Pub Date : 2025-02-01DOI: 10.1016/j.lmot.2024.102078
Wenxin Wang , Yuan Wu
In an age characterized by swift technological progress, the shift to online education significantly impacts language acquisition, especially for learners of English as a foreign language (EFL). In online environments, motivation and psychological well-being are essential elements of successful learning where conventional support systems are frequently lacking. Utilizing path analysis, this research aims to illuminate the impact of three critical variables, autonomy, resilience, and engagement, on the motivation and psychological well-being of 187 EFL students who participate in online instruction at language institutions in China. The results indicated that resilience and autonomy positively impact the motivation and psychological well-being of students in the remote learning context, as determined by Structural Equation Modeling and Confirmatory Factor Analysis using Partial Least Squares. Additionally, the relationships between these factors were found to be mediated by online engagement, which serves as a critical link between student characteristics and desirable learning outcomes. The results offer valuable insights for language educators and program designers, emphasizing the significance of promoting resilience, autonomy, and engaging online pedagogies to support EFL learners' motivation and psychological health in the face of the unique demands of remote instruction.
{"title":"EFL learner motivation and psychological well-being in online instruction: To spy the traces of resilience, autonomy, and engagement via path analysis","authors":"Wenxin Wang , Yuan Wu","doi":"10.1016/j.lmot.2024.102078","DOIUrl":"10.1016/j.lmot.2024.102078","url":null,"abstract":"<div><div>In an age characterized by swift technological progress, the shift to online education significantly impacts language acquisition, especially for learners of English as a foreign language (EFL). In online environments, motivation and psychological well-being are essential elements of successful learning where conventional support systems are frequently lacking. Utilizing path analysis, this research aims to illuminate the impact of three critical variables, autonomy, resilience, and engagement, on the motivation and psychological well-being of 187 EFL students who participate in online instruction at language institutions in China. The results indicated that resilience and autonomy positively impact the motivation and psychological well-being of students in the remote learning context, as determined by Structural Equation Modeling and Confirmatory Factor Analysis using Partial Least Squares. Additionally, the relationships between these factors were found to be mediated by online engagement, which serves as a critical link between student characteristics and desirable learning outcomes. The results offer valuable insights for language educators and program designers, emphasizing the significance of promoting resilience, autonomy, and engaging online pedagogies to support EFL learners' motivation and psychological health in the face of the unique demands of remote instruction.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"89 ","pages":"Article 102078"},"PeriodicalIF":1.7,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143150806","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102071
Wentao Liu, Lehua Zhang, Yonghong Zeng
Academic engagement is crucial for effective English-as-a-foreign-language (EFL) learning in classrooms. Previous research has linked learners’ engagement to their perceptions of teacher confirmation. However, little is known about the specific mechanisms through which teacher confirmation impacts academic engagement. Drawing on Self-Determination Theory (SDT), our study aimed to explore how students’ perceptions of teacher confirmation, satisfaction of basic psychological needs, and academic engagement interact in EFL classes at Chinese colleges. We gathered data from 642 Chinese college EFL students who completed validated scales, analyzing the data using Structural Equation Modeling (SEM) with Amos 24 software. Our findings indicate that teacher confirmation did not directly influence academic engagement. However, it did enhance satisfaction of students’ three basic psychological needs. Among these needs, autonomy and competence did not directly affect academic engagement, whereas relatedness did. Furthermore, teacher confirmation did not significantly affect academic engagement through autonomy or competence as mediators; instead, it operated through relatedness. This study also discusses the theoretical implications of these results and suggests directions for future research.
{"title":"Exploring the mediating role of basic psychological needs in the relationship between teacher confirmation and students’ academic engagement in EFL classes: A self-determination perspective","authors":"Wentao Liu, Lehua Zhang, Yonghong Zeng","doi":"10.1016/j.lmot.2024.102071","DOIUrl":"10.1016/j.lmot.2024.102071","url":null,"abstract":"<div><div>Academic engagement is crucial for effective English-as-a-foreign-language (EFL) learning in classrooms. Previous research has linked learners’ engagement to their perceptions of teacher confirmation. However, little is known about the specific mechanisms through which teacher confirmation impacts academic engagement. Drawing on Self-Determination Theory (SDT), our study aimed to explore how students’ perceptions of teacher confirmation, satisfaction of basic psychological needs, and academic engagement interact in EFL classes at Chinese colleges. We gathered data from 642 Chinese college EFL students who completed validated scales, analyzing the data using Structural Equation Modeling (SEM) with Amos 24 software. Our findings indicate that teacher confirmation did not directly influence academic engagement. However, it did enhance satisfaction of students’ three basic psychological needs. Among these needs, autonomy and competence did not directly affect academic engagement, whereas relatedness did. Furthermore, teacher confirmation did not significantly affect academic engagement through autonomy or competence as mediators; instead, it operated through relatedness. This study also discusses the theoretical implications of these results and suggests directions for future research.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102071"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704023","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102064
Özlem Okumuş , Mesut Öztürk
Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.
{"title":"Metacognitive training for algebra teaching to high school students: An action research study","authors":"Özlem Okumuş , Mesut Öztürk","doi":"10.1016/j.lmot.2024.102064","DOIUrl":"10.1016/j.lmot.2024.102064","url":null,"abstract":"<div><div>Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. <em>Mathematics mobilization</em> is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102064"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142571257","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102068
Patrick N. Beymer, Julie A. Weast-Knapp
Situated expectancy-value theory is one of the most prominent theories for examining students’ motivational beliefs, suggesting that both students’ expectancy beliefs and task values are antecedents of important academic outcomes. Further, interactions between expectancy beliefs and task values often exist and suggest critical theoretical considerations. In this study, we examined how the interaction between students’ baseline expectancy beliefs and task values (utility, attainment, interest, and cost) predicts weekly motivational beliefs in an introductory statistics course for psychology majors in the United States (N = 145) using an intensive longitudinal design. Using multilevel modeling, we found interaction effects of expectancy beliefs x attainment value on weekly competence and cost, expectancy beliefs x anticipated cost on weekly value, expectancy beliefs x interest value on weekly cost. Results suggested that having high baseline value, or low cost, may be unable to buffer against low expectancy beliefs. Theoretical and practical implications are discussed.
情境期望-价值理论是研究学生动机信念的最著名理论之一，该理论认为学生的期望信念和任务价值都是重要学习成绩的前因。此外，期望信念和任务价值之间往往存在相互作用，这也提出了重要的理论思考。在本研究中，我们采用密集纵向设计，考察了在美国心理学专业的统计学入门课程中，学生的基线期望信念和任务价值（效用、成就、兴趣和成本）之间的相互作用如何预测每周的动机信念（N = 145）。通过多层次建模，我们发现了期望信念 x 成就价值对每周能力和成本的交互效应、期望信念 x 预期成本对每周价值的交互效应、期望信念 x 兴趣价值对每周成本的交互效应。结果表明，高基线值或低成本可能无法缓冲低预期信念的影响。本文讨论了其理论和实践意义。
{"title":"Examining interactions between baseline expectancy beliefs and task values on weekly motivation in an introductory statistics course","authors":"Patrick N. Beymer, Julie A. Weast-Knapp","doi":"10.1016/j.lmot.2024.102068","DOIUrl":"10.1016/j.lmot.2024.102068","url":null,"abstract":"<div><div>Situated expectancy-value theory is one of the most prominent theories for examining students’ motivational beliefs, suggesting that both students’ expectancy beliefs and task values are antecedents of important academic outcomes. Further, interactions between expectancy beliefs and task values often exist and suggest critical theoretical considerations. In this study, we examined how the interaction between students’ baseline expectancy beliefs and task values (utility, attainment, interest, and cost) predicts weekly motivational beliefs in an introductory statistics course for psychology majors in the United States (<em>N</em> = 145) using an intensive longitudinal design. Using multilevel modeling, we found interaction effects of expectancy beliefs x attainment value on weekly competence and cost, expectancy beliefs x anticipated cost on weekly value, expectancy beliefs x interest value on weekly cost. Results suggested that having high baseline value, or low cost, may be unable to buffer against low expectancy beliefs. Theoretical and practical implications are discussed.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102068"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704024","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102069
Hannu Pesonen , Sointu Leikas , Lauri Malmi
Autonomy continuum hypothesis in self-determination theory (SDT) has received convincing support in correlational studies. Further, autonomous motivation types have typically been discovered to be positively related to academic performance. On the other hand, research shows that the relationship between controlled types of motivation and academic performance varies and is not always negative. One explanation for that variation is ‘area-specificity’. Therefore, investigating the different motivation types in previously unexamined fields of study in SDT research has been called out. In this paper, we report on our research on during-the-course-motivation in a semester-long introductory programming course. Due to the cumulative nature of the topic, learning programming is known to be inherently challenging. Programming courses often employ abundant skill practising under tight deadlines. The course in this research offers students automated feedback on their programming assignments, to help them identify possible gaps in their skills. However, in previous SDT research, both deadlines and feedback have been found to carry risks for intrinsic motivation. We examined the continuum hypothesis through correlation and person-centered analysis, which has been used considerably less than variable-centered studies in SDT research. Our results indicate that latent profiles with autonomous types of motivation were much more common than ones with controlled motivation types. However, both students with profiles high on autonomous and ones high on controlled (and low on autonomous) motivations succeeded well on the course. Hence, our study supports previous evidence: controlled motivation or low intrinsic motivation need not be detrimental for academic performance.
{"title":"You can learn well regardless of your motivation type – Evidence from a virtual learning environment","authors":"Hannu Pesonen , Sointu Leikas , Lauri Malmi","doi":"10.1016/j.lmot.2024.102069","DOIUrl":"10.1016/j.lmot.2024.102069","url":null,"abstract":"<div><div>Autonomy continuum hypothesis in self-determination theory (SDT) has received convincing support in correlational studies. Further, autonomous motivation types have typically been discovered to be positively related to academic performance. On the other hand, research shows that the relationship between controlled types of motivation and academic performance varies and is not always negative. One explanation for that variation is ‘area-specificity’. Therefore, investigating the different motivation types in previously unexamined fields of study in SDT research has been called out. In this paper, we report on our research on during-the-course-motivation in a semester-long introductory programming course. Due to the cumulative nature of the topic, learning programming is known to be inherently challenging. Programming courses often employ abundant skill practising under tight deadlines. The course in this research offers students automated feedback on their programming assignments, to help them identify possible gaps in their skills. However, in previous SDT research, both deadlines and feedback have been found to carry risks for intrinsic motivation. We examined the continuum hypothesis through correlation and person-centered analysis, which has been used considerably less than variable-centered studies in SDT research. Our results indicate that latent profiles with autonomous types of motivation were much more common than ones with controlled motivation types. However, both students with profiles high on autonomous and ones high on controlled (and low on autonomous) motivations succeeded well on the course. Hence, our study supports previous evidence: controlled motivation or low intrinsic motivation need not be detrimental for academic performance.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102069"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704022","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102062
Tianxia Luo , Ali Derakhshan
Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (N = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.
{"title":"Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective","authors":"Tianxia Luo , Ali Derakhshan","doi":"10.1016/j.lmot.2024.102062","DOIUrl":"10.1016/j.lmot.2024.102062","url":null,"abstract":"<div><div>Research corroborates that classroom atmosphere and the quality of relationships between teachers and learners play a major role in second/foreign language (L2) learning. However, their contribution to learning outcomes has been overlooked. To fill this gap, the present study drew on attachment theory (AT) and self-determination theory (SDT) to assess the interplay between classroom climate, teacher-student relationships, and learning outcomes from the perspective of Chinese EFL students. Moreover, it explored the predictive role of classroom climate and teacher-student relationship in Chinese EFL students’ perceived learning outcomes. To do so, three questionnaires were distributed among a large sample of EFL students (<em>N</em> = 413) in China. Afterward, AMOS software, structural equation modeling (SEM), and confirmatory factor analysis (CFA) were performed to analyze the data. The results showed a strong and significant correlation among perceived learning outcomes, teacher-student relationship, and classroom climate. Regression analysis also revealed that both teacher-student relationship (β =.211, p =.000) and classroom climate (β =.434, p =.000) were significant predictors of EFL learners’ perceived learning outcomes. They could jointly predict 39.8 % of the variance in perceived learning outcomes. The results provide a new understanding of the contributions of learning environment and classroom interactions to students’ learning.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102062"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552718","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102061
Sadahiko Nakajima, Kenji Okuda
Wheel running endows aversion to a paired flavor in laboratory rats, reflecting a form of Pavlovian conditioning, where the contingency between the flavor and running is crucial for the development of flavor aversion. This study investigates the impact of additional wheel running (extra running) opportunities on the development of flavor aversion based on the contingent flavor-running training. All rats had access to a target solution, followed by the opportunity to run on 5 out of 10 training days. The three groups of rats differed in treatment on the remaining 5 days: Unsignaled rats ran after consuming familiar tap water, while signaled rats ran after ingesting a solution of another flavor (a cover cue), and control rats drank tap water without running. The post-training choice test revealed that the unsignaled rats exhibited a weaker aversion for the target flavor compared to the control rats, indicating an attenuating effect of the extra running on running-based conditioned flavor aversion. This "degraded contingency effect" remained unchanged when the running was signaled by another flavor cue: the target flavor preference of the signaled rats was equivalent to that of the unsignaled rats. The failure to obtain any effect of the second flavor on the target aversion suggests that the degraded contingency effect demonstrated here is better explained by either habituation or the comparator mechanism, rather than cue competition.
{"title":"Degraded contingency effect on running-based flavor aversion in rats: Testing the associative cue-competition account with flavors of minimal similarity","authors":"Sadahiko Nakajima, Kenji Okuda","doi":"10.1016/j.lmot.2024.102061","DOIUrl":"10.1016/j.lmot.2024.102061","url":null,"abstract":"<div><div>Wheel running endows aversion to a paired flavor in laboratory rats, reflecting a form of Pavlovian conditioning, where the contingency between the flavor and running is crucial for the development of flavor aversion. This study investigates the impact of additional wheel running (extra running) opportunities on the development of flavor aversion based on the contingent flavor-running training. All rats had access to a target solution, followed by the opportunity to run on 5 out of 10 training days. The three groups of rats differed in treatment on the remaining 5 days: Unsignaled rats ran after consuming familiar tap water, while signaled rats ran after ingesting a solution of another flavor (a cover cue), and control rats drank tap water without running. The post-training choice test revealed that the unsignaled rats exhibited a weaker aversion for the target flavor compared to the control rats, indicating an attenuating effect of the extra running on running-based conditioned flavor aversion. This \"degraded contingency effect\" remained unchanged when the running was signaled by another flavor cue: the target flavor preference of the signaled rats was equivalent to that of the unsignaled rats. The failure to obtain any effect of the second flavor on the target aversion suggests that the degraded contingency effect demonstrated here is better explained by either habituation or the comparator mechanism, rather than cue competition.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102061"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552717","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102067
Sabine Schweder, Diana Raufelder
This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement.
{"title":"Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies","authors":"Sabine Schweder, Diana Raufelder","doi":"10.1016/j.lmot.2024.102067","DOIUrl":"10.1016/j.lmot.2024.102067","url":null,"abstract":"<div><div>This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102067"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657373","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102065
Hao Chen , Yafeng Xu , Defang Wang , Xia Zhang , Jun Ma , Sanyi Tang
Background
During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.
Methods
The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.
Results
The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.
Conclusion
This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.
{"title":"The mediating role of self-efficacy between high school students’ perceived teacher support and mathematics feedback literacy","authors":"Hao Chen , Yafeng Xu , Defang Wang , Xia Zhang , Jun Ma , Sanyi Tang","doi":"10.1016/j.lmot.2024.102065","DOIUrl":"10.1016/j.lmot.2024.102065","url":null,"abstract":"<div><h3>Background</h3><div>During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.</div></div><div><h3>Methods</h3><div>The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.</div></div><div><h3>Results</h3><div>The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.</div></div><div><h3>Conclusion</h3><div>This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102065"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560759","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 : 2024-11-01DOI: 10.1016/j.lmot.2024.102066
Tomotaka Orihara , Takayuki Tanno
In shaping the long inter-response time (IRT), the effect of combining a fixed consecutive number (FCN) procedure with a discrete-trial percentile schedule was examined. In each trial, pigeons were required to peck at least once at the IRT start key and then at the IRT end key. Reinforcers were presented according to the percentile schedule based on the time interval between two pecks (IRT) or the cumulative number of pecks to the IRT start key before pecking the IRT end key. Successful shaping was observed when the FCN procedure was combined with a percentile schedule. The procedure developed in this study provides an ideal baseline performance for studying response shaping with IRTs.
{"title":"Shaping inter-response time and run length using a discrete-trial percentile schedule combined with a fixed consecutive number procedure","authors":"Tomotaka Orihara , Takayuki Tanno","doi":"10.1016/j.lmot.2024.102066","DOIUrl":"10.1016/j.lmot.2024.102066","url":null,"abstract":"<div><div>In shaping the long inter-response time (IRT), the effect of combining a fixed consecutive number (FCN) procedure with a discrete-trial percentile schedule was examined. In each trial, pigeons were required to peck at least once at the IRT start key and then at the IRT end key. Reinforcers were presented according to the percentile schedule based on the time interval between two pecks (IRT) or the cumulative number of pecks to the IRT start key before pecking the IRT end key. Successful shaping was observed when the FCN procedure was combined with a percentile schedule. The procedure developed in this study provides an ideal baseline performance for studying response shaping with IRTs.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"88 ","pages":"Article 102066"},"PeriodicalIF":1.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142657374","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}
扫码关注我们
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号