Learning and Motivation最新文献_第4页

Neurobiological insights into PTSD: Impacts on spatial memory and neural circuits PTSD的神经生物学研究：对空间记忆和神经回路的影响

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102213

Yan Shi , Yiming Sun , Xiang Li , Chenchen Lu , Xuanyi Zhao , Zipeng Chen , Dongbo Liu

This study aimed to explore the implications of post-traumatic stress disorder (PTSD) on the action potential patterns and properties of neurons in the basolateral amygdala complex (BLA) and the ventral hippocampus (vHPC) among mice. The intent was to demystify the mechanisms driving the plasticity of neural networks within the BLA and vHPC, as well as the alterations in spatial contextual memory attributable to PTSD. A PTSD animal model was developed using the conventional foot shock (FS) paradigm. The investigation initially scrutinized spatial cognition and memory aptitudes through the Morris Water Maze (MWM) and later shed light on fluctuations in action potential encoding capacities of glutamatergic and GABAergic neurons within the BLA and vHPC, leveraging the patch clamp technique. The results unequivocally demonstrated that PTSD's core features - such as a surge in freezing percentages among mice - were both stable and enduring. PTSD discernibly extended the acquisition latency of mice, curtailed the duration required to locate the platform in the primary quadrant, and prolonged the time to identify the platform in the contralateral quadrant. The overall excitability and function of the BLA diminished, while that of the vHPC augmented. These discoveries propose that PTSD can obstruct the consolidation process of spatial contextual memory and impact the collective excitability of the BLA and vHPC. The properties of neurons within distinct brain sectors, in tandem with the disarray in the coordination mechanism between them, might be contributing to the compromised spatial contextual memory abilities seen with PTSD.

本研究旨在探讨创伤后应激障碍（PTSD）对小鼠基底外侧杏仁核复合体（BLA）和腹侧海马（vHPC）神经元动作电位模式和特性的影响。目的是揭开神经网络在BLA和vHPC中可塑性的驱动机制，以及创伤后应激障碍导致的空间情境记忆的改变。采用常规足部冲击（FS）模式建立创伤后应激障碍动物模型。该研究最初通过Morris水迷宫（MWM）考察了空间认知和记忆能力，后来利用膜片钳技术揭示了BLA和vHPC中谷氨酸能和gaba能神经元动作电位编码能力的波动。结果明确表明，创伤后应激障碍的核心特征——比如老鼠中冻结率的激增——既稳定又持久。PTSD明显延长了小鼠的获取潜伏期，缩短了定位主象限平台所需的时间，延长了识别对侧象限平台所需的时间。BLA的整体兴奋性和功能减弱，而vHPC的兴奋性和功能增强。这些发现表明，创伤后应激障碍可以阻碍空间情境记忆的巩固过程，影响BLA和vHPC的集体兴奋性。不同脑区神经元的特性，以及它们之间协调机制的混乱，可能是PTSD患者空间情境记忆能力受损的原因。

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引用次数: 0

Autonomy and familiarity in AI-mediated collaboration: A self-determination theory perspective on motivational interdependence in EFL learners 人工智能介导的协作中的自主性和熟悉性：英语学习者动机相互依赖的自我决定理论视角

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102219

Feifei Guo , Chaohai Lin , Shamim Akhter

AI-mediated collaborative learning offers significant potential for enhancing student engagement in English as a Foreign Language (EFL) contexts through adaptive scaffolding and real-time feedback, but it also presents challenges such as cognitive overload and diminished social presence. This mixed-methods experimental study, grounded in Self-Determination Theory (SDT), investigates the effects of autonomy support (high versus low) and peer familiarity (familiar versus unfamiliar) on university students’ basic psychological needs satisfaction (BPNS), collaborative motivation (CM), and persistence in AI-mediated collaborative tasks. The study employed a 2 × 2 factorial design with 80 Chinese EFL undergraduate students, who worked in dyads on collaborative writing tasks facilitated by AI platforms. Quantitative analysis revealed significant main and interaction effects of autonomy support and peer familiarity on BPNS, CM, and persistence. The condition combining high autonomy and familiar peers produced the highest levels of psychological need satisfaction and motivation, whereas low autonomy paired with unfamiliar peers resulted in the lowest outcomes. Cluster analysis identified distinct motivational profiles, demonstrating that shared perceptions of autonomy and social rapport interdependently influenced outcomes. Qualitative insights from dyadic interviews and reflective journals further elucidated co-regulated motivation and interpersonal dynamics, reinforcing the concept of motivational interdependence. These findings suggest that educators should prioritize pairing students with familiar peers and designing AI scaffolds that promote autonomy to optimize motivation and engagement in digital collaborative tasks, providing actionable strategies for enhancing AI-mediated learning environments. The results highlight the critical interplay of autonomy and relatedness in fostering effective collaborative processes in EFL education.

通过自适应脚手架和实时反馈，人工智能介导的协作学习为提高学生在英语作为外语（EFL）环境中的参与度提供了巨大的潜力，但它也带来了认知超载和社交存在减少等挑战。本研究以自我决定理论（SDT）为基础，研究了自主支持（高与低）和同伴熟悉度（熟悉与不熟悉）对大学生基本心理需求满意度（BPNS）、协作动机（CM）和人工智能介导的协作任务持久性的影响。该研究采用了2 × 2因子设计，对80名中国英语本科生进行了研究，他们在人工智能平台的帮助下完成了协作写作任务。定量分析显示自主支持和同伴熟悉度对BPNS、CM和持久性有显著的主作用和交互作用。高自主性与熟悉同伴相结合的情境产生了最高水平的心理需求满足和动机，而低自主性与不熟悉同伴相结合的情境产生了最低水平的心理需求满足和动机。聚类分析确定了不同的动机概况，表明自主和社会关系的共同看法相互依赖地影响结果。来自二元访谈和反思性期刊的定性见解进一步阐明了共同调节的动机和人际动力学，强化了动机相互依赖的概念。这些发现表明，教育工作者应优先考虑将学生与熟悉的同龄人配对，并设计促进自主性的人工智能支架，以优化数字协作任务的动机和参与度，为增强人工智能介导的学习环境提供可操作的策略。研究结果强调了自主性和关联性在促进英语教学中有效协作过程中的重要相互作用。

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引用次数: 0

Bidirectionality of the within-compound association in flavor-aversion conditioning 憎味条件作用中复合内联想的双向性

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102220

Vivian I. Schmidt, Matthew R. Mueller, Elana Mitchell, Samantha Boritzki, Emma Quail, W. Robert Batsell Jr.

In four experiments with rats, we investigated the nature of the within-compound association that forms between taste and odor cues (CSs A and X) during compound flavor-aversion conditioning. Specifically, we investigated its bidirectionality, seeking evidence of both A → X and X → A associations. After AX+ conditioning (Experiments 1a and 1b), extinguishing one cue consistently weakened the aversion to the other. We then examined A+ /AX+ conditioning, where a strong aversion to X (augmentation) indicated an A → X association, and subsequent mediated extinction confirmed the X → A association. When odor was A and taste was X (Experiments 1a and 3), augmentation and mediated extinction were both observed, providing evidence for both associations. Yet, in Experiment 1b, when taste was A and odor was X, only odor augmentation was obtained. Considering relative salience of the cues can affect their interaction in compound, we downgraded the more salient taste in Experiment 2. Using a 60-min CS—US interval to weaken taste preconditioning, extinction of the augmented odor successfully produced mediated extinction of the taste. In Experiment 3, strong odor preconditioning failed to protect it from being weakened by extinction of the associated taste. Together, our results show that taste and odor form a bidirectional within-compound association during both AX+ and A+ /AX+ conditioning. Importantly, the expression of that within-compound association is critically dependent on which cue gains dominant control over behavior—a state determined by both stimulus identity and associative history.

在四个大鼠实验中，我们研究了在复合味觉-厌恶条件作用中味觉和气味线索（CSs A和X）之间形成的复合内关联的性质。具体来说，我们研究了它的双向性，寻找A→X和X→A关联的证据。在AX+ 条件反射后（实验1a和1b），熄灭一个线索会持续减弱对另一个线索的厌恶。然后，我们检查了A+ /AX+ 条件反射，其中对X的强烈厌恶（增强）表明A→X关联，随后介导的灭绝证实了X→A关联。当气味为A，味觉为X时（实验1a和3），都观察到增强和介导的消失，为这两种关联提供了证据。而在实验1b中，当味觉为A，气味为X时，只得到气味增强。考虑到线索的相对显著性会影响它们在复合中的相互作用，我们在实验2中降低了更显著的味道。使用60分钟的CS-US间隔来减弱味觉预处理，增强气味的消失成功地产生了介导的味觉消失。在实验3中，强烈的气味预处理未能保护其不因相关味道的消失而减弱。总之，我们的研究结果表明，味觉和气味在AX+ 和a + /AX+ 调节过程中形成了双向的复合内关联。重要的是，复合关联的表达严重依赖于哪个线索获得对行为的主导控制——这一状态由刺激身份和关联历史共同决定。

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引用次数: 0

Chronic nicotine facilitates sign tracking behavior and FosB/DFosB activity in the nucleus accumbens and the orbitofrontal cortex 慢性尼古丁促进伏隔核和眶额皮质的信号跟踪行为和FosB/DFosB活性

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102218

Estrella L. Campos , Marisol R. Lamprea , Karen P. Barrios , Carlos Novoa , Leonardo A. Ortega

Current research on the initiation and maintenance of nicotine dependence has highlighted the importance of individual differences in learning and motivational processes associated with drug dependence. Nicotine has been shown to have a primary reward role and can also amplify the incentive value of reward-related environmental cues, an effect that may be relevant to the development of tobacco dependence, especially in vulnerable people. Pavlovian autoshaping tasks are a common experimental procedure used to study the effects of drugs on reward incentive value. Interestingly, in such tasks two types of phenotypes tend to emerge: Sign trackers (ST) and goal trackers (GT). Although both acquire a conditioned-unconditioned stimulus (CS-US) association, the conditioned stimulus (CS) acquires incentive salience properties predominantly for ST. Previous research has shown an enhancer effect of nicotine on the incentive value of CS in autoshaping tasks, but none has studied the effect of nicotine in animals classified as ST, a phenotype considered more vulnerable to addiction. The present research evaluates the effects of chronic nicotine administration on Pavlovian autoshaping acquisition performance and the FosB/DFosB expression in the nucleus accumbens and orbitofrontal cortex in ST rats. Results showed that nicotine administration had a facilitatory effect on the acquisition of the sign-tracking response, also increasing FosB/DFosB expression in both selected brain regions, specifically in rats undergoing behavioral training. These findings suggest that nicotine facilitates the attribution of incentive salience to food-associated cues and may cause plastic changes mediated by the FosB/DFosB transcription factor in incentive salience-related areas.

目前关于尼古丁依赖的开始和维持的研究强调了与药物依赖相关的学习和动机过程中的个体差异的重要性。尼古丁已被证明具有主要的奖励作用，也可以放大与奖励相关的环境线索的激励价值，这一效应可能与烟草依赖的发展有关，特别是在弱势群体中。巴甫洛夫自动塑造任务是研究药物对奖励激励价值影响的常用实验程序。有趣的是，在这些任务中往往会出现两种类型的表型：符号追踪者（ST）和目标追踪者（GT）。虽然两者都获得条件-非条件刺激（CS- us）关联，但条件刺激（CS）主要获得ST的激励显著性，先前的研究表明尼古丁对自动成型任务中CS的激励价值有增强作用，但没有研究尼古丁对ST动物的影响，这是一种被认为更容易上瘾的表型。本研究旨在探讨慢性尼古丁对ST大鼠巴甫洛夫自成型习得行为及伏隔核和眶额叶皮层中FosB/DFosB表达的影响。结果表明，尼古丁给药对信号跟踪反应的获得具有促进作用，也增加了FosB/DFosB在两个选定的大脑区域的表达，特别是在接受行为训练的大鼠中。这些发现表明，尼古丁促进了奖励显著性对食物相关线索的归因，并可能导致奖励显著性相关区域中FosB/DFosB转录因子介导的可塑性变化。

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引用次数: 0

Unlocking the power of AI-driven adaptive Chinese learning: Exploring its correlation with student competence, self-regulation, cognitive load, and goal setting through the lens of Achievement Goal Theory 释放人工智能驱动的适应性汉语学习的力量：从成就目标理论的角度探讨其与学生能力、自我调节、认知负荷和目标设定的关系

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102208

Ying Xuan

This study investigates the impact of AI-driven adaptive Chinese learning on key learner outcomes—student competence, self-regulation, cognitive load, and goal-setting behavior—within the framework of Achievement Goal Theory. Despite the increasing use of AI technologies in language education, empirical evidence regarding their effectiveness in promoting cognitive, motivational, and self-regulatory processes among Chinese language learners remains limited. To address this gap, a total of 413 valid responses were collected via a structured bilingual questionnaire from university students enrolled in Chinese language programs across multiple institutions. Data were analyzed using IBM SPSS Statistics (Version 27) and AMOS (Version 24). Initial screening addressed missing data, outliers, and statistical assumptions. Descriptive statistics and internal reliability checks (Cronbach’s α ≥.70) were conducted, followed by Pearson’s correlations to examine bivariate relationships. Structural Equation Modeling (SEM) with maximum likelihood estimation tested a path model in which AI-driven adaptive learning predicted the four target outcomes. Model fit indices indicated acceptable fit (CFI =.931, TLI =.923; RMSEA =.067, SRMR =.054). Results demonstrated that AI-driven adaptive learning significantly enhanced student competence (β =.752, p = .002), self-regulation (β =.823, p = .002), and goal-setting behavior (β =.674, p = .001), while reducing cognitive load (β =.581, p = .001). These findings support the applicability of Achievement Goal Theory in AI-enhanced language learning contexts and highlight the potential of AI technologies to facilitate personalized, effective learning experiences. Practical implications for instructional design, learner engagement strategies, and future research directions are discussed.

本研究在成就目标理论的框架下，探讨人工智能驱动的适应性汉语学习对学生能力、自我调节、认知负荷和目标设定行为的影响。尽管人工智能技术在语言教育中的应用越来越多，但关于人工智能技术在促进汉语学习者认知、动机和自我调节过程中的有效性的实证证据仍然有限。为了解决这一差距，我们通过结构化的双语问卷收集了413份有效回复，这些回复来自多所大学的中文专业学生。数据分析使用IBM SPSS Statistics （Version 27）和AMOS （Version 24）。最初的筛选处理了缺失数据、异常值和统计假设。进行描述性统计和内部信度检验（Cronbach 's α≥0.70），然后进行Pearson相关检验双变量关系。结构方程建模（SEM）与最大似然估计测试了人工智能驱动的自适应学习预测四种目标结果的路径模型。模型拟合指标为可接受拟合（CFI = 0.931, TLI = 0.923; RMSEA = 0.067, SRMR = 0.054）。结果表明，人工智能驱动的适应性学习显著提高了学生的能力（β = 0.752, p = ）。002)，自我调节（β =.823, p = ）。002)，目标设定行为（β =.674, p = ）。0.001)，同时降低认知负荷（β =.581, p = .001）。这些发现支持了成就目标理论在人工智能增强语言学习环境中的适用性，并强调了人工智能技术在促进个性化、有效学习体验方面的潜力。讨论了教学设计、学习者参与策略和未来研究方向的实际意义。

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引用次数: 0

AI-supported English public speaking in the Chinese EFL context: Insights from self-regulated learning and positive psychology 中国英语语境下人工智能支持的英语公开演讲：来自自主学习和积极心理学的见解

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102211

Hui Xun, Changyin Zhou, Yixuan Li, Yukun Wu

Positive affective factors, including enjoyment, engagement and self-efficacy etc., have been established as correlates of enhanced academic performance. While both self-regulated learning (SRL) and artificial intelligence (AI) demonstrate individual merits in promoting cognitive and affective outcomes, their synergistic potential within English public speaking (EPS) remains inadequately investigated. Grounded in SRL theory, this study aims to develop and examine an AI-Supported Self-Regulated EPS (AI-SREPS) model, thereby addressing this gap. A total of 88 first-year undergraduate students participated in the study. Two experimental groups received training based on the AI-SREPS model, while the control group received instruction of equal duration that focused on general introductions to AI tools for English language learning but did not involve the AI-SREPS model. Data were collected at three time points: pre-test, post-test, and a six-week follow-up, including questionnaires and English speech performances. To examine the effects of the AI-SREPS model, a series of statistical analyses were performed on Chinese EFL learners’ speech performance and positive affective factors, including a mixed-design repeated measures ANOVA, a Hierarchical Linear Model (HLM), and Bonferroni-adjusted post hoc comparisons with simple effect analyses. The results indicate that students in the AI-SREPS groups demonstrated significant improvements in speech content and language quality. They also reported higher emotional engagement, personal enjoyment, self-efficacy, and willingness to communicate (WTC). Nonetheless, challenges remained in fostering creativity in speech content, supporting behavioral delivery, and maintaining social support. This study makes contributions through the development of the AI-SREPS model, a longitudinal multi-group design that captures both immediate and sustained outcomes, and a multidimensional analysis cross-validating speech performance with questionnaire data. The results offer important implications for promoting the integrated development of cognitive, emotional, and social dimensions in EPS pedagogy.

积极的情感因素，包括享受、投入和自我效能等，已被确立为提高学习成绩的相关因素。虽然自我调节学习（SRL）和人工智能（AI）在促进认知和情感结果方面都表现出各自的优点，但它们在英语公开演讲（EPS）中的协同潜力仍未得到充分研究。基于SRL理论，本研究旨在开发和检验人工智能支持的自我调节EPS （AI-SREPS）模型，从而解决这一空白。共有88名一年级本科生参与了这项研究。两个实验组接受基于AI- sreps模型的培训，而对照组接受同样时长的指导，重点介绍用于英语语言学习的AI工具，但不涉及AI- sreps模型。在三个时间点收集数据：测试前、测试后和六周的随访，包括问卷调查和英语演讲表现。为了检验AI-SREPS模型的效果，我们对中国英语学习者的语言表现和积极情感因素进行了一系列的统计分析，包括混合设计重复测量方差分析、层次线性模型（HLM）和bonferroni调整后的简单效应分析的事后比较。结果表明，AI-SREPS组的学生在语音内容和语言质量方面表现出显著的改善。他们还报告了更高的情感投入、个人享受、自我效能和沟通意愿（WTC）。然而，在培养演讲内容的创造性、支持行为传递和维持社会支持方面，挑战仍然存在。本研究通过开发AI-SREPS模型做出贡献，该模型是一种纵向多组设计，可捕获即时和持续的结果，并通过问卷数据交叉验证语音表现的多维分析。研究结果对促进EPS教学法中认知、情感和社会维度的整合发展具有重要意义。

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引用次数: 0

Ambiguity in inquiry-based learning: Effects on risk-taking, engagement, and cognitive load in EFL contexts 探究式学习中的歧义：对冒险、参与和认知负荷的影响

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-23 DOI: 10.1016/j.lmot.2025.102205

Yaoyao Li

Inquiry-based learning (IBL) is widely acknowledged for its potential to foster critical thinking and student engagement, yet the specific role of structured ambiguity within IBL remains underexplored, particularly in shaping learners’ exploratory risk-taking, multidimensional engagement, and cognitive load in non-Western educational contexts like Chinese English as a Foreign Language (EFL) classrooms. Furthermore, few studies integrate motivational and cognitive theories to explain how ambiguity influences these outcomes, especially among secondary students navigating the dual demands of language and content learning. This quasi-experimental study investigated the effects of deliberately structured ambiguity within IBL on Chinese secondary EFL students’ learning behaviors, focusing on exploratory risk-taking, behavioral, emotional, and cognitive engagement, and cognitive load management. The study involved 64 female 12th-grade students, divided into an experimental group (n = 31) and a control group (n = 33), who participated in six 90-minute English-medium lessons covering reaction rates, acid-base equilibria, and thermodynamics. The experimental group engaged with minimally guided, ambiguity-rich tasks that withheld key data and encouraged multiple solution paths, while the control group followed fully structured inquiry with explicit procedures and predetermined outcomes. Data were collected using three validated scales before and after the intervention. Non-parametric analyses (Mann-Whitney U) revealed that the experimental group significantly outperformed the control group in epistemic risk-taking and in behavioral, emotional, and cognitive engagement. Additionally, the experimental group reported significantly lower cognitive load by Week 6, indicating improved cognitive efficiency over time. These findings highlight that structured ambiguity, when carefully designed, fosters adaptive learning behaviors in Chinese EFL contexts, where exam-driven curricula like the Gaokao often prioritize rote learning.

研究性学习（IBL）因其培养批判性思维和学生参与的潜力而得到广泛认可，但结构化歧义在IBL中的具体作用仍未得到充分探索，特别是在非西方教育背景下，如中国英语作为外语（EFL）课堂中，在塑造学习者的探索性冒险、多维参与和认知负荷方面。此外，很少有研究结合动机和认知理论来解释歧义如何影响这些结果，特别是在驾驭语言和内容学习双重需求的中学生中。本研究探讨了故意结构歧义对中国中学生英语学习行为的影响，重点关注探索性冒险行为、行为、情感和认知参与以及认知负荷管理。这项研究涉及64名12年级的女学生，她们被分为实验组（ = 31）和对照组（ = 33），她们参加了6节90分钟的英语课程，内容包括反应速率、酸碱平衡和热力学。实验组参与最低限度的指导，模糊性丰富的任务，保留关键数据，鼓励多种解决方案路径，而对照组遵循完全结构化的调查，明确的程序和预定的结果。在干预前后使用三种有效的量表收集数据。非参数分析（Mann-Whitney U）显示，实验组在认知冒险、行为、情感和认知参与方面的表现明显优于对照组。此外，到第6周，实验组的认知负荷显著降低，表明随着时间的推移，认知效率有所提高。这些发现强调，在中国的英语环境中，结构化的模糊性在精心设计的情况下，会促进适应性学习行为，而高考等应试课程往往优先考虑死记硬背的学习。

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引用次数: 0

Profiles of AI anxiety among Chinese public administration students and the predictive role of resilience: A self-determination theory perspective 中国公共管理专业学生人工智能焦虑与心理弹性的预测作用：自我决定理论视角

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-18 DOI: 10.1016/j.lmot.2025.102207

Peizhong Liu

As generative artificial intelligence tools increasingly permeate higher education, students face new psychological challenges alongside technological opportunities. Guided by Self-Determination Theory, this study examined patterns and predictors of AI anxiety among 1247 Chinese university students majoring in public administration. Using Latent Profile Analysis, four distinct anxiety profiles were identified: Minimally Affected, Societal Risk-Oriented, Sociotechnical Sensitive, and Hypervigilant. Chi-square tests revealed significant group differences by gender, age, and AI usage frequency. Multinomial logistic regression showed that higher psychological resilience significantly reduced the likelihood of belonging to any elevated anxiety group. These findings underscore the importance of need-supportive learning environments and psychological resources in helping students adapt to AI-enhanced education. The study advances the application of SDT in digital contexts and offers practical guidance for designing inclusive and emotionally supportive AI-integrated curricula.

随着生成式人工智能工具越来越多地渗透到高等教育中，学生们在面临技术机遇的同时也面临着新的心理挑战。本研究以自我决定理论为指导，对1247名公共管理专业大学生的人工智能焦虑模式及其预测因素进行了研究。使用潜在特征分析，确定了四种不同的焦虑特征：最小影响，社会风险导向，社会技术敏感和高度警惕。卡方检验显示性别、年龄和人工智能使用频率的组间差异显著。多项逻辑回归显示，较高的心理弹性显著降低了属于任何高焦虑组的可能性。这些发现强调了需要支持的学习环境和心理资源在帮助学生适应人工智能增强教育方面的重要性。该研究推进了SDT在数字环境中的应用，并为设计包容性和情感支持性人工智能整合课程提供了实践指导。

引用次数: 0

Does artificial intelligence-assisted learning positively affect college students’ motivation, emotion regulation, and academic uncertainty? Insight from situated learning theory 人工智能辅助学习是否正向影响大学生的学习动机、情绪调节和学业不确定性？情境学习理论的洞见

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-13 DOI: 10.1016/j.lmot.2025.102202

Haozhuo Lin , Qiu Chen

This study aimed to explore the effects of AI-assisted learning on undergraduate students’ motivation, emotion regulation, and academic uncertainty within the framework of Situated Learning Theory. Conducted at a Chinese university, the quasi-experimental pretest-posttest control group design involved 78 undergraduates from a humanities school, aged 18–22, with 60 % female and 40 % male participants. They were randomly assigned by intact classes to either an AI-assisted learning group (n = 39), receiving adaptive feedback, real-time support, and task adjustments via DeepSeek, or a control group (n = 39), receiving traditional instruction with identical content. Validated quantitative instruments measured motivation, emotion regulation, and academic uncertainty at pretest and posttest, with ANCOVA and MANCOVA analyses controlling for baseline scores. Results revealed significantly higher motivation and emotion regulation, alongside reduced academic uncertainty, in the AI group compared to the control group, supported by a strong multivariate effect. These findings suggest that AI-assisted learning fosters resilient, engaged learning environments in Chinese EFL contexts, offering practical implications for integrating adaptive technologies to support student affect and academic clarity.

本研究旨在探讨情境学习理论框架下人工智能辅助学习对大学生学习动机、情绪调节和学业不确定性的影响。在一所中国大学进行的准实验前测后对照组设计涉及78名来自人文学院的本科生，年龄在18-22岁之间，其中60名 %为女性，40名 %为男性。他们被完整的班级随机分配到人工智能辅助学习组（n = 39），通过DeepSeek接受适应性反馈、实时支持和任务调整，或对照组（n = 39），接受具有相同内容的传统教学。经过验证的定量工具在测试前和测试后测量动机、情绪调节和学业不确定性，使用ANCOVA和MANCOVA分析控制基线分数。结果显示，与对照组相比，人工智能组的动机和情绪调节能力明显更高，学术不确定性也减少了，这是由强大的多变量效应支持的。这些发现表明，人工智能辅助学习在中国的英语环境中培养了有弹性的、参与式的学习环境，为整合适应性技术来支持学生的影响和学术清晰度提供了实际意义。

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引用次数: 0

Exploring the role of EFL students’ AI literacy and readiness in their academic goal orientations: An achievement goal theory (AGT) perspective 从成就目标理论的角度探讨英语学生的人工智能素养和准备在学业目标取向中的作用

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-11 DOI: 10.1016/j.lmot.2025.102203

Feng Gao

The use of various artificial intelligence (AI) tools and technologies in second language (L2) learning contexts has received increasing attention in the past decade. However, the impacts of AI literacy and readiness of English as a foreign language (EFL) students on their goal orientations have remained uncharted. To fill the gap, this study drew on achievement goal theory (AGT) to unveil Chinese EFL students’ perceptions about the ways through which AI literacy and readiness could affect their goal orientations. A sample of 38 students was interviewed online. The thematic analysis of data indicated that AI literacy and readiness could affect both mastery and performance goals of the participants. Specifically, they shaped mastery goal orientations by fostering passion for deep learning and developing adaptive learners, while performance goal orientation was affected through increasing recognition and performance as well as maximizing classroom participation among EFL students. A discussion of the findings is provided for each theme and implications for increasing the AI literacy and readiness of EFL teachers, students, teacher educators, and school administrators are presented.

在过去十年中，各种人工智能（AI）工具和技术在第二语言（L2）学习环境中的使用越来越受到关注。然而，人工智能素养和英语作为外语（EFL）学生的准备对他们的目标取向的影响仍然是未知的。为了填补这一空白，本研究利用成就目标理论（AGT）揭示了中国英语学生对人工智能素养和准备程度如何影响其目标取向的看法。38名学生在网上接受了采访。对数据的专题分析表明，人工智能素养和准备程度可能会影响参与者的掌握程度和表现目标。具体来说，他们通过培养对深度学习的热情和培养适应性学习者来塑造掌握目标取向，而通过提高英语学生的认可和表现以及最大限度地提高课堂参与度来影响绩效目标取向。对每个主题的研究结果进行了讨论，并提出了提高英语教师、学生、教师教育者和学校管理者的人工智能素养和准备程度的含义。

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