Pub Date : 2024-10-16DOI: 10.1016/j.lmot.2024.102059
Bingxin Qi , Lin Ma , Xuantong Wang
This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.
{"title":"Using meta-analytic path analysis to examine mechanisms relating students’ perceived feedback, motivation, self-efficacy, and academic performance","authors":"Bingxin Qi , Lin Ma , Xuantong Wang","doi":"10.1016/j.lmot.2024.102059","DOIUrl":"10.1016/j.lmot.2024.102059","url":null,"abstract":"<div><div>This study investigates the complex relationships between students’ perceived feedback from formative assessments, self-efficacy, learning motivation, and academic performance in the context of self-regulated learning in the formal educational setting. While previous research has explored these factors individually, their combined impact and interrelationships remain unclear. This research aims to fill this gap by examining how feedback mechanisms influence students' self-efficacy and learning motivation, and how these factors collectively affect academic performance. This study employs a comprehensive meta-analysis and structural equation modeling with path models to reassess the impacts of these influential factors on academic achievement. Specifically, it aims to 1. examine the directional effects of perceived feedback on self-efficacy; 2. investigate the role of self-efficacy in mediating the relationship between feedback and learning motivation; and 3. assess the direct and indirect effects of feedback, self-efficacy, and learning motivation on academic performance. Data is collected from various educational contexts to ensure a broad representation of learners' experiences. The analysis also evaluates the viability of mean imputation for handling missing values in two-stage structural equation modeling. The findings show that feedback from formative assessments strongly predict academic success as it has both direct and indirect effects on performance. Self-efficacy and learning motivation also play a key role in explaining differences in academic outcomes. This study offers a clearer understanding of how feedback, self-efficacy, and motivation work together to influence academic results. These insights can help improve educational practices by guiding better strategies to optimize students' learning experiences and outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102059"},"PeriodicalIF":1.7,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440962","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 : 2024-10-15DOI: 10.1016/j.lmot.2024.102054
Julian C. Velasquez , Carlos J. Flores , L. Rebeca Mateos , Carlos J. de Anda , Camilo Hurtado-Parrado
Resurgence is the recurrence of previously extinguished behavior due to the worsening of current alternative conditions (Lattal et al., 2017). While some studies have suggested that expanded-operant treatments might reduce resurgence, inconsistent findings warrant further investigation. Mixed results could be explained by attending to the type of training, the similarities of response topography, or the rate of alternative reinforcement. We aimed to explore the effect of different trainings of multiple alternative responses on resurgence when all responses had a different topography. Following reinforcement of the target response (i.e., chain-pull), four groups of rats were exposed to different training procedures. For Single group, only one alternative behavior was reinforced (i.e., lever-press). For the Between-Conditions group, two alternative behaviors (i.e., lever-press and key-push) were reinforced, each one across separate conditions. For the Within-Session groups, two alternating alternative responses were reinforced each session with a rich or lean programmed rate of reinforcement. Once alternative reinforcement was removed, the Single group exhibited resurgence, while neither expanded-operant treatments groups showed resurgence. The results shed light on the effects of expanded-operant treatments as an approach to modulate resurgence. These findings might have implications in clinical settings for the design of successful behavioral interventions for the promotion of durable outcomes despite treatment challenges.
{"title":"“More is better”: Training multiple alternatives reduces resurgence","authors":"Julian C. Velasquez , Carlos J. Flores , L. Rebeca Mateos , Carlos J. de Anda , Camilo Hurtado-Parrado","doi":"10.1016/j.lmot.2024.102054","DOIUrl":"10.1016/j.lmot.2024.102054","url":null,"abstract":"<div><div>Resurgence is the recurrence of previously extinguished behavior due to the worsening of current alternative conditions (Lattal et al., 2017). While some studies have suggested that expanded-operant treatments might reduce resurgence, inconsistent findings warrant further investigation. Mixed results could be explained by attending to the type of training, the similarities of response topography, or the rate of alternative reinforcement. We aimed to explore the effect of different trainings of multiple alternative responses on resurgence when all responses had a different topography. Following reinforcement of the target response (i.e., chain-pull), four groups of rats were exposed to different training procedures. For Single group, only one alternative behavior was reinforced (i.e., lever-press). For the Between-Conditions group, two alternative behaviors (i.e., lever-press and key-push) were reinforced, each one across separate conditions. For the Within-Session groups, two alternating alternative responses were reinforced each session with a rich or lean programmed rate of reinforcement. Once alternative reinforcement was removed, the Single group exhibited resurgence, while neither expanded-operant treatments groups showed resurgence. The results shed light on the effects of expanded-operant treatments as an approach to modulate resurgence. These findings might have implications in clinical settings for the design of successful behavioral interventions for the promotion of durable outcomes despite treatment challenges.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102054"},"PeriodicalIF":1.7,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142440960","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 : 2024-10-14DOI: 10.1016/j.lmot.2024.102058
Clara Simón de Blas , Karina Rojas , Ana E. García Sipols , Sonia Hernández Alonso , María Eugenia Castellanos , Javier Cano , Claudia Córdoba
Anxiety and stress disorders are increasingly common, especially among undergraduate students, significantly affecting their family, social, and academic lives. The isolation from restrictive measures during the COVID-19 pandemic in Spain has further exacerbated mental health issues. The disruption of in-person teaching has also impacted traditional learning and evaluation processes, increasing stress and anxiety levels in students. Based on this background, this study aims to analyze the incidence of these disorders among undergraduates and their relationship with various academic, demographic, and family factors, considering the influence of COVID-19. Our results were obtained from a survey conducted among first- and second-year URJC students who are enrolled in an experimental degree program. The statistical analysis provides guidelines for positive interventions to increase student motivation, which further leads to academic success. Results show that women exhibit higher levels of stress and a greater prevalence of anxiety compared to men. The study highlights the influence of specific factors on anxiety levels among students, proposing direct lines of action that enhance positive feelings concerning academic tasks.
{"title":"Evaluation of stress and anxiety levels on science and engineering undergraduate students in spain when facing written assessments guides for positive interventions","authors":"Clara Simón de Blas , Karina Rojas , Ana E. García Sipols , Sonia Hernández Alonso , María Eugenia Castellanos , Javier Cano , Claudia Córdoba","doi":"10.1016/j.lmot.2024.102058","DOIUrl":"10.1016/j.lmot.2024.102058","url":null,"abstract":"<div><div>Anxiety and stress disorders are increasingly common, especially among undergraduate students, significantly affecting their family, social, and academic lives. The isolation from restrictive measures during the COVID-19 pandemic in Spain has further exacerbated mental health issues. The disruption of in-person teaching has also impacted traditional learning and evaluation processes, increasing stress and anxiety levels in students. Based on this background, this study aims to analyze the incidence of these disorders among undergraduates and their relationship with various academic, demographic, and family factors, considering the influence of COVID-19. Our results were obtained from a survey conducted among first- and second-year URJC students who are enrolled in an experimental degree program. The statistical analysis provides guidelines for positive interventions to increase student motivation, which further leads to academic success. Results show that women exhibit higher levels of stress and a greater prevalence of anxiety compared to men. The study highlights the influence of specific factors on anxiety levels among students, proposing direct lines of action that enhance positive feelings concerning academic tasks.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102058"},"PeriodicalIF":1.7,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-05DOI: 10.1016/j.lmot.2024.102055
Siyi Wang , Ziwen Pan , Yongliang Wang
Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.
{"title":"A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective","authors":"Siyi Wang , Ziwen Pan , Yongliang Wang","doi":"10.1016/j.lmot.2024.102055","DOIUrl":"10.1016/j.lmot.2024.102055","url":null,"abstract":"<div><div>Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102055"},"PeriodicalIF":1.7,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142427257","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 : 2024-10-01DOI: 10.1016/j.lmot.2024.102053
Erik Arntzen , Vanessa Ayres-Pereira , David W. Dickins
A method was devised to determine whether participants could discern stimulus equivalence (SE) relations between stimuli without prior training, but simply via visual inspection of an array of premise pairs. On each of a series of slides nine circles containing different colours were paired together in boxes in different ways on each slide to embody three 3-member equivalence classes. Below this “study” array of boxes were two “choice” boxes, with two colours derived from the same equivalence class in one, and colours from two different classes in the other. Participants were instructed to choose the box in which the colours were seemingly combined “according to the pairs above”. Then on a final “sort” slide they were asked, in relation to its array, to allocate the nine colours into groups of their own choosing. Twenty-two undergraduate students, some naïve and some with some prior experience of standard equivalence experiments, participated in this experiment. Participants 1–11, in addition to trials in which the within-class choice was a symmetric or transitive pair, were given extra “baseline” trials with a simple copy of one of the array pairs in the within-class choice box. Such “baseline” trials were omitted for the remaining participants. On the choice trials about half of the participants systematically selected the within-class alternatives. There was some indication that prior experience made this more likely, whereas inclusion of “baseline” trials seemingly had a negative effect. Participants who systematically selected the within-class alternatives mostly also sorted the colours into the appropriate three equivalence groups. Some methodological refinements and extensions of this “plain sight” procedure are proposed, and the analytical potential of comparing performance on these with that on standard MTS procedures is discussed.
{"title":"Discerning equivalence relations from displayed but not previously learned stimulus pairs","authors":"Erik Arntzen , Vanessa Ayres-Pereira , David W. Dickins","doi":"10.1016/j.lmot.2024.102053","DOIUrl":"10.1016/j.lmot.2024.102053","url":null,"abstract":"<div><div>A method was devised to determine whether participants could discern stimulus equivalence (SE) relations between stimuli without prior training, but simply via visual inspection of an array of premise pairs. On each of a series of slides nine circles containing different colours were paired together in boxes in different ways on each slide to embody three 3-member equivalence classes. Below this “study” array of boxes were two “choice” boxes, with two colours derived from the same equivalence class in one, and colours from two different classes in the other. Participants were instructed to choose the box in which the colours were seemingly combined “according to the pairs above”. Then on a final “sort” slide they were asked, in relation to its array, to allocate the nine colours into groups of their own choosing. Twenty-two undergraduate students, some naïve and some with some prior experience of standard equivalence experiments, participated in this experiment. Participants 1–11, in addition to trials in which the within-class choice was a symmetric or transitive pair, were given extra “baseline” trials with a simple copy of one of the array pairs in the within-class choice box. Such “baseline” trials were omitted for the remaining participants. On the choice trials about half of the participants systematically selected the within-class alternatives. There was some indication that prior experience made this more likely, whereas inclusion of “baseline” trials seemingly had a negative effect. Participants who systematically selected the within-class alternatives mostly also sorted the colours into the appropriate three equivalence groups. Some methodological refinements and extensions of this “plain sight” procedure are proposed, and the analytical potential of comparing performance on these with that on standard MTS procedures is discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102053"},"PeriodicalIF":1.7,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142427259","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 : 2024-09-21DOI: 10.1016/j.lmot.2024.102052
Zhipeng Zhang , Xuesong (Andy) Gao
This study investigates the dynamic connection between two emotional constructs, enjoyment and group-level emotion regulation (co- and socially-shared regulation), during one 21-week semester of online collaborative English language learning. The study involved 268 Chinese undergraduate English-major students who completed a series of English writing tasks in 88 online groups of three or four members. During their online collaboration, participants were invited to complete the enjoyment scale and the emotion regulation scale at three separate times at seven-week intervals. When analyzing the data, a latent growth curve (LGC) modeling approach was employed to examine the intercepts and slopes of participants’ scaled responses to questions regarding enjoyment, co-regulation, and socially-shared regulation and to analyze the covariance between them. The findings reveal that participants’ levels of enjoyment and group-level emotion regulation were generally high at the initial stage of their online collaboration and continued to increase toward the end of the semester. Furthermore, an increase in the level of their enjoyment was significantly and positively associated with an increase in the levels of both their co- and socially-shared regulation, with the relationship with socially-shared regulation during online collaborative learning being stronger. These findings will enable language teachers to develop strategies for supporting language learners’ emotion regulation in online contexts.
{"title":"A longitudinal study of enjoyment and group-level emotion regulation in online collaborative English language learning","authors":"Zhipeng Zhang , Xuesong (Andy) Gao","doi":"10.1016/j.lmot.2024.102052","DOIUrl":"10.1016/j.lmot.2024.102052","url":null,"abstract":"<div><div>This study investigates the dynamic connection between two emotional constructs, enjoyment and group-level emotion regulation (co- and socially-shared regulation), during one 21-week semester of online collaborative English language learning. The study involved 268 Chinese undergraduate English-major students who completed a series of English writing tasks in 88 online groups of three or four members. During their online collaboration, participants were invited to complete the enjoyment scale and the emotion regulation scale at three separate times at seven-week intervals. When analyzing the data, a latent growth curve (LGC) modeling approach was employed to examine the intercepts and slopes of participants’ scaled responses to questions regarding enjoyment, co-regulation, and socially-shared regulation and to analyze the covariance between them. The findings reveal that participants’ levels of enjoyment and group-level emotion regulation were generally high at the initial stage of their online collaboration and continued to increase toward the end of the semester. Furthermore, an increase in the level of their enjoyment was significantly and positively associated with an increase in the levels of both their co- and socially-shared regulation, with the relationship with socially-shared regulation during online collaborative learning being stronger. These findings will enable language teachers to develop strategies for supporting language learners’ emotion regulation in online contexts.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102052"},"PeriodicalIF":1.7,"publicationDate":"2024-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0023969024000948/pdfft?md5=7079610fe6e2ca20f5d12750f724b425&pid=1-s2.0-S0023969024000948-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142312630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Some research with human participants has shown that the choice of a smaller-sooner reinforcer (SS) over a larger-later reinforcer (LL) is more frequent in aversive than non-aversive contexts (e.g., presence versus absence of response-independent intense noise). Although there is evidence that this effect could be reproduced in rats (e.g., response-independent noise disrupts rats’ performance on schedules of reinforcement), no explicit attempt has been reported to date. The present study tested the generality of the disruptive effect of aversive contexts in rats’ impulsive choice. To emulate the procedures implemented with humans, response-independent (Random-Time 60 s) mild-intensity footshocks (.25 mA) were incorporated into a systematic replication of Green and Estle’s (2003) task designed to study preference reversal phenomena (i.e., SS preference changes to LL with the addition of delays before both the SS and LL alternatives). In doing so, we explored the effects of an aversive context on preference reversal, which also have not been reported to date. Male Wistar rats (16) were exposed to three different conditions; eight of them experienced shocks throughout the study. During an initial delay configuration condition (SS = 2 pellets after 0.5-s; LL = 4 pellets after 6 s), responding of non-shocked rats showed an increase from indifference (∼ 50 % LL) towards preference for the LL option (∼ 75 % or higher LL responses), whereas responding of shocked rats did not deviate from indifference. Next, delays were added to the LL reinforcer until SS preference was individually established (+6 s, +9 s, +15 s, etc.). The behavior of non-shocked rats seemed more affected by the added delays, e.g., they reached SS preference with less added delays. Preference-reversal conditions consisted of adding 5-s, 15-s, and 25-s delays to both SS and LL alternatives. Shocked rats showed a more robust and consistent preference reversal effect than non-shocked rats. Research on manipulations that reduce impulsive choice suggests that similar processes could explain the disruptive effects of aversive contexts and the effects of interventions; namely, aversiveness of delays and discrimination of contingent relations between temporally distant events. The results of the present study are discussed in that framework, focusing on covariations between rats’ choice patterns across the different delay configurations and the distribution of shocks pre- and post- reinforcement delivery.
{"title":"Choice “under pressure”: Impulsive behavior and preference reversal of rats exposed to response-independent shocks","authors":"Camilo Hurtado-Parrado , Alejandro Segura , Julián Cifuentes","doi":"10.1016/j.lmot.2024.102048","DOIUrl":"10.1016/j.lmot.2024.102048","url":null,"abstract":"<div><p>Some research with human participants has shown that the choice of a smaller-sooner reinforcer (SS) over a larger-later reinforcer (LL) is more frequent in aversive than non-aversive contexts (e.g., presence versus absence of response-independent intense noise). Although there is evidence that this effect could be reproduced in rats (e.g., response-independent noise disrupts rats’ performance on schedules of reinforcement), no explicit attempt has been reported to date. The present study tested the generality of the disruptive effect of aversive contexts in rats’ impulsive choice. To emulate the procedures implemented with humans, response-independent (Random-Time 60 s) mild-intensity footshocks (.25 mA) were incorporated into a systematic replication of Green and Estle’s (2003) task designed to study preference reversal phenomena (i.e., SS preference changes to LL with the addition of delays before both the SS and LL alternatives). In doing so, we explored the effects of an aversive context on preference reversal, which also have not been reported to date. Male Wistar rats (16) were exposed to three different conditions; eight of them experienced shocks throughout the study. During an initial delay configuration condition (SS = 2 pellets after 0.5-s; LL = 4 pellets after 6 s), responding of non-shocked rats showed an increase from indifference (∼ 50 % LL) towards preference for the LL option (∼ 75 % or higher LL responses), whereas responding of shocked rats did not deviate from indifference. Next, delays were added to the LL reinforcer until SS preference was individually established (+6 s, +9 s, +15 s, etc.). The behavior of non-shocked rats seemed more affected by the added delays, e.g., they reached SS preference with less added delays. Preference-reversal conditions consisted of adding 5-s, 15-s, and 25-s delays to both SS and LL alternatives. Shocked rats showed a more robust and consistent preference reversal effect than non-shocked rats. Research on manipulations that reduce impulsive choice suggests that similar processes could explain the disruptive effects of aversive contexts and the effects of interventions; namely, aversiveness of delays and discrimination of contingent relations between temporally distant events. The results of the present study are discussed in that framework, focusing on covariations between rats’ choice patterns across the different delay configurations and the distribution of shocks pre- and post- reinforcement delivery.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102048"},"PeriodicalIF":1.7,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142241914","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 : 2024-09-12DOI: 10.1016/j.lmot.2024.102049
Daisuke Saeki , Tetsuo Yamaguchi
This study examined the effects of stimulus continuity and response requirements on pigeon choices between post-reinforcer delays (from 2 s to 8 s) using concurrent-chains schedules with FR 1 schedules arranged for the choice phase. In Experiment 1, using seven pigeons, the effect of stimulus continuity, the presentation of the same stimulus (background color of the computer screen) during the post-reinforcer delay period as in the pre-reinforcer delay period, was examined. In Experiment 2, the effect of stimulus continuity was examined under the conditions where a response was required (FR 1) to initiate the post-reinforcer delay using eight pigeons. The experimental results indicated that when the same stimulus as in the pre-reinforcer delay was presented continuously during the post-reinforcer delay and a response was required to start the post-reinforcer delay, the subjects showed relatively high sensitivity to differences between post-reinforcer delays. The implications of the results are discussed from a new perspective for the analysis of self-control choices.
{"title":"Choice between post-reinforcer delays in pigeons: Effects of stimulus continuity and response requirement","authors":"Daisuke Saeki , Tetsuo Yamaguchi","doi":"10.1016/j.lmot.2024.102049","DOIUrl":"10.1016/j.lmot.2024.102049","url":null,"abstract":"<div><p>This study examined the effects of stimulus continuity and response requirements on pigeon choices between post-reinforcer delays (from 2 s to 8 s) using concurrent-chains schedules with FR 1 schedules arranged for the choice phase. In Experiment 1, using seven pigeons, the effect of stimulus continuity, the presentation of the same stimulus (background color of the computer screen) during the post-reinforcer delay period as in the pre-reinforcer delay period, was examined. In Experiment 2, the effect of stimulus continuity was examined under the conditions where a response was required (FR 1) to initiate the post-reinforcer delay using eight pigeons. The experimental results indicated that when the same stimulus as in the pre-reinforcer delay was presented continuously during the post-reinforcer delay and a response was required to start the post-reinforcer delay, the subjects showed relatively high sensitivity to differences between post-reinforcer delays. The implications of the results are discussed from a new perspective for the analysis of self-control choices.</p></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102049"},"PeriodicalIF":1.7,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172689","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 : 2024-09-11DOI: 10.1016/j.lmot.2024.102046
Zhao Qianyi , Liang Zhiqiang
As the main force of higher education, ensuring the learning status and quality of college students is undoubtedly an important task in the education industry. Analyzing their learning motivation can provide a good understanding of their learning status. Especially in the new educational environment supported by multimedia technology, efficient and convenient learning channels can eliminate students' concerns about educational facilities and instead strengthen the analysis of learning motivation in other aspects. As part of our comprehensive study of learning motivation, we draw on established learning theories, such as reinforcement theory, associative learning, and self-determination theory. Applying such learning theories encourages positive reinforcement, establishes constructive relationships with learning, and nurtures competence and autonomy. This article believed that using machine learning models to predict students' grades or behaviours and analyze their learning motivation is a good approach. Moreover, this article also tested the prediction accuracy by setting different improved random forest model runs, and concluded that the more runs, the higher the accuracy. Especially when the runs reached 100, the accuracy reached 99.98 %.
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Pub Date : 2024-09-10DOI: 10.1016/j.lmot.2024.102040
Can Zhao, JianTong Yu
<div><h3>Purpose</h3><p>This paper aims to fully understand the relationship between students' classroom emotions and teachers' behaviors in the teaching environment, provide personalized teaching support, stimulate teachers' motivation, and enhance the emotional connection between teachers and students. This paper designs a teacher's ability model based on emotion-behavior relevance theory and artificial intelligence (AI) technology.</p></div><div><h3>Methods</h3><p>Firstly, this paper expounds on the integration of emotion-behavior relevance theory, AI, and teacher's ability model under the background of ideological and political education. Subsequently, the artificial neural network (ANN) model is deeply analyzed in relation to the development of psychology and AI technology. Guided by the theory of emotion-behavior relevance, an ANN model is used to optimize the classroom emotion recognition module in the teacher's ability model. The accuracy of the optimized teacher's ability model in recognizing attention and resistance is verified by experiments. The relationship between the teacher's classroom emotions, students' classroom behavior, and the teacher's teaching ability is analyzed.</p></div><div><h3>Results</h3><p>The experimental results show that the optimized model can effectively identify students' classroom emotions, and the accuracy of identifying attention and resistance reaches 93.6 % and 92 %, respectively, significantly exceeding the traditional model. For other emotions, the accuracy of the experimental group ranges from 80.6 % to 87.9 %, while that of the control group is only 61.1 %. The optimized model shows a better effect on the emotional recognition of multiple students. This proves the effectiveness of the proposed optimization model. In addition, by analyzing teachers' emotions in real classroom videos, people can observe that teachers' psychological emotions and behaviors change with the changes in students' classroom emotions. Under the students' positive emotions, teachers scored high in psychological emotions, behaviors, and teaching achievements, with the lowest scores of 87, 80, and 85, respectively. Under students' negative emotions, teachers' related scores are low, with the highest scores of 40, 40, and 42. This highlights the critical influence of the emotional attitude and values of the main characters on teachers' teaching ability in the classroom environment from the psychological perspective.</p></div><div><h3>Conclusion</h3><p>Students' positive emotions, such as concentration and devotion, will arouse teachers' satisfaction and happiness, motivate them to teach more diligently, and improve the teaching effect. On the contrary, students' negative emotions, such as resistance and doubt, may cause teachers to feel depressed and discouraged. This proves the importance and effectiveness of integrating the emotion-behavior relevance theory into teaching. Students' emotions impact teachers' psychological emotions
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