Pub Date : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub Date: 2025-11-29DOI: 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。
{"title":"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","authors":"Xiaobing Fu , Shahrooz Sabbaghi , Siros Izadpanah","doi":"10.1016/j.lmot.2025.102225","DOIUrl":"10.1016/j.lmot.2025.102225","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102225"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616295","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 : 2026-02-01Epub 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":"2026-02-01","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 : 2026-02-01Epub Date: 2026-01-13DOI: 10.1016/j.lmot.2026.102243
Tianyuan Zhu, Songchu Liu
One of the issues that has attracted considerable attention in the field of educational psychology in recent years is the manner in which intolerance of uncertainty (IU) and tolerance of ambiguity (TA) shape student motivation within digital learning environments. IU, understood as a dispositional aversion to the stress prompted by uncertainty, and TA, characterized as a cognitive-affective trait that facilitates the acceptance of ambiguous situations, reveal conceptual overlaps in their processing of uncertain or ambiguous stimuli, as demonstrated by moderate correlations between them. In this systematic review, IU and TA are examined as complementary predictors of motivational dynamics, with IU often heightening vulnerability to declines in motivation and TA appearing to promote resilience and adaptability in such contexts. While related investigations have addressed aspects of resilience in language learning, the role of self-regulated learning technologies, and anxiety within digital courses, few systematic reviews have sought to synthesize the specific contributions of IU and TA to motivation in online learning. This review addresses that gap through an analysis of 18 empirical studies spanning the period from 2003 to 2025, drawn from databases including Web of Science, Scopus, ProQuest, ScienceDirect, and Google Scholar, and selected according to PRISMA guidelines. Criteria for inclusion encompassed an empirical focus on IU or TA in relation to motivation within online or blended learning settings, publication in English, and the exclusion of non-empirical works or those confined solely to face-to-face instruction. A thematic synthesis of these studies identifies six key dimensions that influence the nexus between IU/TA and motivation: (1) psychological well-being, (2) academic adjustment, (3) engagement and persistence, (4) instructional design, (5) technological affordances, and (6) socio-emotional moderators such as self-efficacy and empathy. The findings indicate that elevated levels of IU are associated with diminished motivation, satisfaction, and persistence, frequently mediated by factors like stress or anxiety, with moderate negative effect sizes observed across investigations involving more than 5000 participants, predominantly university students from varied regions including Turkey, China, and the USA. In contrast, higher TA seems connected to improved engagement, adaptability, and achievement, reflecting moderate positive effects as reported in the literature.
近年来，在教育心理学领域引起相当大关注的问题之一是，在数字学习环境中，不确定性不容忍（IU）和模糊性容忍（TA）如何塑造学生的动机。IU被理解为对不确定性引发的压力的性格厌恶，而TA则被描述为一种有助于接受模棱两可情况的认知情感特质，它们在处理不确定或模棱两可刺激时揭示了概念上的重叠，两者之间存在适度的相关性。在这篇系统综述中，IU和TA作为动机动力学的互补预测因子进行了研究，IU通常会增加对动机下降的脆弱性，而TA似乎会促进这种情况下的恢复力和适应性。虽然相关调查已经涉及语言学习的弹性、自我调节学习技术的作用以及数字课程中的焦虑等方面，但很少有系统的综述试图综合IU和TA对在线学习动机的具体贡献。本文通过对2003年至2025年期间的18项实证研究的分析，解决了这一差距，这些研究来自Web of Science、Scopus、ProQuest、ScienceDirect和谷歌Scholar等数据库，并根据PRISMA指南进行了选择。纳入标准包括对在线或混合学习环境中与动机相关的IU或TA的实证关注，以英语出版，以及排除非实证作品或仅局限于面对面教学的作品。这些研究的主题综合确定了影响IU/TA与动机之间关系的六个关键维度：(1)心理健康，(2)学术适应，(3)参与和坚持，(4)教学设计，(5)技术支持，以及(6)社会情感调节因子，如自我效能感和同理心。研究结果表明，IU水平升高与动机、满意度和持久性降低有关，通常由压力或焦虑等因素介导，在涉及5000多名参与者的调查中观察到适度的负面效应，主要是来自土耳其、中国和美国等不同地区的大学生。相比之下，较高的TA似乎与提高参与度、适应性和成就有关，反映了文献中报道的适度的积极影响。
{"title":"Intolerance of uncertainty and tolerance of ambiguity as distinct yet related predictors of student motivation in online learning: A systematic review","authors":"Tianyuan Zhu, Songchu Liu","doi":"10.1016/j.lmot.2026.102243","DOIUrl":"10.1016/j.lmot.2026.102243","url":null,"abstract":"<div><div>One of the issues that has attracted considerable attention in the field of educational psychology in recent years is the manner in which intolerance of uncertainty (IU) and tolerance of ambiguity (TA) shape student motivation within digital learning environments. IU, understood as a dispositional aversion to the stress prompted by uncertainty, and TA, characterized as a cognitive-affective trait that facilitates the acceptance of ambiguous situations, reveal conceptual overlaps in their processing of uncertain or ambiguous stimuli, as demonstrated by moderate correlations between them. In this systematic review, IU and TA are examined as complementary predictors of motivational dynamics, with IU often heightening vulnerability to declines in motivation and TA appearing to promote resilience and adaptability in such contexts. While related investigations have addressed aspects of resilience in language learning, the role of self-regulated learning technologies, and anxiety within digital courses, few systematic reviews have sought to synthesize the specific contributions of IU and TA to motivation in online learning. This review addresses that gap through an analysis of 18 empirical studies spanning the period from 2003 to 2025, drawn from databases including Web of Science, Scopus, ProQuest, ScienceDirect, and Google Scholar, and selected according to PRISMA guidelines. Criteria for inclusion encompassed an empirical focus on IU or TA in relation to motivation within online or blended learning settings, publication in English, and the exclusion of non-empirical works or those confined solely to face-to-face instruction. A thematic synthesis of these studies identifies six key dimensions that influence the nexus between IU/TA and motivation: (1) psychological well-being, (2) academic adjustment, (3) engagement and persistence, (4) instructional design, (5) technological affordances, and (6) socio-emotional moderators such as self-efficacy and empathy. The findings indicate that elevated levels of IU are associated with diminished motivation, satisfaction, and persistence, frequently mediated by factors like stress or anxiety, with moderate negative effect sizes observed across investigations involving more than 5000 participants, predominantly university students from varied regions including Turkey, China, and the USA. In contrast, higher TA seems connected to improved engagement, adaptability, and achievement, reflecting moderate positive effects as reported in the literature.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102243"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977026","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 : 2026-02-01Epub Date: 2026-01-29DOI: 10.1016/j.lmot.2026.102250
Esra Deniz , Seher Sevim , Oğuzhan Sevim , Merve Suroğlu Sofu , Bahri Gür
Motivation in second language learning is increasingly understood as a dynamic, context-sensitive process shaped by uncertainty, such as unpredictable communicative demands and shifting sociocultural expectations. Using this uncertainty-informed perspective as an interpretive framework (rather than a directly measured construct), this study examines learners of Turkish as a foreign or second language across three motivational dimensions – instrumental, intrinsic, and cultural – and explores how motivational patterns vary by learner and learning conditions. We used an explanatory sequential mixed-methods design. Quantitative data were collected from 307 international students using a 22-item, five-point Likert scale and analyzed in SPSS 28; qualitative insights were drawn from open-ended responses and analyzed in MAXQDA 2022 to contextualize statistical patterns. Female learners reported higher overall motivation than males, with the most pronounced differences in instrumental motivation. Motivation also varied by proficiency level: intermediate learners (B1–B2) demonstrated higher motivation than advanced learners, particularly at C1, indicating stage-sensitive differences in motivational intensity across proficiency levels. Qualitative findings supported these results, showing that opportunities to communicate in Turkish and social or pedagogical support (from teachers and peers) sustain motivation, while limited practice and contextual barriers undermine it. Overall, motivation for learning Turkish appears multidimensional and dynamically shaped by how learners interpret and manage uncertainty in their learning environments, highlighting the need for balanced individual, social, and pedagogical support.
{"title":"Dynamic motivation under uncertainty in learning Turkish as a foreign language: A mixed-methods perspective","authors":"Esra Deniz , Seher Sevim , Oğuzhan Sevim , Merve Suroğlu Sofu , Bahri Gür","doi":"10.1016/j.lmot.2026.102250","DOIUrl":"10.1016/j.lmot.2026.102250","url":null,"abstract":"<div><div>Motivation in second language learning is increasingly understood as a dynamic, context-sensitive process shaped by uncertainty, such as unpredictable communicative demands and shifting sociocultural expectations. Using this uncertainty-informed perspective as an interpretive framework (rather than a directly measured construct), this study examines learners of Turkish as a foreign or second language across three motivational dimensions – instrumental, intrinsic, and cultural – and explores how motivational patterns vary by learner and learning conditions. We used an explanatory sequential mixed-methods design. Quantitative data were collected from 307 international students using a 22-item, five-point Likert scale and analyzed in SPSS 28; qualitative insights were drawn from open-ended responses and analyzed in MAXQDA 2022 to contextualize statistical patterns. Female learners reported higher overall motivation than males, with the most pronounced differences in instrumental motivation. Motivation also varied by proficiency level: intermediate learners (B1–B2) demonstrated higher motivation than advanced learners, particularly at C1, indicating stage-sensitive differences in motivational intensity across proficiency levels. Qualitative findings supported these results, showing that opportunities to communicate in Turkish and social or pedagogical support (from teachers and peers) sustain motivation, while limited practice and contextual barriers undermine it. Overall, motivation for learning Turkish appears multidimensional and dynamically shaped by how learners interpret and manage uncertainty in their learning environments, highlighting the need for balanced individual, social, and pedagogical support.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102250"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076836","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 : 2026-02-01Epub Date: 2025-11-26DOI: 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.
{"title":"Navigating open-ended STEM challenges under uncertainty: A mixed-method experimental study on grit, delay of gratification, and emotion regulation in problem-based learning","authors":"Weijie Liu, Zhaoxia Lian","doi":"10.1016/j.lmot.2025.102223","DOIUrl":"10.1016/j.lmot.2025.102223","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102223"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145616297","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 : 2026-02-01Epub Date: 2026-01-27DOI: 10.1016/j.lmot.2026.102246
Qiuhong Zhang
The present study set out to examine how ambiguous learning tasks shape learners’ motivation, flow experience, and psychological well-being in an online English as a foreign language (EFL) project-based learning context. Using a quasi-experimental pretest-posttest design, 133 Chinese undergraduate EFL learners participated in an 11-week online project-based intervention and were assigned to an ambiguous task condition (n = 67) or a structured task condition (n = 66), with motivation, flow, and psychological well-being assessed through validated questionnaire instruments administered before and after the intervention. The results showed improvement in both groups from pretest to posttest; however, learners in the ambiguous task condition demonstrated significantly larger gains in motivation, flow experience, and psychological well-being than those in the structured task condition. Taken together, these findings suggest that EFL instructors and instructional designers can enhance learners’ engagement and well-being by incorporating calibrated ambiguity and strategically timed feedback within online project-based speaking modules.
{"title":"Navigating ambiguous learning tasks through flow theory and behaviorist reinforcement: Effects on motivation, flow experience, and psychological well-being","authors":"Qiuhong Zhang","doi":"10.1016/j.lmot.2026.102246","DOIUrl":"10.1016/j.lmot.2026.102246","url":null,"abstract":"<div><div>The present study set out to examine how ambiguous learning tasks shape learners’ motivation, flow experience, and psychological well-being in an online English as a foreign language (EFL) project-based learning context. Using a quasi-experimental pretest-posttest design, 133 Chinese undergraduate EFL learners participated in an 11-week online project-based intervention and were assigned to an ambiguous task condition (n = 67) or a structured task condition (n = 66), with motivation, flow, and psychological well-being assessed through validated questionnaire instruments administered before and after the intervention. The results showed improvement in both groups from pretest to posttest; however, learners in the ambiguous task condition demonstrated significantly larger gains in motivation, flow experience, and psychological well-being than those in the structured task condition. Taken together, these findings suggest that EFL instructors and instructional designers can enhance learners’ engagement and well-being by incorporating calibrated ambiguity and strategically timed feedback within online project-based speaking modules.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102246"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146076778","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 : 2026-02-01Epub Date: 2025-12-03DOI: 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.
{"title":"Instructional framing and task ambiguity in motivated learning: A quantum-inspired experimental study on goal superposition and task engagement","authors":"Huijun Li","doi":"10.1016/j.lmot.2025.102224","DOIUrl":"10.1016/j.lmot.2025.102224","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102224"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684638","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 : 2026-02-01Epub Date: 2025-12-11DOI: 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.
{"title":"A social cognitive perspective on the relationship between intolerance of uncertainty and academic self-efficacy among EFL high school students","authors":"Liwei Long , Huiying Long","doi":"10.1016/j.lmot.2025.102237","DOIUrl":"10.1016/j.lmot.2025.102237","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102237"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737470","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 : 2026-02-01Epub Date: 2026-01-19DOI: 10.1016/j.lmot.2026.102244
Min Li , Zhesen Chu
Emotion regulation (ER) is currently acknowledged as an important issue in both fields of Positive Psychology (PP) and Second Language Acquisition (SLA). Although, the specifically influence of altruistic teaching, i.e. teaching others without expecting anything in return, on student’s regulation of emotions has yet to be studied. One hundred and forty-one Chinese EFL learners participated in this study which utilized a sequential explanatory comparative group pre-test-post-test design involving both an experimental group and a control group. Only the experimental group used altruistic teaching by tutoring peers in essay writing; the control group only collaborated on writing but did not provide peer tutoring. Data collection included the Emotion Regulation Questionnaire (ERQ), reflective frames, and semi-structured interviews. Using independent sample t-tests and repeated measures ANOVA, it was found that participants in the experimental condition significantly improved in their ability to regulate emotions in terms of cognitive reappraisal, and expressive suppression. Qualitative analyses yielded five themes: pleasure, self-worth, connection, commitment, and progress. The results show that altruistic teaching is significantly conducive to the emotional control of EFL learners through developing emotional as well as social development. The findings of this research study are meaningful in relation to theory and pedagogy, providing implications of the ways in which EFL/ESL classrooms that incorporate principles of PP, such as altruistic forms of teaching, could also benefit the emotional development of students as well as inform teaching practice, training and policy.
{"title":"Study on the impact of altruism on the emotions of second language english learner from the perspective of positive psychology","authors":"Min Li , Zhesen Chu","doi":"10.1016/j.lmot.2026.102244","DOIUrl":"10.1016/j.lmot.2026.102244","url":null,"abstract":"<div><div>Emotion regulation (ER) is currently acknowledged as an important issue in both fields of Positive Psychology (PP) and Second Language Acquisition (SLA). Although, the specifically influence of altruistic teaching, i.e. teaching others without expecting anything in return, on student’s regulation of emotions has yet to be studied. One hundred and forty-one Chinese EFL learners participated in this study which utilized a sequential explanatory comparative group pre-test-post-test design involving both an experimental group and a control group. Only the experimental group used altruistic teaching by tutoring peers in essay writing; the control group only collaborated on writing but did not provide peer tutoring. Data collection included the Emotion Regulation Questionnaire (ERQ), reflective frames, and semi-structured interviews. Using independent sample t-tests and repeated measures ANOVA, it was found that participants in the experimental condition significantly improved in their ability to regulate emotions in terms of cognitive reappraisal, and expressive suppression. Qualitative analyses yielded five themes: pleasure, self-worth, connection, commitment, and progress. The results show that altruistic teaching is significantly conducive to the emotional control of EFL learners through developing emotional as well as social development. The findings of this research study are meaningful in relation to theory and pedagogy, providing implications of the ways in which EFL/ESL classrooms that incorporate principles of PP, such as altruistic forms of teaching, could also benefit the emotional development of students as well as inform teaching practice, training and policy.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"93 ","pages":"Article 102244"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022481","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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