Learning and Individual Differences最新文献

{"title":"For skilled comprehenders digital reading is a routine task, for unskilled comprehenders it is a problem","authors":"Johannes Naumann ,&nbsp;Liene Brandhuber ,&nbsp;Frank Goldhammer ,&nbsp;Beate Eichmann ,&nbsp;Samuel Greiff","doi":"10.1016/j.lindif.2025.102745","DOIUrl":"10.1016/j.lindif.2025.102745","url":null,"abstract":"<div><div>From theories of task-oriented reading we derived the hypothesis that digital reading has characteristics of a problem for poor comprehenders, while it poses a routine task for skilled comprehenders. It follows that problem solving predicts navigation and digital reading over and above comprehension, and there is an ordinal interaction between comprehension and problem solving. This interaction means that effects of problem solving on navigation and digital reading are stronger in poor, and weaker in skilled comprehenders. Effects of problem solving, comprehension and their interaction on digital reading are assumed to be mediated through navigation. These hypotheses were tested using PISA-Data (<em>N</em> = 13,080), employing two indices of navigation, “Precision” and “Adaptive processing”. Results confirmed our hypotheses with the only exception that Adaptive processing was not predicted by the interaction between problem solving and comprehension. Our results suggest that digital reading constitutes a routine task for skilled, but a problem for unskilled comprehenders.</div></div><div><h3>Educational relevance statement</h3><div>In the 21st century virtually every student and adult is confronted with the task to search for, read, understand and use information on line on a daily basis for personal, educational or occupational purposes. For some readers this task is routine, which they easily accomplish. For others, this task is a complex problem, which they cannot readily solve. The present research shows that good comprehension skill, as taught in advanced reading instruction, puts readers in a position to proficiently find and adequately process information on line. In the face of lacking comprehension skill digital reading becomes a problem, which can be overcome when readers are in command of good problem solving skill. This means that besides efficient reading instruction, designing curricula to improve problem solving skill is vital to teach students how to navigate the digital 21st century information landscape.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102745"},"PeriodicalIF":3.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144364773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Can (A)I do this task?” The role of AI as a socializer of students' self-beliefs of their abilities","authors":"Thorben Jansen ,&nbsp;Jennifer Meyer ,&nbsp;Johanna Fleckenstein ,&nbsp;Allan Wigfield ,&nbsp;Jens Möller","doi":"10.1016/j.lindif.2025.102731","DOIUrl":"10.1016/j.lindif.2025.102731","url":null,"abstract":"<div><div>Students' beliefs about their own academic abilities – their answers to the question “Can I do this task?” - are crucial to their success. Learning within AI-supported environments, alongside AI agents, influences students' beliefs about their abilities. Studies show enhancing and diminishing influences that remain unexplained by motivation theory, limiting theories' explanatory effect in AI-supported learning environments, and leaving educational technology research without a solid theoretical foundation. The following article specifies the situated expectancy-value theory (SEVT) for students' self-belief formation in the context of an AI-driven society. The expanded theory conceptualizes AI as becoming an artificial socializer, capturing the role of AI as an instrumental tool and social agents making up students' individual environments. Bridging AI and motivational research provides a framework for systematically investigating students' self-beliefs in AI-supported contexts and how educational technology can support positive self-beliefs, considering students' contexts and individual differences.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102731"},"PeriodicalIF":3.8,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the mediating role of academic anxiety in mathematics and reading performance among boys and girls: A comprehensive study of Italian fifth graders","authors":"Sara Caviola ,&nbsp;David Giofrè ,&nbsp;Tommaso Feraco ,&nbsp;Enrico Toffalini ,&nbsp;Katie Allen ,&nbsp;David C. Geary","doi":"10.1016/j.lindif.2025.102726","DOIUrl":"10.1016/j.lindif.2025.102726","url":null,"abstract":"<div><div>There is a long-standing debate regarding the magnitude of gender differences in academic achievement. Using data from a robust and nationally representative sample of 146,227 Italian-fifth-graders, we investigated whether academic anxiety is related to gender differences in mathematics and reading achievement. Across six independent samples, boys had higher performance in mathematics (<em>d</em>s = −0.13 to −0.21) and girls had higher performance in reading (<em>d</em>s = 0.07 to 0.21) and higher test anxiety (<em>d</em>s = 0.30 to 0.37). Meta-analytic procedures indicated these patterns were stable across samples. Path analyses within and across samples suggested about one-third of the academic gender gaps can be accounted for by test anxiety. In particular, with control of test anxiety girls' advantage in reading achievement increased, while boys' advantage in mathematics decreased.</div></div><div><h3>Educational statement</h3><div>The current study provides an extensive exploration of how test anxiety potentially influences gender differences in mathematics and reading achievement. Test anxiety appears to lower girls' performance on achievement tests and thus underestimating their advantages in reading and overestimating boys' advantages in mathematics. One implication is that efforts to reduce test anxiety will enhance performance on achievement tests, especially for test-anxious girls, and through this provide more accurate estimates of academic competencies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102726"},"PeriodicalIF":3.8,"publicationDate":"2025-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How does prior knowledge affect learning? A review of 16 mechanisms and a framework for future research","authors":"Michael Schneider,&nbsp;Bianca A. Simonsmeier","doi":"10.1016/j.lindif.2025.102744","DOIUrl":"10.1016/j.lindif.2025.102744","url":null,"abstract":"<div><div>The knowledge-is-power hypothesis posits that individual differences in domain-specific prior knowledge are among the strongest positive determinants of learning. However, a large recent meta-analysis found that the correlations between prior knowledge and knowledge gains had a mean of zero and a large range. This Prior Knowledge Paradox demonstrates the need to understand better how prior knowledge affects learning. We give an integrative review of 16 learning processes mediating the effects of prior knowledge on learning outcomes in learners, for example, encoding, chunking, comprehension, interest, cognitive load, meta-cognition, transfer, and interference. Each process is moderated by further variables, such as content domain, learner characteristics, or instruction. We summarize these findings in the Multiple Moderated Mediations (Triple-M) framework for future research, which emphasizes that a full understanding of the effect of prior knowledge on learning requires the joint consideration of the multiple cognitive and motivational learning mechanisms and moderating influences on them.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102744"},"PeriodicalIF":3.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144306335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bringing learners into focus: A systematic review of learner characteristics in AR-supported STEM education","authors":"Zoya Kozlova,&nbsp;Katharina M. Bach,&nbsp;Peter A. Edelsbrunner,&nbsp;Sarah I. Hofer","doi":"10.1016/j.lindif.2025.102727","DOIUrl":"10.1016/j.lindif.2025.102727","url":null,"abstract":"<div><div>To understand how AR effects on STEM learning depend on individual differences, it is essential to follow the ATI (Aptitude-Treatment Interaction) perspective and investigate interactions between individual differences and AR- vs. non-AR conditions. This systematic review explored the extent to which individual characteristics are examined in AR research as predictors to further review if and how AR research in STEM education follows an ATI approach. Our findings reveal that from 2013 to 2022, <em>k</em> = 38 studies investigated the role of individual variables as predictors with only <em>k</em> = 5 studies considering how individual differences interact with AR vs. non-AR conditions. Spatial ability emerged as the most frequently studied learner characteristic in ATI-AR research, yet its impact on learning outcomes remains inconclusive. We discuss possible reasons for this gap and propose solutions, offering a study design framework to conduct AR studies considering the ATI perspective.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102727"},"PeriodicalIF":3.8,"publicationDate":"2025-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144279086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relation between home numeracy activities and children's math skills: The moderating role of home numeracy resources","authors":"Wei Wei ,&nbsp;Siyu Wu ,&nbsp;Chang Xu ,&nbsp;Jike Qin ,&nbsp;Jo-Anne LeFevre","doi":"10.1016/j.lindif.2025.102734","DOIUrl":"10.1016/j.lindif.2025.102734","url":null,"abstract":"<div><div>Home numeracy activities and resources are distinct dimensions of the home numeracy environment. Many researchers have documented the relation between home numeracy activities and children's numeracy skills. However, very few have explored the relation between the home numeracy resources and children's mathematical performance. We proposed that home numeracy resources moderate the relation between home numeracy activities and children's numeracy skills. To test this hypothesis, 294 Chinese parents were recruited to complete questionnaires on home numeracy activities and resources. Their children were tested on nonsymbolic and symbolic numerical tasks. We found that the positive relation between home numeracy activities and symbolic number processing was greater when resources were scarce; when resources were abundant, the relation between home numeracy activities and symbolic number processing was weaker or not significant. These findings highlight the importance of accounting for numeracy resources when exploring the relation of home numeracy activities on children's math skills.</div></div><div><h3>Educational relevance statement</h3><div>In the present study, we found that the way home numeracy activities relate to children's numeracy skills changes depending on the availability of home numeracy resources. When the availability of home numeracy resources was low, the relation between home numeracy activities and children's numeracy skills was positive; whereas when the availability of home numeracy resources was high, the relation between home numeracy activities and children's numeracy skills was weak or not significant. These results highlight the importance of both home numeracy activities and resources in the home learning environment.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102734"},"PeriodicalIF":3.8,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Not like the weather: classroom climates as group-level subjective phenomena, classroom microclimates as individual differences","authors":"Kristy A. Robinson,&nbsp;Cole D. Johnson","doi":"10.1016/j.lindif.2025.102732","DOIUrl":"10.1016/j.lindif.2025.102732","url":null,"abstract":"<div><div>A central proposition of motivational climate theory is that psychological climates are not like weather patterns—they're in the minds of groups and individuals. Drawing on evidence from achievement motivation research, we will elaborate on psychological climate as a subjective phenomenon. We also describe implications of this phenomenon for how researchers study classrooms and how to make them more psychologically supportive for students' learning, motivation, and wellbeing. In particular, studying classroom processes that effectively support students requires that researchers distinguish between what is actually going on in a context and what people in that context think about it, as well as between what the group and the individuals think about it. We outline recommendations for study design and analysis in the study of how teaching shapes students' psychological outcomes. We also elaborate on what researchers and practitioners can learn from the heterogeneous perceptions of students within the same classroom.</div></div><div><h3>Educational relevance statement</h3><div>The future of learning includes not only ensuring students are able to learn concepts and disciplinary skills, but also that they are able to become the best versions of themselves, to become forces for good in the world and in their communities, and to experience inclusion, support, and joy in school along the way. To accomplish these goals, the essential ingredients of psychologically sustaining school contexts must be well understood, but currently researchers don't have clear or consistent ways to think about and study these essential ingredients. Motivational climate theory contributes clarity to the understanding of psychologically sustaining school contexts by identifying three important processes: motivational supports, motivational climates, and motivational microclimates. Understanding how these three processes work together in classrooms provides a tool for educators to consider metrics of effectiveness for their practices and to more effectively pinpoint promising targets for intervention or changes in practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102732"},"PeriodicalIF":3.8,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Personal relevance and interest: exploring the relationships among three types of perceived personal relevance and middle school students' interest in a math lesson","authors":"Zhixing Guo,&nbsp;Luke Kutszik Fryer","doi":"10.1016/j.lindif.2025.102733","DOIUrl":"10.1016/j.lindif.2025.102733","url":null,"abstract":"<div><div>John Dewey proposed genuine interest as the alignment of the individual's sense of self with a particular concept or object, thereby leading to self-initiated engagement. Self-related information processing has also been pointed out in recent years to be an important component in interest development. However, what role self-relevance plays in students' interest has less often been explored in real classroom settings. The current study examined the role of students' three types of personal relevance (i.e., <em>personal association, personal usefulness, relevance as identification</em>) to the knowledge/skills taught in a math lesson in their interest in the lesson. Among 435 first-year Chinese middle school students, the longitudinal SEM demonstrated that students' three types of perceived personal relevance to the knowledge/skills taught in a math lesson positively predicted their interest with large effect sizes. <em>Personal usefulness</em> exhibited the largest predictive effects on students' interest in the current context. Implications are discussed in the end.</div></div><div><h3>Educational relevance and implications of the research</h3><div>Our study demonstrated that middle school students' three types of perceived personal relevance (i.e., <em>personal association, personal usefulness, relevance as identification</em>) to the knowledge/skills taught in a math lesson play an essential role in students' interest in the math lesson. The findings offer a way to understand middle school students' interest in a math lesson through the lens of three types of personal relevance. Educators may consider supporting different types of personal relevance when designing learning content and activities to elicit middle school students' interest in a math lesson.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102733"},"PeriodicalIF":3.8,"publicationDate":"2025-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Did 5G radiation really kill birds? Training lower secondary students in epistemic strategies to counter online misinformation","authors":"Philipp L. Marten,&nbsp;Sandra Aßmann,&nbsp;Carolin Baumgarten-Kelm,&nbsp;Marc Stadtler","doi":"10.1016/j.lindif.2025.102685","DOIUrl":"10.1016/j.lindif.2025.102685","url":null,"abstract":"<div><div>The prevalence of misinformation calls for new approaches to enhance students' critical reading skills. This study examined the effectiveness of a training to promote the combined use of two epistemic strategies—sourcing and corroboration—to strengthen online information evaluation skills. A total of 210 seventh- and eighth-graders received either the strategy training or a control training on misinformation. Contrast analyses revealed that strategy-trained students outperformed their peers in discerning credible sources and in debunking information from social media posts through corroboration. They also demonstrated superior metastrategic knowledge on both strategies. Training gains in source discernment and debunking, but not metastrategic knowledge, were stable over a period of approximately 4 weeks after the intervention. Additional analyses of five reader characteristics indicated that higher reading proficiency positively predicted responding to the strategy training. Findings suggest that cultivating sourcing and corroboration may be more effective than a training providing conceptual knowledge about misinformation.</div></div><div><h3>Educational relevance and implications statement</h3><div>In an era characterized by the rampant spread of misinformation, educators face an urgent need for readily accessible educational resources that are both theoretically grounded and empirically validated. This study addresses this requirement by introducing a compact 3.5-hour training workshop focusing on two key epistemic strategies: sourcing and corroboration. Implemented in an out-of-school lab, the workshop yielded promising results in terms of enhancing lower secondary students' abilities to discern credible sources and debunk false information on social media platforms. Further research is needed to explore avenues for augmenting learners' metastrategic knowledge to a similar degree. All educational materials are published as Open Educational Resources (OER) at <span><span>www.telekom-stiftung.de/qapito</span><svg><path></path></svg></span> so that the materials are accessible at a low threshold.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102685"},"PeriodicalIF":3.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The issue of test-taking motivation in low- and high-stakes tests: are students underachieving in PISA?","authors":"Linda Borger ,&nbsp;Hanna Eklöf ,&nbsp;Stefan Johansson ,&nbsp;Rolf Strietholt","doi":"10.1016/j.lindif.2025.102722","DOIUrl":"10.1016/j.lindif.2025.102722","url":null,"abstract":"<div><div>It is commonly recognized that test performance is influenced by both cognitive ability and motivational factors. To explore this phenomenon, a random sample of 15-year-old Swedish students (<em>n</em> = 5504), whose PISA 2018 results were linked to national registry data, was analyzed. Students' PISA performance was regressed on their self-reported test-taking effort in PISA, their national test scores in corresponding subject domains, and the interaction between these variables. Results reveal that test-taking effort had an independent influence on PISA scores after controlling for high-stakes test results (<em>β</em> = 0.15). More importantly, the relationship between the high-stakes national test and the low-stakes PISA was stronger at higher levels of effort (interaction coefficient; <em>β</em> = 0.05). Students who report low effort underperform in PISA by approximately one-third of a school year's learning gain, emphasizing the role of effort in obtaining an accurate assessment of ability. Implications for research and practice are discussed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102722"},"PeriodicalIF":3.8,"publicationDate":"2025-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}