TY  - JOUR
U1  - Wissenschaftlicher Artikel
A1  - Raufelder, Diana
A1  - Boehme, Rebecca
A1  - Romund, Lydia
A1  - Golde, Sabrina
A1  - Lorenz, Robert C.
A1  - Gleich, Tobias
A1  - Beck, Anne
T1  - Does Feedback-Related Brain Response during Reinforcement Learning Predict Socio-motivational (In-)dependence in Adolescence?
JF  - Frontiers in Psychology
N2  - This multi-methodological study applied functional magnetic resonance imaging to investigate neural activation in a group of adolescent students (N = 88) during a probabilistic reinforcement learning task. We related patterns of emerging brain activity and individual learning rates to socio-motivational (in-)dependence manifested in four different motivation types (MTs): (1) peer-dependent MT, (2) teacher-dependent MT, (3) peer-and-teacher-dependent MT, (4) peer-and-teacher-independent MT. A multinomial regression analysis revealed that the individual learning rate predicts students’ membership to the independent MT, or the peer-and-teacher-dependent MT. Additionally, the striatum, a brain region associated with behavioral adaptation and flexibility, showed increased learning-related activation in students with motivational independence. Moreover, the prefrontal cortex, which is involved in behavioral control, was more active in students of the peer-and-teacher-dependent MT. Overall, this study offers new insights into the interplay of motivation and learning with (1) a focus on inter-individual differences in the role of peers and teachers as source of students’ individual motivation and (2) its potential neurobiological basis.
KW  - -
KW  - fMRI
KW  - reinforcement learning
KW  - motivation
KW  - social relationships in school
Y1  - 2016
UN  - https://nbn-resolving.org/urn:nbn:de:gbv:9-opus-33133
SN  - 1664-1078
SS  - 1664-1078
U6  - https://doi.org/10.3389/fpsyg.2016.00655
DO  - https://doi.org/10.3389/fpsyg.2016.00655
VL  - 7
PB  - Frontiers Media S.A.
ER  -