首页 > 最新文献

Learning and Motivation最新文献

英文 中文
How food reward value induces positive memories to alleviate anxiety-related behavior in mice 食物奖励值如何诱导积极记忆以减轻小鼠的焦虑相关行为
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-11-15 DOI: 10.1016/j.lmot.2025.102217
Rong Jiang, Nobuyuki Sakai
Anxiety and stress are emerging as major psychological problems in modern society, and treatments that strengthen positive memories/emotions offer promising new avenues. We investigated whether the palatability of food influences the formation of reward-associated memories that can alleviate anxiety-related behaviors in mice. Three experiments combined the elevated plus maze (EPM) and runway task. In the first experiment, mice were trained with standard food or given neutral training and later tested to determine whether food reward-induced memories enhance open-arm exploration, approach frequency, locomotor level, and latency of reaching the previously rewarded arm. Mice that had received food training subsequently showed stronger preference for the previously rewarded open arm and exhibited fewer anxiety-related behaviors than those without food rewards. The second experiment compared the motivational properties of highly palatable (reward value) food with standard food using a straight-runway test that captured running speed, pausing and reversing behavior. Mice facing for high reward value (HRV) food displayed more vigorous and direct approach behavior, confirming its greater incentive value. Building on these findings, the third experiment tested whether reward-associated memories formed with HRV food more effectively alleviate anxiety-related behavior than those formed with standard food. When later evaluated in the EPM without food present, mice trained with HRV food showed greater open-arm exploration and activity. These results indicate significant variations in the attractiveness of different food reward values to mice and that the reward-associated memories formed by these variations significantly influence anxiety behavior. This study contributes to understanding the interaction between food reward values and memory, which inform strategies for anxiety management.
焦虑和压力正在成为现代社会的主要心理问题,加强积极记忆/情绪的治疗提供了有希望的新途径。我们研究了食物的适口性是否会影响奖励相关记忆的形成,从而减轻小鼠的焦虑相关行为。三个实验将高架+迷宫(EPM)和跑道任务相结合。在第一个实验中,小鼠接受标准食物或中性训练,随后进行测试,以确定食物奖励诱导的记忆是否会增强张开手臂的探索、接近频率、运动水平和到达先前奖励的手臂的延迟。与没有食物奖励的老鼠相比,接受过食物训练的老鼠随后对先前奖励的张开手臂表现出更强的偏好,并表现出更少的焦虑相关行为。第二个实验比较了高美味(奖励价值)食物和标准食物的动机特性,采用直线跑道测试,捕捉奔跑速度、暂停和逆转行为。面对高奖励值(HRV)食物的小鼠表现出更强烈和直接的接近行为,证实了其更大的激励价值。在这些发现的基础上,第三个实验测试了HRV食物形成的奖励相关记忆是否比标准食物形成的奖励相关记忆更有效地缓解焦虑相关行为。当随后在没有食物的情况下进行EPM评估时,用HRV食物训练的小鼠表现出更大的张开臂探索和活动。这些结果表明,不同食物奖励值对小鼠的吸引力存在显著差异,这些差异形成的奖励相关记忆显著影响焦虑行为。本研究有助于理解食物奖励值与记忆之间的相互作用,为焦虑管理策略提供信息。
{"title":"How food reward value induces positive memories to alleviate anxiety-related behavior in mice","authors":"Rong Jiang,&nbsp;Nobuyuki Sakai","doi":"10.1016/j.lmot.2025.102217","DOIUrl":"10.1016/j.lmot.2025.102217","url":null,"abstract":"<div><div>Anxiety and stress are emerging as major psychological problems in modern society, and treatments that strengthen positive memories/emotions offer promising new avenues. We investigated whether the palatability of food influences the formation of reward-associated memories that can alleviate anxiety-related behaviors in mice. Three experiments combined the elevated plus maze (EPM) and runway task. In the first experiment, mice were trained with standard food or given neutral training and later tested to determine whether food reward-induced memories enhance open-arm exploration, approach frequency, locomotor level, and latency of reaching the previously rewarded arm. Mice that had received food training subsequently showed stronger preference for the previously rewarded open arm and exhibited fewer anxiety-related behaviors than those without food rewards. The second experiment compared the motivational properties of highly palatable (reward value) food with standard food using a straight-runway test that captured running speed, pausing and reversing behavior. Mice facing for high reward value (HRV) food displayed more vigorous and direct approach behavior, confirming its greater incentive value. Building on these findings, the third experiment tested whether reward-associated memories formed with HRV food more effectively alleviate anxiety-related behavior than those formed with standard food. When later evaluated in the EPM without food present, mice trained with HRV food showed greater open-arm exploration and activity. These results indicate significant variations in the attractiveness of different food reward values to mice and that the reward-associated memories formed by these variations significantly influence anxiety behavior. This study contributes to understanding the interaction between food reward values and memory, which inform strategies for anxiety management.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102217"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145578742","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}
引用次数: 0
EFL students’ writing engagement and AI attitude in GenAI-assisted contexts: A mixed-methods study grounded in SDT and TAM 基因辅助语境下英语学生的写作投入和人工智能态度:基于SDT和TAM的混合方法研究
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-08-14 DOI: 10.1016/j.lmot.2025.102168
Lei Shen , Siyi Wang , Yihang Xin
While engagement has been widely recognized as a key factor in improving students’ learning outcomes, the role of attitudes toward generative artificial intelligence (GenAI) in shaping engagement, particularly in the context of writing, remains underexplored. Grounded in self-determination theory (SDT) and the technology acceptance model (TAM), the present study employs latent profile analysis (LPA), a person-centered approach that identifies distinct profiles of EFL learners’ engagement in GenAI-assisted writing. A one-way ANOVA is subsequently conducted to examine whether students’ attitudes toward GenAI differed across these engagement profiles. In addition, semi-structured interviews are conducted to investigate university teachers’ perceptions of how GenAI can enhance students’ writing engagement. The LPA identifies three engagement profiles as high engagement (31.9 %), medium engagement (50.8 %), and low engagement (17.3 %). However, GenAI attitude did not show a significant relationship with writing engagement. Qualitative findings indicate that teachers are aware of GenAI’s potential in improving students’ behavioral, emotional, and cognitive engagement, though few have actively integrated such tools into their teaching. This study offers new insights into the relationship between writing engagement and GenAI attitudes. It provides practical implications for students, instructors, and educational institutions seeking to implement GenAI technologies in English as a foreign language (EFL) learning and teaching.
虽然参与度已被广泛认为是提高学生学习成果的关键因素,但对生成式人工智能(GenAI)的态度在塑造参与度方面的作用,特别是在写作方面,仍未得到充分探讨。本研究以自我决定理论(SDT)和技术接受模型(TAM)为基础,采用潜在特征分析(LPA),这是一种以人为中心的方法,可以识别出英语学习者参与基因人工智能辅助写作的不同特征。随后进行了单向方差分析,以检查学生对GenAI的态度是否在这些参与概况中有所不同。此外,还进行了半结构化访谈,以调查大学教师对GenAI如何提高学生写作参与度的看法。LPA确定了三种参与度概况:高参与度(31.9 %),中等参与度(50.8 %)和低参与度(17.3 %)。然而,GenAI态度与写作投入没有显著的关系。定性研究结果表明,教师意识到GenAI在提高学生行为、情感和认知参与方面的潜力,尽管很少有人积极地将这些工具整合到他们的教学中。这项研究为写作投入和GenAI态度之间的关系提供了新的见解。它为寻求在英语作为外语(EFL)的学习和教学中实施GenAI技术的学生、教师和教育机构提供了实际意义。
{"title":"EFL students’ writing engagement and AI attitude in GenAI-assisted contexts: A mixed-methods study grounded in SDT and TAM","authors":"Lei Shen ,&nbsp;Siyi Wang ,&nbsp;Yihang Xin","doi":"10.1016/j.lmot.2025.102168","DOIUrl":"10.1016/j.lmot.2025.102168","url":null,"abstract":"<div><div>While engagement has been widely recognized as a key factor in improving students’ learning outcomes, the role of attitudes toward generative artificial intelligence (GenAI) in shaping engagement, particularly in the context of writing, remains underexplored. Grounded in self-determination theory (SDT) and the technology acceptance model (TAM), the present study employs latent profile analysis (LPA), a person-centered approach that identifies distinct profiles of EFL learners’ engagement in GenAI-assisted writing. A one-way ANOVA is subsequently conducted to examine whether students’ attitudes toward GenAI differed across these engagement profiles. In addition, semi-structured interviews are conducted to investigate university teachers’ perceptions of how GenAI can enhance students’ writing engagement. The LPA identifies three engagement profiles as high engagement (31.9 %), medium engagement (50.8 %), and low engagement (17.3 %). However, GenAI attitude did not show a significant relationship with writing engagement. Qualitative findings indicate that teachers are aware of GenAI’s potential in improving students’ behavioral, emotional, and cognitive engagement, though few have actively integrated such tools into their teaching. This study offers new insights into the relationship between writing engagement and GenAI attitudes. It provides practical implications for students, instructors, and educational institutions seeking to implement GenAI technologies in English as a foreign language (EFL) learning and teaching.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102168"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144828306","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}
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 Pub Date : 2025-11-01 Epub 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。
{"title":"Ambiguity in inquiry-based learning: Effects on risk-taking, engagement, and cognitive load in EFL contexts","authors":"Yaoyao Li","doi":"10.1016/j.lmot.2025.102205","DOIUrl":"10.1016/j.lmot.2025.102205","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102205"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361625","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}
引用次数: 0
The role of AI-driven feedback in fostering growth mindset and engagement: A self-determination theory perspective 人工智能驱动的反馈在培养成长心态和参与方面的作用:一个自决理论的视角
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-09-17 DOI: 10.1016/j.lmot.2025.102192
Yu Quan
This study investigates the motivational processes through which AI-driven feedback fosters a growth mindset, learner engagement, and persistence, framed by self-determination theory (SDT). A sample of 507 undergraduate students interacted with an AI tutoring system over six weeks, providing ratings on feedback quality, psychological need satisfaction, growth mindset endorsement, engagement, and persistence. Data integrity checks, reliability analyses, and descriptive statistics were conducted in IBM SPSS Statistics 27, followed by confirmatory factor analyses and structural equation modeling in AMOS 24. Results showed high mean ratings across all constructs and acceptable measurement-model fit. Structural modeling revealed that perceived AI feedback quality exerted strong direct effects on engagement and persistence. Additionally, AI feedback influenced both outcomes indirectly through two motivational pathways: intrinsic motivation and learner autonomy. All indirect effects were statistically significant (p < .01), underscoring the dual mediators by which algorithmic feedback supports self-regulated learning. These findings extend SDT and growth mindset theories into digital learning environments, demonstrating that AI feedback can satisfy core psychological needs and activate adaptive motivational beliefs. Practical implications include designing AI systems with autonomy-supportive prompts and competence-affirming messages. Future research should explore enhanced social-affective cues in AI feedback and longitudinal effects on academic outcomes.
本研究在自我决定理论(SDT)的框架下,探讨了人工智能驱动的反馈培养成长型思维、学习者参与度和持久性的激励过程。在为期六周的时间里,507名本科生与人工智能辅导系统进行了互动,对反馈质量、心理需求满意度、成长心态认可、参与度和持久性进行了评分。在IBM SPSS statistics 27中进行数据完整性检查、信度分析和描述性统计,然后在AMOS 24中进行验证性因子分析和结构方程建模。结果显示,在所有结构和可接受的测量模型拟合中,平均评分较高。结构模型显示,感知到的AI反馈质量对用户粘性和持久性有着强烈的直接影响。此外,人工智能反馈通过两种激励途径间接影响了这两种结果:内在动机和学习者自主。所有间接效应均有统计学意义(p <; )。01),强调了算法反馈支持自我调节学习的双重中介。这些发现将SDT和成长心态理论扩展到数字学习环境中,表明人工智能反馈可以满足核心心理需求并激活适应性动机信念。实际影响包括设计具有自主支持提示和能力确认信息的人工智能系统。未来的研究应该探索人工智能反馈中增强的社会情感线索以及对学业成绩的纵向影响。
{"title":"The role of AI-driven feedback in fostering growth mindset and engagement: A self-determination theory perspective","authors":"Yu Quan","doi":"10.1016/j.lmot.2025.102192","DOIUrl":"10.1016/j.lmot.2025.102192","url":null,"abstract":"<div><div>This study investigates the motivational processes through which AI-driven feedback fosters a growth mindset, learner engagement, and persistence, framed by self-determination theory (SDT). A sample of 507 undergraduate students interacted with an AI tutoring system over six weeks, providing ratings on feedback quality, psychological need satisfaction, growth mindset endorsement, engagement, and persistence. Data integrity checks, reliability analyses, and descriptive statistics were conducted in IBM SPSS Statistics 27, followed by confirmatory factor analyses and structural equation modeling in AMOS 24. Results showed high mean ratings across all constructs and acceptable measurement-model fit. Structural modeling revealed that perceived AI feedback quality exerted strong direct effects on engagement and persistence. Additionally, AI feedback influenced both outcomes indirectly through two motivational pathways: intrinsic motivation and learner autonomy. All indirect effects were statistically significant (<em>p</em> &lt; .01), underscoring the dual mediators by which algorithmic feedback supports self-regulated learning. These findings extend SDT and growth mindset theories into digital learning environments, demonstrating that AI feedback can satisfy core psychological needs and activate adaptive motivational beliefs. Practical implications include designing AI systems with autonomy-supportive prompts and competence-affirming messages. Future research should explore enhanced social-affective cues in AI feedback and longitudinal effects on academic outcomes.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102192"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105236","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}
引用次数: 0
Using a virtual reality resurgence task to compare time-out and extinction during alternative reinforcement 使用虚拟现实复苏任务来比较替代强化过程中的超时和消失
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-09-19 DOI: 10.1016/j.lmot.2025.102194
Rodrigo Benavides , Carlos Flores , Julian C. Velasquez , Brissa Gutiérrez , L. Rebeca Mateos
Recent studies on the resurgence of human operant behavior have failed to identify a difference in recurrence mitigation between traditional response reduction procedures (e.g. extinction) and negative reinforcement alternatives (e.g. time out). The present study employed a virtual reality-based task to enhance human ecological validity of the task while evaluating the difference between extinction and time out of the target response during a resurgence procedure. Participants were exposed to a multiple schedule consisting of alternating extinction and a time-out component for a single 10-minute session during which the target response was acquired, eliminated and tested for recurrence. Twenty participants were exposed to the procedure, which allowed the assessment of recurrence effects when participants were first exposed to either extinction or time out. No statistically significant difference was found in resurgence mitigation between participants regardless of the order of presentation. This work highlights the methodological innovation of embedding extinction and time-out procedures within a virtual reality environment, offering a promising framework for studying complex behavioral processes. Future directions are suggested to refine virtual reality-based procedures.
最近关于人类操作行为复苏的研究未能确定传统反应减少程序(如灭绝)和负强化替代方案(如暂停)在缓解复发方面的差异。本研究采用基于虚拟现实的任务来提高任务的人类生态有效性,同时评估在复苏过程中目标反应的灭绝和时间的差异。参与者被暴露在一个由交替消失和暂停组成的多重计划中,在一个10分钟的会议中,目标反应被获得,消除和测试复发。20名参与者接受了这个程序,当参与者第一次暴露于灭绝或暂停时,可以评估复发效应。无论呈现的顺序如何,受试者之间的死灰复燃缓解没有统计学上的显著差异。这项工作强调了在虚拟现实环境中嵌入消光和超时程序的方法创新,为研究复杂的行为过程提供了一个有前途的框架。建议未来的发展方向是完善基于虚拟现实的程序。
{"title":"Using a virtual reality resurgence task to compare time-out and extinction during alternative reinforcement","authors":"Rodrigo Benavides ,&nbsp;Carlos Flores ,&nbsp;Julian C. Velasquez ,&nbsp;Brissa Gutiérrez ,&nbsp;L. Rebeca Mateos","doi":"10.1016/j.lmot.2025.102194","DOIUrl":"10.1016/j.lmot.2025.102194","url":null,"abstract":"<div><div>Recent studies on the resurgence of human operant behavior have failed to identify a difference in recurrence mitigation between traditional response reduction procedures (e.g. extinction) and negative reinforcement alternatives (e.g. time out). The present study employed a virtual reality-based task to enhance human ecological validity of the task while evaluating the difference between extinction and time out of the target response during a resurgence procedure. Participants were exposed to a multiple schedule consisting of alternating extinction and a time-out component for a single 10-minute session during which the target response was acquired, eliminated and tested for recurrence. Twenty participants were exposed to the procedure, which allowed the assessment of recurrence effects when participants were first exposed to either extinction or time out. No statistically significant difference was found in resurgence mitigation between participants regardless of the order of presentation. This work highlights the methodological innovation of embedding extinction and time-out procedures within a virtual reality environment, offering a promising framework for studying complex behavioral processes. Future directions are suggested to refine virtual reality-based procedures.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102194"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105237","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}
引用次数: 0
Feedback valence and framing in AI-mediated EFL learning: A quantum-inspired analysis of their effects on goal orientation, motivational affect, and task persistence through achievement goal theory 人工智能介导的英语学习中的反馈效价和框架:基于成就目标理论对其对目标取向、动机影响和任务持久性影响的量子启发分析
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-10-09 DOI: 10.1016/j.lmot.2025.102200
Ehsan Namaziandost , Ferdi Çelik , Volkan Duran
As artificial intelligence (AI) increasingly shapes language learning, the role of feedback in AI-mediated environments has become a focal concern—particularly in how it influences learner motivation, affect, and engagement. Grounded in Achievement Goal Theory and enriched by a quantum-inspired analysis, this mixed-methods study examined how feedback valence (positive vs. negative) and framing (process-oriented vs. outcome-oriented) jointly impact English as a Foreign Language (EFL) learners’ goal orientation, motivational affect, and task persistence. The study also explored non-classical cognitive patterns, including emotional ambivalence, decision reversals, and motivational interference. A total of 120 undergraduate EFL students were randomly assigned to one of four feedback conditions during an eight-session ChatGPT-based grammar course. Quantitative data were gathered through validated instruments measuring goal orientation, motivational affect, and task persistence. Qualitative data from reflection logs and semi-structured interviews were analyzed thematically to uncover deeper cognitive-emotional dynamics. Results from MANOVA and follow-up ANOVAs revealed that positive, process-oriented feedback significantly enhanced mastery goals, positive affect, and persistence, whereas negative, outcome-oriented feedback resulted in declines across these domains. Qualitative findings uncovered complex, nonlinear responses including dual emotional states, motivational conflicts, and cognitive interference, which are thepatterns consistent with quantum-inspired models of cognition. This study offers both theoretical and practical implications, highlighting the importance of feedback design in AI-supported instruction. It underscores how subtle variations in feedback framing and tone can generate divergent motivational trajectories, and introduces a novel quantum-inspired lens to capture the probabilistic, emotionally dynamic nature of learner cognition in digitally mediated settings.
随着人工智能(AI)越来越多地影响语言学习,反馈在人工智能介导的环境中的作用已经成为人们关注的焦点,特别是它如何影响学习者的动机、影响和参与。本研究以成就目标理论为基础,以量子启发的分析为基础,研究了反馈效价(积极与消极)和框架(过程导向与结果导向)如何共同影响作为外语的英语学习者的目标取向、动机影响和任务持久性。研究还探讨了非经典认知模式,包括情绪矛盾、决策逆转和动机干扰。总共有120名本科生被随机分配到四种反馈条件中的一种,在八节基于chatgpt的语法课程中。定量数据收集通过验证的工具测量目标取向,动机影响和任务持久性。从反思日志和半结构化访谈中获得的定性数据进行了主题分析,以揭示更深层次的认知-情感动态。方差分析和后续方差分析结果显示,以过程为导向的积极反馈显著提高了掌握目标、积极影响和持久性,而以结果为导向的消极反馈则导致这些领域的下降。定性研究结果揭示了复杂的非线性反应,包括双重情绪状态、动机冲突和认知干扰,这些都是与量子启发的认知模型一致的模式。本研究提供了理论和实践意义,突出了反馈设计在人工智能支持教学中的重要性。它强调了反馈框架和语气的微妙变化如何产生不同的动机轨迹,并引入了一种新颖的量子启发镜头,以捕捉数字媒介环境中学习者认知的概率性和情感动态性。
{"title":"Feedback valence and framing in AI-mediated EFL learning: A quantum-inspired analysis of their effects on goal orientation, motivational affect, and task persistence through achievement goal theory","authors":"Ehsan Namaziandost ,&nbsp;Ferdi Çelik ,&nbsp;Volkan Duran","doi":"10.1016/j.lmot.2025.102200","DOIUrl":"10.1016/j.lmot.2025.102200","url":null,"abstract":"<div><div>As artificial intelligence (AI) increasingly shapes language learning, the role of feedback in AI-mediated environments has become a focal concern—particularly in how it influences learner motivation, affect, and engagement. Grounded in Achievement Goal Theory and enriched by a quantum-inspired analysis, this mixed-methods study examined how feedback valence (positive vs. negative) and framing (process-oriented vs. outcome-oriented) jointly impact English as a Foreign Language (EFL) learners’ goal orientation, motivational affect, and task persistence. The study also explored non-classical cognitive patterns, including emotional ambivalence, decision reversals, and motivational interference. A total of 120 undergraduate EFL students were randomly assigned to one of four feedback conditions during an eight-session ChatGPT-based grammar course. Quantitative data were gathered through validated instruments measuring goal orientation, motivational affect, and task persistence. Qualitative data from reflection logs and semi-structured interviews were analyzed thematically to uncover deeper cognitive-emotional dynamics. Results from MANOVA and follow-up ANOVAs revealed that positive, process-oriented feedback significantly enhanced mastery goals, positive affect, and persistence, whereas negative, outcome-oriented feedback resulted in declines across these domains. Qualitative findings uncovered complex, nonlinear responses including dual emotional states, motivational conflicts, and cognitive interference, which are thepatterns consistent with quantum-inspired models of cognition. This study offers both theoretical and practical implications, highlighting the importance of feedback design in AI-supported instruction. It underscores how subtle variations in feedback framing and tone can generate divergent motivational trajectories, and introduces a novel quantum-inspired lens to capture the probabilistic, emotionally dynamic nature of learner cognition in digitally mediated settings.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102200"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266612","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}
引用次数: 0
The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory ai辅助同伴评议对学生ai反馈素养、动机和自尊的影响:整合体验学习和自我决定理论
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-11-10 DOI: 10.1016/j.lmot.2025.102215
Enas Mohammad Alwafi
The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.
本研究旨在通过整合体验式学习和自我决定理论,探讨人工智能辅助同伴评议对学生人工智能反馈素养、动机和自尊的影响。采用准实验设计,分为对照组和实验组。实验组学生通过体验式学习和自我决定理论(self- self Theory, SDT)的结合,利用人工智能进行同行评议活动,对照组学生在没有任何指导的情况下,使用人工智能进行自我评议。该研究使用基于完善量表的问卷调查来收集衡量人工智能反馈素养、动机和自尊的定量数据,同时使用访谈来收集定性数据。定量数据显示,实验组的学生比对照组的学生在更大程度上发展了人工智能反馈素养、动机和自尊。访谈数据显示,人工智能辅助的同行评议增强了学生对反馈的批判性参与,增强了对人工智能反馈质量和偏见的认识,培养了学生的自主性,提高了人工智能反馈能力,增强了他们对学习环境的归属感,增强了他们对自己能力的信念和自我价值感。本研究提供了人工智能在线学习活动的设计建议,以提高人工智能反馈素养和发展心理能力。
{"title":"The impact of AI-assisted peer review on students’ AI-feedback literacy, motivation and self-esteem: Integrating experiential learning and self-determination theory","authors":"Enas Mohammad Alwafi","doi":"10.1016/j.lmot.2025.102215","DOIUrl":"10.1016/j.lmot.2025.102215","url":null,"abstract":"<div><div>The study aimed to investigate the impact of AI-assisted peer review on students’ AI feedback literacy, motivation and self-esteem through the integration of experiential learning and self-determination theory. The quasi-experimental design, with control and experimental groups, was employed. The students in the experimental group conducted peer-review activities using AI through the integration of experiential learning and Self-Determination Theory (SDT), while the control group used AI for self-review without any guidelines. The study used a questionnaire that was based on well-established scales to collect quantitative data measuring AI feedback literacy, motivation and self-esteem, while interviews were used to gather qualitative data. The quantitative data showed that students in the experimental group developed AI-feedback literacy, motivation and self-esteem to a greater extent than did the control group. The interview data showed that AI-assisted peer review enhances students’ critical engagement with the feedback, increases awareness of the AI feedback’s quality and bias, develops students’ autonomy, promotes AI feedback competence, increases their sense of relatedness to their learning environment and promotes their belief in their abilities and their sense of self-value. This study provides recommendations for designing online learning activities with AI to enhance AI- feedback literacy and develop psychological capacity.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102215"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525853","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}
引用次数: 0
Exploring L2 writing motivation in AI-mediated EFL contexts: The role of teacher affective support, AI literacy, and self-efficacy through the lens of self-determination theory 在人工智能介导的英语语境中探索二语写作动机:教师情感支持、人工智能素养和自我效能感的作用——基于自我决定理论
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-11-12 DOI: 10.1016/j.lmot.2025.102214
Ziwen Pan , Yi Zhang
Although artificial intelligence (AI) has become embedded in educational settings, research on L2 writing motivation in this context has largely examined individual influencing factors in isolation. There remains limited understanding of how different resources may shape learners’ motivation in AI-mediated writing environments. To address this gap, this study applies self-determination theory to develop and test a structural model that integrates social (TAS), cognitive (AI literacy), and psychological (self-efficacy) factors in influencing L2 writing motivation in the AI-mediated context. To this end, 627 Chinese university students completed validated questionnaires on the four constructs, the results of which were then analyzed with SPSS 26.0 and AMOS 26.0. The analysis revealed that both TAS and AI literacy positively predicted L2 writing motivation directly and indirectly through writing self-efficacy, although the path coefficients differed between the predictors. Specifically, the results indicated that AI literacy had a stronger indirect effect on motivation via self-efficacy than TAS, confirming the distinct pathways through which cognitive and social resources contribute to L2 writing motivation in AI-mediated contexts. In this way, the study extends the application of self-determination theory to AI-enhanced L2 writing contexts and offers pedagogical implications for fostering motivated writers in the digital age.
虽然人工智能(AI)已经嵌入到教育环境中,但在这一背景下,对第二语言写作动机的研究主要是孤立地考察个人影响因素。在人工智能介导的写作环境中,不同的资源如何塑造学习者的动机,人们的理解仍然有限。为了解决这一差距,本研究应用自决理论开发并测试了一个结构模型,该模型整合了人工智能介导情境下影响第二语言写作动机的社会(TAS)、认知(人工智能素养)和心理(自我效能)因素。为此,627名中国大学生完成了四个构式的有效问卷,并使用SPSS 26.0和AMOS 26.0对问卷结果进行分析。分析显示,TAS和AI读写能力均通过写作自我效能直接或间接地正向预测第二语言写作动机,尽管预测因子之间的路径系数存在差异。具体而言,研究结果表明,人工智能读写能力通过自我效能感对动机的间接影响比学习能力对动机的间接影响更强,这证实了认知和社会资源在人工智能介导的语境中促进第二语言写作动机的不同途径。通过这种方式,该研究将自我决定理论的应用扩展到人工智能增强的第二语言写作环境中,并为在数字时代培养有动力的作家提供了教学意义。
{"title":"Exploring L2 writing motivation in AI-mediated EFL contexts: The role of teacher affective support, AI literacy, and self-efficacy through the lens of self-determination theory","authors":"Ziwen Pan ,&nbsp;Yi Zhang","doi":"10.1016/j.lmot.2025.102214","DOIUrl":"10.1016/j.lmot.2025.102214","url":null,"abstract":"<div><div>Although artificial intelligence (AI) has become embedded in educational settings, research on L2 writing motivation in this context has largely examined individual influencing factors in isolation. There remains limited understanding of how different resources may shape learners’ motivation in AI-mediated writing environments. To address this gap, this study applies self-determination theory to develop and test a structural model that integrates social (TAS), cognitive (AI literacy), and psychological (self-efficacy) factors in influencing L2 writing motivation in the AI-mediated context. To this end, 627 Chinese university students completed validated questionnaires on the four constructs, the results of which were then analyzed with SPSS 26.0 and AMOS 26.0. The analysis revealed that both TAS and AI literacy positively predicted L2 writing motivation directly and indirectly through writing self-efficacy, although the path coefficients differed between the predictors. Specifically, the results indicated that AI literacy had a stronger indirect effect on motivation via self-efficacy than TAS, confirming the distinct pathways through which cognitive and social resources contribute to L2 writing motivation in AI-mediated contexts. In this way, the study extends the application of self-determination theory to AI-enhanced L2 writing contexts and offers pedagogical implications for fostering motivated writers in the digital age.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102214"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525854","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}
引用次数: 0
Chinese engineering students’ perceived emotional experiences in AI-mediated education: An expectancy-value theory (EVT) perspective 中国工科学生在人工智能中介教育中的感知情感体验:一个期望-价值理论(EVT)的视角
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-09-09 DOI: 10.1016/j.lmot.2025.102180
Yan Huang , Hongfei Wang
The use of artificial intelligence (AI) technologies in engineering education has recently captured increasing scholarly attention. However, the emotional consequences of using AI tools by engineering students have been ignored in the literature. To fill the gaps, this qualitative study aimed to examine Chinese engineering students’ AI-induced emotional experiences and their reasons, drawing on the expectancy-value theory (EVT). A group of 83 engineering students was non-randomly selected to attend semi-structured interviews. Thematic analysis revealed that Chinese engineering students had experienced eight positive and six negative emotions in their AI-mediated education for different reasons pertaining their ‘self-efficacy’, ‘mastery and accomplishment experiences’, ‘perceived value of education’, ‘technical challenges’, ‘fear of being replaced’, and ‘perceived inefficiency and bias’ in AI tools. Each AI-induced emotional experience is discussed thoroughly, and implications are presented for engineering students and teachers to increase their awareness of AI-induced emotionality in their field.
人工智能(AI)技术在工程教育中的应用最近引起了越来越多的学术关注。然而,工程专业学生使用人工智能工具的情感后果在文献中被忽视了。为了填补这一空白,本定性研究旨在利用期望值理论(EVT),研究中国工科学生人工智能诱发的情绪体验及其原因。83名工程专业学生被随机抽取参加半结构化面试。专题分析显示,中国工科学生在人工智能介导的教育中经历了8种积极情绪和6种消极情绪,原因不同,包括“自我效能感”、“掌握和成就体验”、“感知教育价值”、“技术挑战”、“害怕被取代”以及“感知人工智能工具的效率低下和偏见”。本文深入讨论了每一种人工智能诱发的情感体验,并为工程专业的学生和教师提供了提高他们对人工智能诱发的情感的认识的启示。
{"title":"Chinese engineering students’ perceived emotional experiences in AI-mediated education: An expectancy-value theory (EVT) perspective","authors":"Yan Huang ,&nbsp;Hongfei Wang","doi":"10.1016/j.lmot.2025.102180","DOIUrl":"10.1016/j.lmot.2025.102180","url":null,"abstract":"<div><div>The use of artificial intelligence (AI) technologies in engineering education has recently captured increasing scholarly attention. However, the emotional consequences of using AI tools by engineering students have been ignored in the literature. To fill the gaps, this qualitative study aimed to examine Chinese engineering students’ AI-induced emotional experiences and their reasons, drawing on the expectancy-value theory (EVT). A group of 83 engineering students was non-randomly selected to attend semi-structured interviews. Thematic analysis revealed that Chinese engineering students had experienced eight positive and six negative emotions in their AI-mediated education for different reasons pertaining their ‘self-efficacy’, ‘mastery and accomplishment experiences’, ‘perceived value of education’, ‘technical challenges’, ‘fear of being replaced’, and ‘perceived inefficiency and bias’ in AI tools. Each AI-induced emotional experience is discussed thoroughly, and implications are presented for engineering students and teachers to increase their awareness of AI-induced emotionality in their field.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102180"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145019572","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}
引用次数: 0
Digital educational game design: Music, speed, colour and collectible item 数字教育游戏设计:音乐、速度、颜色和可收集物品
IF 1.8 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2025-11-01 Epub Date: 2025-09-16 DOI: 10.1016/j.lmot.2025.102186
Zeynep Cömert , Yavuz Samur
The objective of this research was to ascertain the optimal construction of design elements independent of learning content, such as colour, sound, the number of items collected, and speed, in educational games. The study involved a voluntary sample of 7th-grade students. Four distinct versions of an educational game designed to teach fractions were developed, each featuring a unique combination of auditory, visual, and interactive elements. While these variations differed in terms of their audio, visual presentation, number of addable items, and pace, they all retained the same core educational content. The students were randomly assigned to groups and completed a pre-test on fractions using tablets. Subsequently, the participants engaged with the game and completed a post-test, which assessed their knowledge, cognitive load, and flow experience. The findings indicated that background music increased cognitive load but enhanced achievement and cognitive process. Faster gameplay reduced student achievement and cognitive load but supported flow experience. An increase in the number of collectible items had a negative impact on achievement scores and raised cognitive load, but did not affect flow experience Regarding colour, games with pale colour palettes were associated with higher achievement scores and better flow experiences compared to vivid colour designs, although colour did not substantially affect cognitive load. These results offer insights into optimizing multimedia design features in educational games to better balance engagement and learning efficiency.
这项研究的目的是确定独立于学习内容的设计元素的最佳结构,如教育游戏中的颜色、声音、收集的物品数量和速度。这项研究涉及七年级学生的自愿样本。开发了四种不同版本的教育游戏,旨在教授分数,每个版本都具有听觉,视觉和互动元素的独特组合。虽然这些变体在音频、视觉呈现、可添加道具数量和节奏方面有所不同,但它们都保留了相同的核心教育内容。学生们被随机分配到不同的小组,并使用药片完成分数的预测试。随后,参与者参与游戏并完成后测,评估他们的知识、认知负荷和心流体验。研究结果表明,背景音乐增加了认知负荷,但提高了成绩和认知过程。更快的游戏玩法降低了学生的成绩和认知负荷,但支持了心流体验。关于颜色,与鲜艳的颜色设计相比,带有浅色配色的游戏具有更高的成就分数和更好的心流体验,尽管颜色并不会对认知负荷产生实质性影响。这些结果为优化教育类游戏的多媒体设计功能,更好地平衡用户粘性和学习效率提供了见解。
{"title":"Digital educational game design: Music, speed, colour and collectible item","authors":"Zeynep Cömert ,&nbsp;Yavuz Samur","doi":"10.1016/j.lmot.2025.102186","DOIUrl":"10.1016/j.lmot.2025.102186","url":null,"abstract":"<div><div>The objective of this research was to ascertain the optimal construction of design elements independent of learning content, such as colour, sound, the number of items collected, and speed, in educational games. The study involved a voluntary sample of 7th-grade students. Four distinct versions of an educational game designed to teach fractions were developed, each featuring a unique combination of auditory, visual, and interactive elements. While these variations differed in terms of their audio, visual presentation, number of addable items, and pace, they all retained the same core educational content. The students were randomly assigned to groups and completed a pre-test on fractions using tablets. Subsequently, the participants engaged with the game and completed a post-test, which assessed their knowledge, cognitive load, and flow experience. The findings indicated that background music increased cognitive load but enhanced achievement and cognitive process. Faster gameplay reduced student achievement and cognitive load but supported flow experience. An increase in the number of collectible items had a negative impact on achievement scores and raised cognitive load, but did not affect flow experience Regarding colour, games with pale colour palettes were associated with higher achievement scores and better flow experiences compared to vivid colour designs, although colour did not substantially affect cognitive load. These results offer insights into optimizing multimedia design features in educational games to better balance engagement and learning efficiency.</div></div>","PeriodicalId":47305,"journal":{"name":"Learning and Motivation","volume":"92 ","pages":"Article 102186"},"PeriodicalIF":1.8,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145105235","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}
引用次数: 0
期刊
Learning and Motivation
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1