The double-edged sword of AI literacy: Functional differentiation of anxiety and motivational regulation in the GenAI context

Abstract This qualitative study examined how student motivation is described, supported, and understood by students, teachers, and parents in the Greek school located in Gökçeada (Imvros), Turkey. Drawing on Self-Determination Theory (SDT) and Bronfenbrenner’s Ecological Systems Theory (EST), the study addressed three questions: (a) how students interpret their motivation in daily school life, (b) how teachers and parents observe and foster motivation, and (c) how relational, institutional, and cultural factors shape motivational experiences across ecological levels. Data were collected through four focus group interviews with lower secondary school students ( N = 6), upper secondary school students ( N = 6), teachers ( N = 4), and parents ( N = 5), and analyzed thematically using a combined inductive–deductive approach. Participants described motivational experiences that could be situated along the SDT continuum (from disengagement to interest/enjoyment), while inductive themes across stakeholder accounts also highlighted teacher influence, perceived competence, and parental scaffolding. Teachers tended to emphasize structure, discipline, and observable engagement, whereas parents highlighted cultural identity, routines, and long-term aspirations. Viewed through an ecological lens, motivation was described as co-constructed across systems: microsystem relationships, mesosystem home–school alignment, exosystem institutional constraints, macrosystem cultural hybridity, and chronosystem disruptions such as the COVID-19 pandemic. By integrating SDT with EST analytically, the study demonstrates how the quality of motivational regulation is co-constructed across systems rather than residing solely within individual students. The findings offer context-sensitive insights into motivational processes in minority and bilingual school environments and highlight the importance of examining stakeholder perspectives comparatively to understand convergences and misalignments in motivational support.

University students have been noted to have a drop in their levels of physical activity due to their academic transitions. When it comes to moderate-to-vigorous physical activity (MVPA), digital methods have shown to work inconsistently. This randomized controlled trial aimed to find out if a digital intervention that is gamified promotes more behavioral and motivational changes than a digital intervention that is prompt-based and if statistically motivational changes of an autonomous nature explain the differences. PATHFIT2 students (N=180) from the Philippines were assigned to either a gamified digital intervention or a non-gamified, standard digital intervention for a duration of eight weeks. Both conditions were directed to use MyFitnessPal to log their exercise and were given daily activity prompts. The gamified condition was given additional stimulation in the form of rewards for points, streaks, bonus badges, and leaderboard feedback. At pretest and posttest, MVPA (verified activity logs for MVPA) and motivational regulation (using the BREQ-3) and cardiovascular endurance (3-minute step test), muscular endurance (a push-up test), and body mass index were assessed. The mixed-design ANOVA showed significant changes in MVPA over time with the gamified condition resulting in the more pronounced changes (η²p = .11, d = 0.67). The gamified condition showed significant increases in both identified and intrinsic regulation. Improvement of both cardiovascular and muscular endurance were noted to be more substantial in the gamified condition although the changes in BMI were quite mild. Changes in intrinsic regulation were shown through bootstrapped mediation analyses to statistically account for part of the relationship between intervention condition and MVPA (indirect effect β = .15, 95% CI [.07, .27]). This means that gamified digital interventions improve the level of physical activity participants engage in, beyond increasing it through digital prompts, and that alterations in autonomous motivation account for a large portion of the relationship. A university program that includes autonomy-supportive gamification may be an effective and widely applicable method for enhancing participants' behavioral and functional health.

Biological task commitment plays a crucial role in the discovery of new knowledge and in learning biology. It is essential for becoming a scientist and for successfully engaging in scientific task-solving. Recently, brain-based approaches have been introduced to elucidate the neural mechanisms underlying task commitment. In this study, functional near-infrared spectroscopy (fNIRS) was used to identify prefrontal cortex activation in biology researchers during biological task commitment. The results showed that biology researchers tend to pursue high goals and persist in completing tasks. Significant activation was observed in the VLPFC, right DLPFC, right FP, and right OFC. The left VLPFC is associated with the inhibitory control of scientific concepts and selective attention, suggesting that researchers selectively process relevant concepts while focusing attention to solve biological tasks. The right FP and right OFC are related to goal-directed thinking and motivational regulation, indicating that researchers maintain goal-directed thinking and regulate their motivation during biological task commitment. Overall, the findings identify the left VLPFC, right FP, and right OFC as key brain regions involved in biological task commitment. These results offer implications for the development of neuroscientific assessment tools for biological task commitment and for designing brain-based biology instruction.

ABSTRACT Current research on ageing and physical activity largely centres on low-intensity, function-oriented programmes, overlooking the potential of high-challenge sport as a form of ‘existential work’ in later life. This study examines how older novices in a structured non-motorised competitive sailing programme transition from motivational regulation to existential meaning. Using a relativist ontology and a social constructionist epistemology, we conducted in-depth interviews with eight novices (aged 60–65) who completed a six-month regatta-focused training regimen and analysed the data through reflexive thematic analysis. Three themes emerged. First, embodied shift: carnal resistance – pain, bruising and seasickness – was reframed as evidence of agency, countering decline narratives. Second, competition as an existential boundary: the uncontrollable sailing environment was narrated as bringing participants to confront finitude. Third, ontological reframing through active surrender: older novices rewrote their self-narratives from passive tourists to agentic competitors, reframing their remaining years into a grand-tour-like voyage. Overall, motivation oriented action, whereas meaning was negotiated through participants’ interpretations of embodied and environmental limits. Under favourable conditions, purposeful striving sustained engagement; under adverse conditions, participants moved beyond purpose, opening up the possibility for a shift towards existential being. These flexible responses illustrate how high-challenge sport can help older novices reimagine ageing as a field of existential possibility rather than mere functional maintenance.

The article examines the features of dopamine regulation in schoolchildren and students, its relationship with learning load and psycho-emotional state. The neurobiological mechanisms and consequences of the imbalance of the dopamine system in education are analyzed. The aim of the work is to study the neurophysiological mechanisms of dopamine regulation and their correlation with educational and emotional parameters in students. The novelty of the study lies in the fact that for the first time, the dopamine status of two age groups was analyzed on a single methodological basis, taking into account the effects of stress and emotional state. The work identifies and systematizes the key factors of dopamine deficiency, reveals the neurobiological mechanisms of disorders — from molecular changes to systemic effects in the regulation of motivation and cognitive functions. The study confirms the applied value of dopamine status assessment: the data obtained help to develop differentiated strategies for maintaining mental health and increasing academic productivity.

IntroductionDigitalization is transforming education and increasing the demand for teachers’ competencies in integrating digital technologies into instruction. In this context, professional development plays a central role, yet it remains unclear how participation in digitalization-related professional development is associated with different dimensions of teachers’ professional competence and whether these relationships differ between STEM and non-STEM teachers.MethodsThis study examines how participation in digitalization-related professional development is related to teachers’ motivational regulation, digital self-efficacy, digitalization-related knowledge (technological pedagogical knowledge and technological pedagogical content knowledge; TPK/TPACK), ICT-response beliefs, and technology acceptance and competence beliefs, and whether teaching a STEM subject moderates these relationships. A total of 1,031 teachers from North Rhine-Westphalia, Germany, completed an online survey.Results and discussionThe results indicate that participation in professional development—particularly when focused on digitalization—is associated with higher levels of motivational regulation, digital self-efficacy, and digitalization-related knowledge (TPACK). Differences between STEM and non-STEM teachers were generally small, although teachers without STEM subjects reported slightly lower TPACK. Correlational analyses revealed positive relationships among digital self-efficacy, digitalization-related knowledge, and technology-related beliefs.

Biogenic amines are highly conserved across animal species and aid in the regulation of movement, behavior, motivation, temperature, blood pressure, and endocrine secretion. Within eusocial species, such as the honey bee Apis mellifera, biogenic amines are responsible for modulating traits associated with higher levels of sociality, such as division of labor. In Ceratina calcarata, a facultatively social bee species, mothers establish a dominance hierarchy over their eldest daughter by providing them with less pollen and less protein, resulting in smaller, more submissive adults referred to as dwarf eldest daughters (DEDs). We hypothesized that this dominance hierarchy is additionally modulated by biogenic amines. To examine this hypothesis, we first compared biogenic amine levels between mothers and daughters and found significantly higher levels of dopamine, octopamine and tyramine in the mothers. To quantify the effects of these biogenic amine differences, dopamine was topically administered to C. calcarata DEDs, while the mothers were topically treated with the dopamine blocker cis-(Z)-Flupentixol dihydrochloride. Aggression helps to establish social hierarchies, so mothers and DEDs from the same nest underwent behavioral assays to assess aggressive and tolerant behaviors. When dopamine was blocked in the naturally more aggressive mothers, there was no difference in the number of aggressive interactions. Instead, treated mothers became more tolerant of DEDs, indicating dopamine plays a key role in modulating these behaviors. More work is needed to understand the different roles each biogenic amine plays in the development of a dominance hierarchy, especially in these species on the brink of eusociality.

Within self-determination theory, different operationalizations of motivation co-exist. Person-centered approaches, such as Latent Profile Analysis, are employed to investigate the nuances of motivation and its association with other learning variables. This is particularly advantageous, as profile analyses acknowledge that different forms of motivational regulation are not mutually exclusive and can co-occur within individuals. This study explores different motivational profiles among German upper-secondary level biology students (N = 1,419, 17.14 ± 1.48 years, 65% female) and their relationship with perceived basic need satisfaction and pressure. Despite the importance of perceived pressure in determining the quality of experience, few studies have focused on the student perspective. Using Latent Profile Analysis, four motivational profiles were identified: low motivation, average motivation, moderately self-determined motivation, and self-determined motivation. Follow-up analysis of distinct variables indicate a trend that higher proportions of self-determined regulations within a profile were associated with greater perceived need satisfaction and lower pressure. However, students in the average motivation profile reported more perceived pressure without simultaneously reporting lower need satisfaction. Additionally, not the average but the low motivation students reported the lowest levels of perceived autonomy, competence, and relatedness. Thus, it is not the presence of controlled but the absence of self-determined qualities that appears to be associated with low levels of basic need satisfaction.

Identification and characterization of phenotypes based on behavior for physical exercise in adolescents with asthma: a multicenter study.

Dynamic interplay of motivational regulation strategies and achievement: insights from intensive longitudinal data

People with mental health disorders experience disproportionately poor oral health and face persistent barriers to maintaining oral hygiene. This study aimed to assess the feasibility of supporting oral hygiene routines in community-dwelling adults using a self-regulation-based education approach informed by Self-Determination Theory, to identify practical strategies for integrated mental and oral health care. Thirty-nine participants from two community mental health centers received single-session oral health education at baseline (T1). Oral health status was assessed using the Oral Health Assessment Tool and the Silness and Loe Plaque Index. Oral health knowledge and motivation were measured at T1, 4 weeks (T2) and 8 weeks (T3) using a knowledge questionnaire, the Treatment Self-Regulation Questionnaire, the Perceived Competence Scale and the Relative Autonomy Index (RAI). At T2 and T3, participants received plaque feedback, reinforcement of the key message and motivational support. Most participants were aged 50 years or older. At baseline, over half of the participants demonstrated poor oral cleanliness, and fewer than one-third had healthy natural teeth. Plaque scores improved significantly from T1 to T2 (mean reduction 21%, p < 0.001), but plateaued by T3. Oral health knowledge improved across all domains, particularly in understanding oral-systemic links and recognizing oral disease risk factors. Autonomous motivation was modest at T1 (RAI = + 0.15), declined at T2 (RAI = -0.93), and partially recovered at T3 (RAI = -0.57), indicating variability in motivational regulation over time. Single-session oral health education was associated with short-term improvements in knowledge and plaque control; however, sustaining behavior change and motivation likely requires ongoing reinforcement, support and repeated engagement. Visual feedback, structured routines and collaboration between mental health and oral health services may facilitate the integration of oral care into routine community mental health practice.

Sleep disorders are linked with cognitive impairments, emotional dysregulation, and motivational alterations and have been parsed into two broad categories, parasomnias (altered sleep cycles) and dyssomnias (difficulties falling/staying asleep). We conducted coordinate-based meta-analyses to delineate common and distinct brain alterations across structural neuroimaging studies assessing parasomnias (n = 17) and dyssomnias (n = 40). To infer brain network-level and behavioral implications we additionally performed meta-analytic connectivity modeling (MACM) and functional decoding. Across all disorders, sleep disruption was associated with convergent structural decreases in the thalamus. When focusing on parasomnia-related studies, convergent structural decreases were observed in the posterior cingulate cortex (PCC). No regions of convergent structural alterations were identified across dyssomnia-related studies. MACM analyses indicated that the identified thalamic region was embedded in a broader cortico–striato–thalamic network, whereas the PCC region was embedded within a network composed of medial prefrontal, striatal, insular, and mid-cingulate regions. Functional decoding linked the thalamic region to behavioral domains involving task execution and performance monitoring, while the PCC region was associated with valuation, decision-making, and motivational regulation. These outcomes suggest that structural alterations associated with sleep-related disorders may disrupt distributed brain networks, potentially contributing to altered cognitive, emotional, and motivational functioning.

Adherence to the Mediterranean Diet (MD) is associated with substantial physical and psychological health benefits, yet its adoption remains challenging during emerging adulthood. Although previous research has identified motivational and socio-cognitive determinants of specific eating behaviors, less is known about the psychological processes underlying adherence to the MD as a whole in youth. The present study examined the role of motivational factors derived from Self-Determination Theory (SDT) and key socio-cognitive variables from the Theory of Planned Behavior (TPB) in explaining adherence to the MD in young adults. A sample of 365 young adults (50.1% female; mean age = 21.74 years, SD = 5.86) completed an online questionnaire assessing motivational regulations, perceived behavioral control (PBC), behavioral intention, and adherence to the MD. Structural equation modeling showed an excellent fit of the hypothesized model. Adherence to the MD was directly associated with behavioral intention (β = 0.18, p < 0.05), PBC (β = 0.24, p < 0.01), and intrinsic motivation (β = 0.22, p < 0.05). Behavioral intention was positively associated with PBC (β = 0.48, p < 0.001) and intrinsic motivation (β = 0.21, p < 0.05) and negatively associated with amotivation (β = -0.23, p < 0.05). Integrated regulation showed a significant indirect effect on intention via PBC. The model accounted for 40% of the variance in intention and 16% of the variance in adherence. The results suggest that interventions targeting this population should strengthen dietary intentions, enhance PBC, and foster autonomous motivation. The integrated model provides a useful framework for designing healthcare and public health interventions aimed at promoting healthy eating during emerging adulthood.

HRMARS - This study explores the factors influencing learners’ engagement in blended learning environments by synthesizing previous domestic and international research and examining practical enhancement strategies. Learning engagement, which includes behavioral, cognitive, and emotional dimensions, is increasingly recognized as a critical determinant of academic success in online, traditional, and hybrid instructional settings. Existing literature highlights multiple influencing variables such as motivation, self-efficacy, teacher support, peer collaboration, instructional design, and learning resources. While foreign studies often emphasize single-dimension perspectives, domestic studies tend to adopt multidimensional frameworks that integrate learner, teacher, peer, and environmental factors. In addition, several engagement models and intervention mechanisms have been proposed, focusing on activity design, communication management, and motivational regulation. Building upon these insights, the present work proposes phase-based strategies to enhance engagement across preparation, self-directed learning, consolidation, application, and evaluation stages of blended instruction. The findings underscore that structured instructional design, emotional support, and interactive learning opportunities collectively foster sustained learner participation and deeper knowledge construction in blended learning contexts.

Regular participation in recreational physical activity is a key determinant of population health, yet behavioral heterogeneity across adults remains insufficiently understood. This study examined how demographic, anthropometric, and psychological characteristics relate to exercise type (H1), weekly frequency (H2), daily duration (H3), motivational regulation (H4), personality-based differences in exercise modality (H5), and multidimensional behavioral clustering (H6) within a large sample of physically active recreationally active adults. A total of 1564 participants (age: M = 33.65, SD = 9.83 years) completed standardized questionnaires assessing physical activity behavior, body mass index, weight history, personality traits (Five-Factor Model), and motivational regulation (BREQ-2). Non-parametric tests, multinomial logistic regression, and cluster analysis were applied. Gender and age consistently predicted exercise frequency and duration (H1-H3), while higher BMI and reported weight problems were strongly associated with health- and appearance-related motives (H4). Personality traits were linked to exercise modality but showed limited associations with motivational regulation (H5), suggesting that activity preferences reflect relatively stable psychological profiles, whereas motives are more context-dependent. Cluster analysis identified three distinct behavioral profiles combining demographic, physical, and psychological attributes (H6), with meaningful differences in exercise modality, duration, and motivational orientation. These findings provide preliminary evidence for the utility of behavioral segmentation in recreational physical activity and highlight the potential of tailored public health strategies that account for demographic, anthropometric, and personality-based differences in engagement patterns.

Friendships play a crucial role in emotional well-being and identity development, especially during emerging adulthood. Rooted in Self-Determination Theory (SDT), this study explored how university students in Pakistan regulate their friendships across various demographic and contextual factors. Using the Friendship Self-Regulation Questionnaire (SRQ-F), data were collected from a sample of 315 university students to examine how motivational regulation styles (external, introjected, identified, and intrinsic) differed across gender, academic year, socioeconomic status (SES), and academic performance. Significant differences were found in friendship self-regulation scores across academic years, with fourth-year students reporting higher levels of autonomous motivation, particularly identified regulation and intrinsic motivation, than second-year students. Additionally, differences emerged based on gender, SES, and time spent on campus outside of class. The findings suggest that as students’ progress through university, their motivation in friendships becomes increasingly internalized, shaped by both individual development and cultural context. These insights provide a foundation for designing culturally sensitive interventions that promote authentic relational engagement and emotional maturity in Pakistani university settings.

Motivated and feeling good? Reciprocal relations between motivational regulation and student well-being over one semester

Purpose: Grounded in self-determination theory, this study investigated the psychological pathways through which youth athletes’ perceptions of the coaching environment influence injury anxiety, specifically examining the mediating roles of basic psychological needs satisfaction and motivational processes.<br/> Method: The participants consisted of 276 middle and high school elite athletes registered with the Korean Sport & Olympic Committee, selected through non-probability sampling. Data were analyzed using confirmatory factor analysis (CFA) to validate the measurement model, followed by structural equation modeling (SEM) to test the hypothesized structural relationships among the variables.<br/> Results: The analysis revealed that autonomy-supportive coaching was a positive predictor of both basic psychological needs satisfaction and autonomous motivation. Conversely, controlling coaching negatively predicted basic psychological needs satisfaction while positively predicting controlled motivation. Notably, basic psychological needs satisfaction had a significant indirect effect on reducing injury anxiety, specifically mediated by controlled motivation. In contrast, autonomous motivation did not show a significant indirect effect on the relationship between needs satisfaction and injury anxiety.<br/> Conclusion: These findings underscore the critical role of the interpersonal coaching climate in shaping injury anxiety among youth athletes by modulating their basic psychological needs and motivational regulations. The results suggest that fostering an autonomy-supportive environment is essential for reducing psychological distress related to injuries. Future research should further explore specific autonomy- supportive strategies tailored to the unique developmental needs of adolescent elite athletes.

Grounded in Self-Determination Theory (SDT), this study tested the hypothesis that body image perception delineates distinct motivational pathways, linking the perceived interpersonal style of exercise professionals to basic psychological needs, motivation quality, and long-term exercise persistence intentions. A sample of 821 regular exercisers was divided into two groups based on body image: "Satisfied" (n = 276) and "Dissatisfied due to Overweight" (n = 545). Participants completed validated measures of perceived interpersonal behaviors (supportive/thwarting), basic psychological need satisfaction/frustration, motivational regulation, and exercise persistence intention. A clear divergent pattern emerged, strongly supporting the main hypothesis. The "Satisfied" group reported a positive pathway: perceiving more need-supportive behaviors from instructors was associated with greater satisfaction of autonomy, competence, and relatedness, which in turn correlated with more self-determined motivation and stronger persistence intentions. Conversely, the "Dissatisfied" group reported a negative pathway: perceiving more need-thwarting behaviors was associated with greater need frustration, which correlated with more non-self-determined motivation and weaker persistence intentions. Measurement invariance confirmed these pathways are comparable across groups. The findings highlight that body image perception is a key correlate of distinct motivational experiences in exercise settings. Crucially, they underscore the significant association between the professional's perceived interpersonal style and these pathways. Fostering need-supportive environments that enhance autonomy, competence, and relatedness is associated with more adaptive motivation and adherence, offering a valuable framework for practitioners aiming to support clients, particularly those with body image concerns.