、BDNF和白细胞介素-6的水平。SA对小鼠的运动活性、静止时间和蔗糖偏好也有改善作用。对于低、中、高剂量SA，结果是显著的（p <； 0.05,p <； 0.01,p <； 0.001）。本研究表明，SA的施用表现出抗抑郁活性，这至少部分与其升高的脑源性神经营养因子水平有关。结果显示，SA治疗增加了神经递质（血清素），降低了促炎细胞因子（IL-6）。由此可见，12.5 mg/kg剂量下SA具有显著的抗抑郁作用。SA可能靶向减缓或预防抑郁症和潜在的其他神经退行性疾病的神经变性和神经炎症。

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引用次数: 0

Instructional framing and task ambiguity in motivated learning: A quantum-inspired experimental study on goal superposition and task engagement 动机学习中的教学框架与任务歧义：目标叠加与任务参与的量子启发实验研究

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-12-03 DOI: 10.1016/j.lmot.2025.102224

Huijun Li

This study investigates the combined effects of instructional framing (intrinsic mastery vs. extrinsic performance) and task ambiguity (low vs. high) on EFL learners' motivation, task value, and decision-making, addressing an underexplored gap in non-Western, high-stakes contexts. Drawing on Expectancy-Value Theory and quantum cognition's goal superposition, where conflicting aims (e.g., deep comprehension vs. exam success) coexist until framing resolves them, intrinsic approaches recast ambiguity as productive struggle to elevate engagement. Ninety-two intermediate Chinese EFL learners participated in a 2 × 2 factorial experiment, randomly assigned to one of four conditions over eight weeks. Mixed methods included pre/post questionnaires (task value, cognitive engagement), behavioral logs (decision latency, switching), diaries, and interviews. ANOVA revealed strong main effects of intrinsic framing on task value and engagement (η² > .70), moderated by ambiguity: high levels enhanced outcomes under intrinsic framing but triggered conflict and disengagement under extrinsic. Thematic analysis confirmed goal superposition as internal tensions, with intrinsic learners employing self-reflective strategies and extrinsic ones favoring external validation. Results advocate intrinsic mastery framing to harness ambiguity for EFL motivation, equipping educators with tools to foster autonomy, mitigate grade reliance, and promote resilient learning in exam-driven environments.

本研究探讨了教学框架（内在掌握vs外在表现）和任务模糊性（低vs高）对英语学习者动机、任务价值和决策的综合影响，解决了非西方高风险环境中未被充分探索的差距。利用期望价值理论和量子认知的目标叠加，其中冲突的目标（例如，深度理解与考试成功）共存，直到框架解决它们，内在方法将模糊性重新塑造为提高参与度的富有成效的斗争。92名中级中国英语学习者参加了一项2 × 2因子实验，在八周的时间里被随机分配到四种情况中的一种。混合方法包括前后问卷调查（任务价值、认知参与）、行为日志（决策延迟、转换）、日记和访谈。方差分析显示，内在框架对任务价值和敬业度有很强的主要影响（η²> .70），由模糊性调节：高水平的内在框架提高了结果，但在外在框架下引发了冲突和离职。主题分析证实了目标叠加是一种内部张力，内在学习者采用自我反思策略，外在学习者倾向于外部验证。研究结果主张内在掌握框架来利用英语动机的模糊性，为教育者提供工具来培养自主性，减轻对成绩的依赖，并在考试驱动的环境中促进弹性学习。

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引用次数: 0

Comparison of the impact of cooperative teaching (Jigsaw) method and lecture/teacher-based teaching method on buoyancy, self-efficacy, and help-seeking of English language learners 合作教学（拼图）法与授课/教师授课法对英语学习者的浮力、自我效能感和寻求帮助的影响比较

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-29 DOI: 10.1016/j.lmot.2025.102225

Xiaobing Fu , Shahrooz Sabbaghi , Siros Izadpanah

Teaching methods play a crucial role in shaping learners’ motivation, resilience, and academic performance; however, limited evidence exists regarding their comparative effects on academic buoyancy, self-efficacy, and help-seeking among EFL learners. Against this backdrop, this study compared the cooperative teaching (Jigsaw) method with the lecture/teacher-based method among 360 English language learners in Zanjan, Iran, who used the Top-Notch Fundamental textbook. The instruments utilized in the research included the Martin and Marsh Questionnaire, the Ryan and Pintrich Questionnaire, and the Morris Questionnaire. The statistical analyses included repeated measures ANOVA for examining differences between groups, the Kolmogorov-Smirnov test for evaluating data normality, and Levene's test for assessing variance homogeneity. Participants were divided into two groups: An experimental group using the Jigsaw method and a control group following a lecture-based method. The study was conducted over 12 sessions, focusing on key English language skills: reading, writing, listening, and speaking. The results indicated notable significant improvements in the experimental group in academic buoyancy, self-efficacy, and help-seeking behaviors. These results suggest that cooperative learning strategies, such as the Jigsaw method, can significantly enhance EFL learners' academic buoyancy, self-efficacy, and help-seeking behaviors.

教学方法在塑造学习者的学习动机、适应能力和学习成绩方面起着至关重要的作用；然而，关于它们在英语学习者的学业浮力、自我效能感和寻求帮助方面的比较影响，证据有限。在此背景下，本研究以伊朗赞詹360名使用Top-Notch basic教材的英语学习者为研究对象，比较了合作教学（Jigsaw）法与授课/教师授课法。研究中使用的工具包括Martin and Marsh问卷、Ryan and Pintrich问卷和Morris问卷。统计分析包括检验组间差异的重复测量方差分析，评估数据正态性的Kolmogorov-Smirnov检验，以及评估方差齐性的Levene检验。参与者被分为两组：实验组采用拼图法，对照组采用讲座法。这项研究进行了12次，重点关注关键的英语语言技能：阅读、写作、听力和口语。结果表明，实验组在学业浮力、自我效能和求助行为方面有显著改善。研究结果表明，以拼图教学法为代表的合作学习策略可以显著提高英语学习者的学习浮力、自我效能感和求助行为。

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引用次数: 0

Navigating open-ended STEM challenges under uncertainty: A mixed-method experimental study on grit, delay of gratification, and emotion regulation in problem-based learning 在不确定性下导航开放式STEM挑战：基于问题的学习中毅力、延迟满足和情绪调节的混合方法实验研究

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-26 DOI: 10.1016/j.lmot.2025.102223

Weijie Liu, Zhaoxia Lian

In a time marked by unpredictability and intricate challenges, equipping learners with the skills to endure, manage their emotions, and practice delayed gratification is essential. This mixed-method experimental study investigated the impact of open-ended science, technology, engineering, and mathematics (STEM) challenges under conditions of uncertainty on the grit, delay of gratification, and emotion regulation of Chinese EFL learners, all within a problem-based learning (PBL) framework. A total of 72 students aged 18–24 from China were randomly assigned to either an experimental group (EG) or a control group (CG), with both groups receiving instruction on the same STEM themes and integrated language skills over a period of four weeks. The EG tackled ill-structured, open-ended STEM tasks characterized by delayed feedback and significant uncertainty, whereas the CG focused on well-structured, closed-ended problems that were accompanied by immediate feedback. Validated instruments were utilized to collect quantitative data and open-ended survey was used to gather the qualitative data. The findings indicated that there were no notable differences observed during the pretest phase. Nevertheless, the results from the posttest indicated that the EG significantly surpassed the CG across all three variables: grit, emotion regulation, and delay of gratification. The thematic analysis of open-ended survey responses indicated that students in the EG exhibited enhanced motivation, emotional resilience, strategic collaboration, and cognitive engagement. In contrast, students in the CG reported a preference for structured instruction, yet demonstrated reduced levels of autonomy and collaboration. These findings highlight the importance of uncertainty-driven STEM education in enhancing learners' socio-emotional skills and self-regulation within problem-solving scenarios.

在一个充满不可预测性和复杂挑战的时代，让学习者掌握忍受、管理情绪和练习延迟满足的技能是至关重要的。本混合方法实验研究在基于问题的学习（PBL）框架下，调查了不确定条件下开放式科学、技术、工程和数学（STEM）挑战对中国英语学习者毅力、满足延迟和情绪调节的影响。来自中国的72名18-24岁的学生被随机分配到实验组（EG）或对照组（CG），两组在四周的时间里接受相同的STEM主题和综合语言技能的指导。EG解决结构不良、开放式的STEM任务，其特点是反馈延迟和显著的不确定性，而CG专注于结构良好、封闭式的问题，并伴有即时反馈。定量资料采用验证仪器收集，定性资料采用开放式问卷调查。结果表明，在测试前阶段没有观察到显着差异。然而，后测的结果表明，EG在毅力、情绪调节和延迟满足这三个变量上都明显超过了CG。开放式调查问卷的主题分析表明，EG中的学生表现出了更强的动机、情绪弹性、战略协作和认知参与。相比之下，CG组的学生报告了对结构化教学的偏好，但表现出了较低的自主和协作水平。这些发现强调了不确定性驱动的STEM教育在提高学习者的社会情感技能和在解决问题的情况下的自我调节方面的重要性。

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引用次数: 0

Exploring the occurrence processes and behavioural patterns of socially shared regulation during online collaborative L2 探讨在线协作第二语言中社会共享调节的发生过程和行为模式

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-25 DOI: 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.

在线协作学习对于培养学生的第二语言写作能力和表现越来越被认可。研究人员已经确定了社会共享学习调节（SSRL）在维持有效的在线协作中的关键作用。然而，SSRL的周期性和动态性为构建可靠的分析框架提出了实质性的方法论挑战，并且将SSRL与群体结果联系起来的行为模式仍未得到充分探索。本定性案例研究的目的是通过研究中国大学背景下的SSRL过程及其与第二语言写作结果的关系来解决这些差距。参与研究的大学生（N = 13）被分成三组，每组合作进行四项活动。我们对包含86,000个汉字对话和相应的12个写作结果的12个协作活动的分析表明，在线协作L2学习中的SSRL编码方案分为三个阶段：规划、规范和评估。研究发现，学生在高分活动中表现出更频繁和多样化的SSRL模式。这些发现为协作学习模式提供了理论启示，并为设计技术增强的第二语言写作教学提供了实践指导。

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引用次数: 0

Linking emotional intelligence and AI-enhanced learning to goal-setting behavior: A cognitive load theory framework 将情绪智力和人工智能增强的学习与目标设定行为联系起来：认知负荷理论框架

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-21 DOI: 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.

本研究反映了以往关于技术介导的语言学习的研究，重点关注人工智能（AI）使用、认知负荷、情绪调节、目标设定行为和英语作为外语（EFL）情境下的满意度之间的相互关系。共有549名高等教育的英语学习者自愿参与了这项研究，他们回答了关于人工智能工具使用、感知认知负荷、情绪调节策略、目标设定行为和总体满意度的有效问卷。使用SPSS（第27版）进行描述性和相关性统计，使用AMOS（第24版）进行结构方程建模。结果表明，人工智能的使用对学习者的目标设定行为和满意度有积极的影响，认知负荷和情绪调节在这种影响中起中介和调节作用。更具体地说，那些有效管理认知负荷并使用适应性情绪调节策略的学习者表现出更清晰的目标，更大的学习承诺和对学习过程的更高满意度。这些发现通过关注技术、认知和情感在语言学习中的相互作用，为社会认知理论和认知负荷理论做出了贡献，并为如何设计和实施人工智能增强的英语学习环境提供了有价值的视角。

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引用次数: 0

Visual working memory in basketball players: The impact of auditory distraction and visual distraction 篮球运动员视觉工作记忆：听觉分心与视觉分心的影响

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-19 DOI: 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.

本研究考察了半优秀和初级篮球运动员在维持和心理旋转任务中视觉工作记忆的差异，并考察了听觉和视觉干扰的影响。使用两种任务类型来评估绩效，以准确性和反应时间作为依赖度量。虽然在基线任务表现上没有观察到组间的显著差异，但组内分析显示，两组在维持任务上的表现都比在心理旋转任务上的表现更准确。干扰的引入导致两组人的表现都下降。半精英选手对这些干扰表现出更强的适应能力，与新手相比，他们的表现下降得不那么严重。然而，他们更容易受到视觉干扰而不是听觉干扰的影响。这一发现强调了在半精英篮球运动员的训练和比赛中减轻视觉干扰的影响的必要性。

引用次数: 0

Male? Female? Neutral! Using novel polyhedral figures as gender-neutral stimuli in a mental-rotation test 男性吗?母的呢?中性!在心理旋转测试中使用新多面体作为性别中立刺激

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 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.

本研究使用新颖的、性别中立的多面体刺激来研究心理旋转表现的性别差异。与广泛使用的立方体图形（通常被认为是男性刻板印象）相反，这些刺激是专门设计的，在结构上类似，但不太熟悉，因此不那么具有性别刻板印象。我们假设这种中性刺激可能会减少性别差异，并且通过考虑男女参与者之间的经验差异，控制童年游戏行为可能会提高解释的准确性。共122名受试者（女性83名，男性39名，M = 25.95岁，SD = 9.26）完成了心理旋转测试和自评量表。此外，他们还评估了多面体的定型性质，并回答了一份评估儿童性别角色行为的问卷。参与者证实，新的多面体图形不会引起性别联系，支持他们适合于减少偏见的心理旋转测试。尽管有相反的预期，但心理旋转的准确性在性别之间存在显著差异，而反应时间则没有。为了更好地理解观察到的差异，我们进行了回归分析。这些结果表明，性别对准确性的影响是由童年玩耍行为介导的。虽然这种影响在整个样本中都存在，但相关分析表明，它主要是由女性参与者驱动的。此外，女性的性别角色行为与更快的反应时间和更差的准确性有关，这可能反映了任务投入和动机因素的差异。总的来说，结果支持这样的解释，即心理旋转准确性的性别差异反映的是经验因素，而不是固有的认知因素。本研究通过引入替代刺激集，并强调在解释心理旋转表现的差异时，需要考虑可能随刺激材料的选择而变化的发展和动机影响，从而有助于心理旋转研究。

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