Learning and Motivation最新文献

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.

The current study explored the association between EFL instructors’ cognitive flexibility (CF) and foreign language teaching anxiety (FLTA), with the mediating impact of emotion regulation strategies. In doing so, 330 participants (196 males and 134 females) voluntarily filled in a battery of scales. Results of a structural equation modeling analysis indicated that all facets of FLTA were negatively correlated with CF. Furthermore, the first component of emotion regulation, i.e., cognitive reappraisal, had a strong negative association with all facets of FLTA except time management challenges. The other component of emotion regulation, expressive suppression, exhibited significant positive correlations with all components of FLTA, except difficulties with time management. Next, we investigated how two components of emotion regulation strategies could potentially mediate the association between CF and L2 teaching anxiety. Results indicated that cognitive reappraisal mediates the relationship between CF and four sub-components of FLTA, viz., fear of negative evaluation, lack of student interest, teaching inexperience, and self-perception of language proficiency. Additionally, expressive suppression mediated the relationship between CF and the four components of FLTA. The findings are discussed in the context of educational theories, and implications are provided to enhance EFL instructors’ flexible cognition.

An increasing attention has already been paid to learners’ positive emotions. However, investigating the role of foreign language peace of mind (FLPoM) in language learners’ academic engagement has received scant attention. The present study therefore aims to explore whether EFL learners’ FLPoM, foreign language enjoyment (FLE), and psychological capital (PsyCap) can impact their academic engagement. The participants were 200 EFL learners who completed four questionnaires. The results of structural equation modelling (SEM) analysis revealed that learners’ FLPoM, FLE, and PsyCap significantly contributed to their academic engagement. Moreover, FLE was identified as the strongest predictor of academic engagement. The results of the present study highlighted the criticality of positive emotions in expanding learners’ engagement in learning a foreign language. Regarding the tenets of self-determination theory, the findings imply that psychological resources coupled with positive relatedness can yield effective engagement. Finally, suggestions for future research were offered.

The three experiments reported in the present research demonstrated that male rats acquire stronger saccharin aversion than females. Experiment 1 revealed that male rats were better than females in a single-trial saccharin aversion learning with a lithium chloride injection as the unconditioned stimulus (US), when normalizing saccharin intake data. Experiment 2 replicated this finding. The stronger saccharin aversion learning in male rats was also observed in Experiment 3 with wheel running as the US, assessed by the saccharin-vs.-water choice test conducted after six saccharin-running pairing days. Experiments 2 and 3 also showed that the magnitude of induced nausea, reflected in the kaolin clay ingestion, is equivalent between the sexes. Experiment 4 excluded the possibility that the observed sex difference in saccharin aversion is due to the sex difference in inherent saccharin preference. These results, taken together, suggest that potential factors of the sex difference in rats' conditioned taste aversion could include sex disparities in taste perception, the ability to associate taste with nausea, and/or the expression of association learning.

There has been significant progress in the field of transfer learning. However, there are still issues with inconsistent results in professional domain applications, with low-resource learning being a considerable problem. This paper proposes a language processing model for historical education built using BERT's pre-training techniques. Two experiments were conducted to obtain comparative results and choose the appropriate model method for explicating implicit expertise in secondary school history teaching. It compares traditional methods, represented by naive Bayes, to popular continuation pre-processing techniques such as domain adaptive learning and task adaptive learning to improve the effectiveness of transfer learning. Finally, this study builds targeted models based on real application needs and selects professional rules consistent with the scene application. The use of continued pre-training helps to enhance the accuracy of the professional domain model.

Objective

To examine the effects of depressive mood and cue stimuli on food cravings in online and laboratory experiments, respectively.

Methods

Experiment 1 examined the relationship between depressive mood and food cravings using a depressive mood induction procedure. Participants read the scenario for the condition before responding to questions about whether they had ever had an experience similar to the scenario and if they could easily visualize it. Each participant then completed a modified version of the Food Craving Inventory for Japanese and Profile of Mood States. Experiment 2 examined the impact of eating a first chip (under mild deprivation conditions) on subsequent cravings for chips. Participants were randomly allocated to either a potato chip (n = 22) or sweet potato chip (n = 23) cue group.

Results

In Experiment 1, increases in depressive mood when reading depressive mood-arousing scenarios depended on participants’ ability to recall similar scenarios. In the experimental condition (n = 110), feelings of depressive mood increased; in the control condition (n = 113), depressive mood was not aroused. When depressive mood was caused by a depressive mood-arousing scenario, cravings for Western foods occurred. However, no such association was found for sweet foods. In Experiment 2, the dependent variable was performance on the behavioral task and subjective cravings for potato chips. The potato chip cue induced only subjective cravings.

Conclusions

Experiment 1 showed that when depressive mood was induced by reading a depressive mood-arousing scenario, cravings for Western foods and rice were generated. Experiment 2 showed that eating a small amount of potato chips triggered a larger craving. The two experiments suggested that many types of drugs related to abuse and control mechanisms are associated with cravings for sweet foods; however, future studies should examine whether similar mechanisms control cravings for foods that are low in sugar.

For more than two decades, researchers/schools have adopted Self-Determination Theory (SDT)-based interventions to provide valuable insights into improving education process. The systematic review examined 36 SDT-based intervention studies (N = 11,792 participants) to understand the nature and effects of these interventions in promoting students’ intrinsic motivation and basic psychological needs. Among those studies, 31 included effect sizes related to the effectiveness of the SDT-based interventions. Results from the meta-analysis with the 137 effect sizes extracted from those studies (N = 9433 participants) consistently support students’ need for autonomy and competence, with evidence of effectiveness of SDT-based interventions across both experimental/quasi-experimental (autonomy: g = 1.14, p < 0.0001; competence: g = 0.48, p < 0.05) and pre-post study designs (autonomy: g = 0.19, p < 0.01; competence: g = 0.58, p < 0.05). These interventions also demonstrated a partially significant effect in enhancing students' intrinsic motivation within experimental/quasi-experimental frameworks (g = 0.58, p < 0.01), but no significant overall effect on satisfying students’ relatedness (g = 0.44, p > 0.05). We also discussed the different designs of teacher-centered, student-centered, parent-centered, mentor-mentee-centered, and combined approaches of SDT-based interventions and extracted basic psychological needs support strategies from the included interventions (N = 119). Through synthesizing the results from systematic review and meta-analysis, we provide nine research recommendations and future directions for conducting evidence-based and sustainable SDT interventions.

This study aims to examine the effects of different instructional interventions (i.e., autonomy-supportive, controlling, or a combination thereof) on student motivation and academic research performance. Here, a total of 328 s-year Chinese students majoring in mathematics completed the Academic Motivation Scale (AMS) survey before and after the intervention involving an array of research-related assignments. Learners in the autonomy-supportive group showed a lower level of amotivation and higher intrinsic motivation compared to the pretest; the differences were 2.62 and 11.95 points. Their level of extrinsic motivation remained unchanged. The controlling intervention had the opposite effect, causing the mean extrinsic motivation score to increase by 10.25 points. The hybrid approach showed significant improvement in all three scales: amotivation (−3.82 points), extrinsic motivation (+4.35 points), and intrinsic motivation (+7.13 points). The autonomy-supportive teaching style corresponds to lower scores in mathematical modeling (72.30), linear algebra (74.62), and numerical analysis (77.65). High standard deviations indicate that research activity scores are spread out over a wide range. The controlling instructional approach yielded higher scores (83.95, 81.68, and 81.88 points, respectively) with the smallest standard deviations. Learners in the hybrid group scored the highest (86.98, 82.30, and 82.90 points, respectively), with moderate standard deviations indicating a well-balanced performance. The findings indicate that a hybrid approach, which combines autonomy support with instructor control, is the most effective in enhancing both intrinsic and extrinsic motivation among students, as well as improving their academic performance. The implications for higher education policy include the necessity of developing and implementing hybrid learning models that cater to the individual needs of students while providing the requisite level of support and oversight.