Learning and Motivation最新文献

Collaborative writing is well acknowledged as an effective pedagogical practice facilitating L2 learners’ writing performance and motivation. Yet, little is known about whether collaborative writing with various cognitive demands can contribute differently to L2 writers’ syntactical complexity development in their later individual writing. To address such research gap, this research investigated how task complexity and collaborative writing would impact L2 learners’ syntactical complexity development under the guidance of Self-Determination Theory (SDT), with a specific focus on the emotional experiences in explaining the learning processes in collaborative writing. 126 Chinese post-graduate EFL learners were assigned to four conditions: three experimental groups and one control group. Experimental group participants received three rounds of collaborative writing interventions varying in different cognitive demands, manipulated through +planning time, and +few elements, while control group participants were instructed regularly. Participants’ pre-test, post-test, and delayed post-test writing were analysed for overall level, coordinate level, subordinate level, and phrasal level syntactical complexity with the automatic L2 syntactical complexity analyser. Mixed ANOVA results revealed that collaborative writing interventions manifested positive effects on Chinese EFL learners' syntactic complexity development. Positive effects of task complexity were also observed. Theoretical and pedagogical implications were discussed.

Research evidence suggests that different populations may have impaired motor performance and learning due to practice conditions with negative gender, weight, and age stereotypes. The effects of socioeconomic stereotypes on motor learning, however, are still unknown. The present study investigated the effects of the low socioeconomic status stereotype on learning a motor skill. Participants, low-income young adults of both sexes (mean age 26.6 ± 4.63 years), were randomized into two groups: stereotype threat (ST) and nullified stereotype threat (NST). Before practicing a spatiotemporal accuracy skill on the computer, participants were told that people with middle and high income generally perform better on the task than people with low income (ST), or that performance on the task is not influenced by individual differences (NST). Learning, or relatively permanent effects on performance, was measured one day after practice via a retention test. The results revealed similar performance of the groups during the practice phase (p = .065). However, the stereotype threat group performed significantly worse on the task than the nullified stereotype threat group on the retention test (p = .039). These findings provide the first evidence that socioeconomic stereotypes can affect motor learning.

This study investigates the optimization of junior high school English teaching using the ARCS motivation model and Task-Based Language Teaching (TBLT). The ARCS model emphasizes attention, relevance, confidence, and satisfaction to enhance student motivation, while TBLT integrates language learning into real-life situations. Implemented through Moodle, the study fosters student engagement, critical thinking, and language proficiency. Results show improved student interest and comprehension, highlighting the approach's efficacy. Challenges in implementing TBLT in diverse educational contexts are also discussed. The study underscores the potential of combining motivational strategies and practical language application for effective English teaching.

Acting and learning in unpredictable and volatile environments requires cognitive flexibility. However, the ability to flexibly adapt to the changing task environment can be reduced when people experience uncontrollability due to exposure to action – outcome non-contingency. In this research, we propose that flexible shifting of attention is affected by experiences of uncontrollability. In two studies, a lack of control was experimentally induced and subsequently cognitive flexibility was assessed either with a Wisconsin Card Sorting Task (Study 1) or a cognitive set-shifting paradigm (Study 2). Results showed a reduced tendency to flexibly shift attention and to overcome dominant response tendencies amongst participants who experienced uncontrollability. Modulation of the stability-flexibility balance by situationally induced experiences of uncontrollability is discussed.

Self-regulated learning is an important ability influencing students’ knowledge acquisition, academic performance, creativity development, and even lifelong learning in the long run. Therefore, it is of great significance to investigate the influencing factors and internal mechanism of self-regulated learning for cultivating students’ learning ability. To explore the relationship between resilience, academic delay of gratification and self-regulated learning among rural primary middle school students, a total of 1126 students of 5 rural primary middle schools in Henan province were selected by stratified random sampling and asked to complete the Resilience Questionnaire, Academic Delay of Gratification Scale and Self-regulated Learning Scale. The results showed: the development trend of rural primary middle school students’ self-regulated learning is slightly like the V-shape, specifically, from grade 7 to 8 is on the decline, while from grade 8 to 9 is on the sharp upward curve; resilience positively predicted self-regulated learning among rural primary middle school students; and academic delay of gratification is a partial mediator in the relationship between resilience and self-regulated learning among rural primary middle school students.

Resurgence is the return of a previously reinforced and extinguished target response when conditions worsen for an alternative response. The present experiment examined resurgence when worsening alternative conditions by introducing extinction of alternative responding, high-magnitude response-cost punishment of alternative responding, or a combination of extinction and the high-magnitude response cost. Overall, resurgence was robust under all three conditions. Resurgence with combined punishment and extinction (but not punishment alone) was greater than with extinction in isolation during the first min of testing. However, the combined manipulation did not produce greater resurgence than punishment alone. Overall, our findings did not support the conclusion that high-magnitude punishment and extinction have additive effects on resurgence. This could be due to the specific parameters of punishment used in the present study.

To explore contemporary college students' lack of learning motivation, this paper evaluates the students' comprehensive performance by quoting the fuzzy neural network system and adjusting the teaching plan according to the evaluation results to drive the students' learning enthusiasm and improve the student's performance. The University campus is unique for students. They need to learn professional knowledge and face the environment of entering society in the future, which is equivalent to a turning point in the undertaking. Learning here is relatively easy, lacks parental constraints, and their time is relatively free. After learning without motivation, people will also show a negative side. By adjusting teachers' teaching plans, this paper improves students' learning subjectivity, breaks the deadlock of teacher-student interaction in the past, changes students' learning atmosphere, and improves students' comprehensive quality. It also gives suggestions for the innovative teachers' teaching methods system, which will contribute to developing China's future education.

There is a consensus that case studies in Business English class are helpful to foster critical thinking, but little research has been done to explore how case studies facilitate it. To bridge the gap, the present study uses the revised Bloom’s taxonomy as a tool to qualitatively and quantitatively investigate the effect of case studies in Market Leader textbooks on fostering critical thinking based on cognitive load theory. First, the presence of six cognitive levels targeted in the tasks is examined to see how case studies sequence their tasks according to the increase of cognitive complexity. Secondly, the scaffoldings distributed across the sequential tasks are explored to investigate how well they impose appropriate amount of cognitive load on students. Although six cognitive levels are found, there is an inappropriate administration of task scaffolding in a single task or task chain, leading to insufficient or superficial scaffolds and thus inducing high level of cognitive load for students to develop critical thinking. Accordingly, case study writers and teachers are recommended, when designing and adapting sequential tasks, to consider systematic inculcation of cognitive levels among tasks and proper administration of scaffolding with regard to the aspects of task input, conditions, progress and outcome so that a balanced level of cognitive load aligned with the state of working memory capacity of students can be achieved for fostering critical thinking.

Education in social entrepreneurship for college students is a gradual and evolving process that shapes their career outlook and skill development. This journey involves employing various strategies to engage with and analyze innovative concepts. Adaptive hybrid learning systems adjust course materials dynamically based on individual students' skills and learning progress, drawing from diverse learning theories and instructional interventions. Empowering students to drive positive social change is a central focus, with social entrepreneurs tackling global challenges such as poverty, unemployment, gender inequality, inadequate education, healthcare, and governance. While some students may find traditional classroom settings inconvenient and prefer the flexibility of hybrid learning, others weigh the risks and benefits of classroom instruction differently. Data Envelopment Analysis (DEA) is utilized for empirical analysis, utilizing early-stage social entrepreneurship education as a performance measure and cultural probabilities as variables. The significance of college students' contributions through social enterprises is increasingly recognized, prompting the development of Convolutional Neural Network (CNN) models to forecast and assess career growth trends. The DEA-CNN framework aims to enhance adaptive hybrid learning systems by evaluating social entrepreneurs' knowledge, skills, and competencies. Social entrepreneurship not only addresses environmental concerns but also enriches cultural diversity. Many college students prioritize practical action over mere ideation, particularly in entrepreneurship.

In real life, people are often affected by personal, environmental and other conditions, and cannot maintain a healthy life well. In order to explore the reasons behind these behaviors, this paper discusses how to help people form a healthy lifestyle from the perspective of persuasive design, this paper starts with the analysis of people's health related behavior theories, and through the three steps of literature review, questionnaire and follow-up survey. Through in-depth analysis, points out that the factors affecting healthy lifestyle are composed of three parts: the factors that influence behavior, motivation for the behavior and environment support, these factors can be divided into controllable factors and uncontrollable factors, the controllable factors can be interfered with and changed through scientific persuasive process. Then, based on the three elements of Fogg Behavioral Model, the persuasive process and the persuasive strategies in the design were deeply studied, the persuasive process and the behavior change process were combined, the correlation between the two was found, and the persuasive strategies should be adopted in the four stages of motivation, preparation, action, and maintenance were proposed. Finally, build a persuasive model of a healthy lifestyle. This model points out the four stages and influencing factors of the formation of a healthy lifestyle, provides design strategies for each stage, and provides targeted guidance and suggestions for designers.