Learning and Motivation最新文献

This pilot study aimed to examine voluntary abstinence from, and relapse of, ethanol seeking following removal of alternative nondrug reinforcement using a concurrent-chains arrangement. Rats first were trained to self-administer ethanol during a baseline condition. Next, they were presented with choices between responding for ethanol and sucrose during the initial link of a concurrent-chains schedule. Following their initial-link choice, they entered a terminal link in which they could respond exclusively for the reinforcer associated with their initial-link choice. To test for relapse, the same concurrent-chains procedure was arranged except that sucrose reinforcement was suspended from the sucrose-correlated terminal link. Overall, four out of the five rats showed a consistent preference for sucrose over ethanol during the voluntary-abstinence phase. When sucrose reinforcement was suspended during the relapse test, ethanol seeking increased for all rats.

While gamification in education has gained popularity in recent years, there remains a scarcity of studies investigating its effects on students' stress levels, anxiety, self-efficacy, and academic achievements, particularly within Arab countries. Therefore, this study investigated the effect of using the gamification of “Kahoot!” as a learning method on stress and anxiety symptoms, self-efficacy, and academic achievements among university students in Jordan. A pre-posttest control group design was adopted and a sample of 176 students was recruited, 89 were in the experimental group and 87 in the control group. The experimental group was exposed to the gamification of Kahoot! and traditional learning, while the control group was exposed to traditional learning during the period from March to June 2023. Findings clarified significant differences existed in stress and anxiety symptoms, self-efficacy, and academic achievements between experimental and control groups after intervention. The experimental group revealed reduced stress and anxiety symptoms and improved self-efficacy and academic achievements after the intervention. This study suggested that the gamification of “Kahoot!” could be an effective learning method, thus university instructors should integrate such gamification into the educational process to enhance psychological health and academic achievements among students.

While it is important for teachers to care about students' academic performance and mental health, controlling and overprotective behavior can have long-term negative effects on students. Despite extensive research on the relationship between student achievement and teachers' caring behavior, research has investigated students' actual experiences of the pressures they face from teachers' expectations and concerns. To this aim, 400 Iranian English as a Foreign Language (EFL) institute students participated in this study. EFL teachers were chosen for the challenges and anxiety that learning a language brings to the students. In many countries, English is considered important for academic and professional success, and as a result, students and teachers place high expectations and emphasis on performance in this area. Surveys were completed to examine student active and passive motivation, anxiety, and teachers’ level of concern. This study found that teacher concern was a significant predictor of student motivation, while teacher metapathy and empathy negatively predicted anxiety, and teacher apathy positively predicted anxiety. Furthermore, teacher apathy negatively predicted foreign language learning outcomes, whereas teacher concern, mediated by motivation, directly predicted foreign language learning outcomes. In conclusion, caring and supportive teachers who foster a sense of belonging align with self-determination theory, boosting student motivation and improving outcomes. This study highlights the important role of such teachers in student success and the need to integrate self-determination theory into educational practice.

Introduction

Previous data from our laboratory show that frustration events could function as an important factor in the etiology and maintenance of the binge-like eating episodes. However, in previous experiments, male Wistar rats deprived of food were used. This reduced the external validity of the phenomenon as an animal model of binge-eating episodes since they are more prevalent in women and can occur without prior energy deficit.

Objective

To explore the presence of increased intake after a previous frustration event in two new experimental conditions: male rats without food deprivation (experiment 1) and female rats with food deprivation at 83% of their ad libitum weight (experiment 2).

Method

The animals had access to a 32% sweetened solution during five daily trials of five minutes each. During the trials 6, 8 and 10, half of the animals received the reinforcer normally, and the other half after a delay of 10 min. In the trials 7, 9 and 11 all animals received the reward without prior delay.

Results

The model was replicated in the two experiments.

Discussion

These data generalize our previous observations to two novel conditions, one sexual and the other motivational, which results in an increase in its external validity.

In light of the challenge posed by the need to sustain learners' motivation within educational environments, it is imperative to investigate the issues that contribute to its enhancement. To enhance learners' motivation, scholarly literature suggests that educators have a remarkable function in this regard, with various facets linked with teachers such as their behaviors. The significance of teacher credibility and care in the classroom has been established in academic literature. Nevertheless, there is a lack of research on the importance of these two constructs in predicting students' motivation using the two significant theories of motivation, namely Broaden-and-Build and Rhetorical/Relational. To address the gap, 696 students from eight different areas of China were asked to complete three different questionnaires measuring motivation, credibility, and teacher care. The data was then analyzed using structural equation modeling (SEM) and the results revealed that the credibility and care of teachers have a significant impact on students' motivation. Indeed, a robust positive correlation (r = 0.62, p < 0.05) is observed between teacher credibility and student motivation. This indicates that elevated teacher credibility is significantly associated with higher levels of students' motivation. Furthermore, a strong positive correlation (r = 0.68, p < 0.05) is also identified between teacher care and students' motivation. This suggests that increased teacher care is significantly linked to higher levels of students' motivation. In addition, both credibility and care could predict learners' motivation, but teacher care was a better predictor representing about 86 % of changes in motivation. The results of the study were discussed, along with their potential impact on teaching practices, and recommendations for future research were also offered.

Emerging research in language education increasingly recognizes the transformative potential of mobile learning. Anchored in Self-Determination Theory (SDT) and Technology Acceptance Model (TAM), this study employed Structural Equation Modelling (SEM) to investigate how psychological factors—specifically perceived competence, autonomy, and relatedness—affect overseas students studying Chinese in China. It examined the interaction of these factors with Perceived Usefulness (PU) and Perceived Ease of Use (PEU) in mobile learning environments and their impact on learners' satisfaction and intention to continue using these learning platforms. Involving 515 participants in a bilingual online survey, the research delved into the dynamics of these psychological determinants on learners' attitudes towards mobile learning technologies. The SEM analysis revealed a complex interplay, where competence, autonomy, and relatedness significantly forecast PU and PEU, thereby shaping learner satisfaction and commitment to ongoing use. The findings highlighted the critical role of social interaction, cultural exchange, and personalized learning experiences in enhancing mobile learning effectiveness. Implications of the findings were discussed to enhance learner engagement and educational achievement in Chinese language learning.

Objective

This study was conducted to investigate the relationship between motivational-cognitive variables and academic self-efficacy of students meditated by parent-teacher interactions and the parents’ educational expectations of high school students.

Methods

In this study, a correlation method was adopted. Using the cluster random sampling method, 329 high school students (165 females and 164 males) were selected. The path analysis and correlation coefficient were utilized for data analysis.

Results

The findings showed that intelligence beliefs, task value, and achievement goals were positively linked to academic self-efficacy. According to the results, teacher-student and mother-child interactions, as well as parental expectations of education play a significant mediating role in the relationship between motivational-cognitive variables and academic self-efficacy. The model proposed for motivational-cognitive variables and academic self-efficacy had a good fit with the mediating role of teacher-student and mother-child interactions, as well as parent’s expectations of education.

Conclusion

Motivational-cognitive variables affect self-efficacy through the parents’ educational expectations and teacher-student/mother-child interactions.

The assessment of self-regulation, which is important for the geometry learning area and can be associated with the stages of the ACE cycle, is important for success. The study was conducted to determine the effect of the ACE cycle-based learning process on students’ geometry self-efficacy beliefs in the 7th grade polygons learning area. Quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was preferred in the study. The study group consisted of a total of 46 students, 24 in the control group and 22 in the experimental group, studying in the seventh grade of a middle school in the eastern Anatolia region of Turkey. In the 4-week implementation, the lessons were conducted according to the ACE learning cycle in the experimental group, while no intervention was made in the control group. In this study, the Self-Efficacy Scale for Geometry was used as a data collection tool and independent sample t-test and dependent sample t-test were used to analyze the data. The results showed that the instruction shaped according to the ACE learning cycle was more effective on students' geometry self-efficacy beliefs in the related learning domain.

This study investigated the role of autonomous and controlled motivations in influencing Chinese master students’ research literacy based on the self-determination theory. Data were collected from 345 master students in Chinese universities. Results from the structural equation modelling analyses suggested both autonomous motivation and supervisors’ support significantly influenced master students’ research literacy, while the role of controlled motivation in influencing their research literacy did not achieve a significant level. Besides, supervisor’s support significantly influenced master students’ autonomous and controlled motivation. This study contributed to the people’s understanding of roles of supervisors’ support, autonomous motivation, and controlled motivation in improving master students’ research literacy and provided valuable insights for supervisors and policy makers to make informed decisions on improving students’ research literacy.

This study utilized a quasi-experimental design to investigate the impact of different scaffoldings and inner speech on learning motivation, flexible thinking, and individual academic achievement in a technology-enhanced learning environment. The sample consisted of 181 college students in China who were randomly assigned to one of four groups: the procedural-scaffolding group, the conceptual-scaffolding group, the conceptual-and-procedural scaffolding group, and the control group. The data were analysed using a two-way ANCOVA and planned comparisons. The findings revealed that the conceptual-and-procedural scaffolding group exhibited higher scores in learning motivation, flexible thinking, and academic achievement than the conceptual or procedural scaffolding groups. No interaction effect was observed between the types of scaffolding and the level of inner speech on learning motivation. The reasons for the superior performance of the conceptual scaffolding group compared to the procedural scaffolding group and the absence of an interaction effect between the two independent variables have been thoroughly discussed. These findings have important implications for future studies aimed at enhancing education and research.