Chenming Lyu
Biographic Data
| ID | 7351933 |
|---|---|
| NAME | Chenming Lyu |
| GIVEN NAMES | Chenming |
| FAMILY NAME | Lyu |
| SIGNATURE | LYU C |
| AFFILIATIONS | Ludong University |
| ORCID | 0000-0003-3159-2339 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Role of Basic Psychological Needs in Task Engagement
The present study investigated the interplay between Basic Psychological Needs (BPNs)—autonomy, competence, and relatedness—and task engagement in English as a Foreign Language (EFL) learning at the university level in China. Adopting a mixed-methods approach, the research combined quantitative data from 3,807 participants with qualitative insights from group interviews to explore how BPN satisfaction influenced students’ engagement across behavi…
AI interactivity and human-technology engagement
The growing integration of Artificial Intelligence (AI) into education has transformed how learners interact with technology. Understanding the psychological mechanisms underlying this interaction is essential for optimizing human-technology engagement. Grounded in models of technology acceptance and human-AI interaction, this study examines how perceived AI interactivity influences learners’ behavioral intention to use AI tools, with perceived u…
Understanding Expert EFL Teachers’ Motivation for Professional Development
Teacher motivation is a critical component of professional development (PD), which plays a central role in sustaining English as a Foreign Language (EFL) teachers’ professional standards. However, little research has examined how school-level factors foster teachers’ motivation for PD. This study investigates how a high school’s cultural environment influenced expert EFL teachers’ motivation for PD in China. Drawing on Self-Determination Theory (…
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Understanding Expert EFL Teachers’ Motivation for Professional Development
Teacher motivation is a critical component of professional development (PD), which plays a central role in sustaining English as a Foreign Language (EFL) teachers’ professional standards. However, little research has examined how school-level factors foster teachers’ motivation for PD. This study investigates how a high school’s cultural environment influenced expert EFL teachers’ motivation for PD in China. Drawing on Self-Determination Theory (…
The Role of Basic Psychological Needs in Task Engagement
The present study investigated the interplay between Basic Psychological Needs (BPNs)—autonomy, competence, and relatedness—and task engagement in English as a Foreign Language (EFL) learning at the university level in China. Adopting a mixed-methods approach, the research combined quantitative data from 3,807 participants with qualitative insights from group interviews to explore how BPN satisfaction influenced students’ engagement across behavi…
AI interactivity and human-technology engagement
The growing integration of Artificial Intelligence (AI) into education has transformed how learners interact with technology. Understanding the psychological mechanisms underlying this interaction is essential for optimizing human-technology engagement. Grounded in models of technology acceptance and human-AI interaction, this study examines how perceived AI interactivity influences learners’ behavioral intention to use AI tools, with perceived u…
EFL/ESL Teaching and Learning (2 works) · Qualitative research (2 works) · Self-determination theory (2 works) · Activity Theory (1 work) · Affordance (1 work) · AI in Service Interactions (1 work) · Autonomy (1 work) · Bootstrapping (finance (1 work) · Education, Achievement, and Giftedness (1 work) · English as a foreign language (1 work)