Learning and Individual Differences最新文献

{"title":"Tailoring interleaved practice: Does adaptive sequencing boost the interleaving effect?","authors":"Lea Nemeth ,&nbsp;Johannes Osterberg ,&nbsp;Frank Lipowsky","doi":"10.1016/j.lindif.2025.102804","DOIUrl":"10.1016/j.lindif.2025.102804","url":null,"abstract":"<div><div>Adaptive learning tailors instruction to learners' needs. An open question is whether potential benefits for learning also apply to adapting the sequencing of study materials. Interleaving exemplars benefits learning by fostering discriminative contrast between categories. Therefore, adapting the sequence in interleaved practice to individual learners' specific confusion patterns could boost its benefits. To test this assumption, 259 participants learned to classify paintings by six artists under blocked, random interleaved, or adaptive interleaved schedules. Blocking produced better performance and higher category learning judgments (CLJs) during study. Both interleaving conditions yielded better learning outcomes immediately and after a delay, though not higher post-study CLJs. No significant differences emerged between random and adaptive interleaving. The benefit of both interleaved conditions was independent of working memory capacity. Adaptive interleaving increased transitions between similar styles but did not reduce confusion errors. These results suggest that adaptive sequencing may not provide additional benefits beyond random interleaving.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102804"},"PeriodicalIF":9.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159641","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":"What matters for students' social and emotional skills: The associations with student, parent, and teacher growth mindsets?","authors":"Jing Zhang ,&nbsp;Hansheng Zhang ,&nbsp;Kaiyue Shang ,&nbsp;Zhongjing Huang","doi":"10.1016/j.lindif.2025.102799","DOIUrl":"10.1016/j.lindif.2025.102799","url":null,"abstract":"<div><div>Students' social and emotional skills are related to one's success in life. However, the association between students', parents', and teachers' mindsets and these skills remains underexplored. Our study utilizes data from 7268 Chinese adolescents aged 10 and 15 from the OECD Survey on Social and Emotional Skills, analyzing the relationship between mindsets and skills acquisition. The findings reveal that students' own mindsets are associated with their social and emotional skills, and that the mindsets of parents and teachers are also related to these skills. Practical implications are discussed, along with some insights into future education of social and emotional skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102799"},"PeriodicalIF":9.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159640","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 latent writing profiles and their connection to intervention responsiveness","authors":"Seohyeon Choi ,&nbsp;Emily A. Reno ,&nbsp;Jechun An ,&nbsp;Emma Shanahan ,&nbsp;Erica Lembke ,&nbsp;Kristen L. McMaster","doi":"10.1016/j.lindif.2025.102790","DOIUrl":"10.1016/j.lindif.2025.102790","url":null,"abstract":"<div><div>We investigated whether elementary students identified as needing intensive early writing interventions exhibit distinct writing profiles based on key writing dimensions—accuracy, productivity, and quality/complexity. We also explored whether the effects of writing support within a Data-Based Individualization (DBI) framework differed by students' writing profile membership. Latent profile analysis conducted on a sample of students (<em>N</em> = 289) with intensive early writing needs—approximately half of whom received DBI support, while the rest received business-as-usual writing instruction—identified three distinct profiles. These profiles varied in the specificity and severity of needs across the writing dimensions. Mixed-effects modeling revealed that students' profile membership did not moderate the impact of DBI on post-intervention writing outcomes. We discuss these findings in relation to theoretical and methodological implications for better understanding and examining young students struggling with beginning writing, as well as practical implications for instructional and assessment practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102790"},"PeriodicalIF":9.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110047","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":"Individual differences in language learning and teaching: Growing pains at the theory-methods interface","authors":"Yasser Teimouri ,&nbsp;Ekaterina Sudina ,&nbsp;Luke Plonsky","doi":"10.1016/j.lindif.2025.102786","DOIUrl":"10.1016/j.lindif.2025.102786","url":null,"abstract":"<div><div>The role of individual differences (IDs) in second language acquisition (SLA) is well established, with two dedicated journals, a biannual conference, book series, handbooks, and a professional organization all focused on this area. However, these structural and visible signs of growth may present an overly optimistic view of the domain's maturity. As we argue in this paper, a closer look at IDs in SLA reveals significant concerns in theory, methods, and their interface, with construct validity emerging as a critical issue. Despite a large body of empirical research, relatively few IDs have been sufficiently theorized or rigorously validated, leading to exploratory analyses, susceptibility to HARKing, and other questionable research practices (see Hiver &amp; Al-Hoorie, 2020; Isbell et al., 2022). Methodologically, while recent efforts at scale validation (e.g., Botes et al., 2021; Teimouri, 2018) are commendable, a lack of systematic validation and insufficient attention to construct clarity undermine the field's theoretical robustness and empirical reliability (Papi &amp; Teimouri, 2024; Sudina, 2021, 2023a). Furthermore, as shown in other domains of SLA (e.g., Plonsky, 2023), research on IDs often overlooks understudied and underserved populations, limiting both its generalizability and social utility. This paper addresses these critical issues and their impact on the field's contributions to theory and practice, offering specific, actionable recommendations to guide future research.</div></div><div><h3><em>Educational relevance</em></h3><div>This study highlights the critical importance of construct validity in Individual Differences (IDs) research within Second Language Acquisition (SLA). We argue that failing to validate constructs rigorously leads to theoretical ambiguities, unreliable findings, and misleading conclusions. In addition, replicating studies without ensuring construct validity risks reinforcing conceptual flaws rather than advancing scientific knowledge. By prioritizing construct validation in SLA, educators, researchers, and policymakers can rely on more accurate assessments of learner differences, leading to better-informed language learning interventions and teaching strategies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102786"},"PeriodicalIF":9.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109503","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":"Enhancing argumentative writing with data-driven learning: Exploring developmental trajectories and learner profiles","authors":"Wenjuan Qin,&nbsp;Weiran Wang,&nbsp;Yongyan Zheng","doi":"10.1016/j.lindif.2025.102800","DOIUrl":"10.1016/j.lindif.2025.102800","url":null,"abstract":"<div><div>This study examines the effectiveness of a data-driven learning (DDL) intervention in enhancing EFL learners' argumentative writing skills. The research has two primary objectives: 1) to examine developmental trajectories of EFL learners' argumentative writing at lexical, syntactic, and organizational levels; 2) to identify distinct learner profiles that emerge based on the development of these linguistic measures. 199 EFL students participated in seven iterative cycles of argumentative writing assignments, followed by corpus-based analysis and personalized feedback. Results revealed diverse developmental paths across three linguistic levels. Three distinct learner profiles emerged: high-performing formal language users, functional language adventurers, and low-performing formal and functional language users. The findings highlight the dynamic, non-linear nature of language development and underscore the need for personalized instructional strategies and sustained support for higher-order writing skills. This study bridges research and practice gaps through an innovative researcher-practitioner partnership, providing valuable insights for optimizing DDL interventions in language education.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102800"},"PeriodicalIF":9.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120054","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":"Individual differences in learning from digital texts: What do we know and where do we go from here?","authors":"Kate Cain","doi":"10.1016/j.lindif.2025.102803","DOIUrl":"10.1016/j.lindif.2025.102803","url":null,"abstract":"<div><div>Digital reading has become integral in our education, recreational reading, and professional lives. The papers in this special issue explore individual differences in how readers understand, process, and learn from digital texts across different age groups and tasks. This commentary summarises study findings about the similarities in processing information presented on paper and on screen, and the unique challenges that arise through the content and activities that are a focus of digital reading, such as internet-based search and learning. I conclude with recommendations for future research to elucidate how reader characteristics and experience interact with digital reading tasks and texts to influence comprehension and learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102803"},"PeriodicalIF":9.0,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107699","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":"Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains","authors":"Oana Costache ,&nbsp;Peter A. Edelsbrunner ,&nbsp;Eva S. Becker ,&nbsp;Fabio Sticca ,&nbsp;Fritz C. Staub ,&nbsp;Thomas Goetz","doi":"10.1016/j.lindif.2025.102798","DOIUrl":"10.1016/j.lindif.2025.102798","url":null,"abstract":"<div><div>In this three-year-longitudinal study, we examined how students' gender, conscientiousness, academic specialization, and perceived need satisfaction predict stability and change in students' extrinsic and intrinsic value beliefs across mathematics, German, English, and French. Additionally, we investigated the relationship between changes in these motivational profiles and students' domain-specific academic achievement. Multilevel latent transition analyses based on a sample of 850 Swiss-German upper-secondary students (<em>M</em>_age <em>=</em> 15.6 years, 54 % female) revealed four domain-independent profiles of extrinsic value beliefs and five domain-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs were related to stable personal factors such as students' gender, choice of specialization domain, and conscientiousness. In contrast, changes in intrinsic value beliefs depended on students' year-specific perceived need satisfaction, notably in mathematics and French. There were no significant associations between a decline in intrinsic value beliefs and students' domain-specific achievement at any measurement point.</div></div><div><h3>Educational relevance statement</h3><div>Across math and languages in 9th to 11th grade, some students' ascribed value to these subjects declines whereas others' remains stable. Being male, choosing a STEM major, and being less conscientious predict loss in value ascribed to grades. Lack of perceived autonomy, competence, and social embeddedness predicts loss in subject likeability. Interventions aimed at improving students' perceived autonomy, competence, and social embeddedness may prevent motivational decline.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102798"},"PeriodicalIF":9.0,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107702","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":"Suggestions for culturally inclusive learning: Integrating diversity in educational research and promoting inclusive social and emotional learning support for all","authors":"Cheyeon Ha ,&nbsp;Sophia H.J. Hwang ,&nbsp;Rebecca Baelen ,&nbsp;Anabela C. Santos ,&nbsp;Dana Murano ,&nbsp;Johari Harris ,&nbsp;Paul Goren ,&nbsp;Kimberly A. Schonert-Reichl","doi":"10.1016/j.lindif.2025.102787","DOIUrl":"10.1016/j.lindif.2025.102787","url":null,"abstract":"<div><div>As articulated in the United Nations Sustainable Development Goal (SDG), achieving inclusive and equitable quality education is a global imperative (United Nations, 2015, 2025), and inclusive approaches such as social and emotional learning (SEL) represent a vital pathway toward realizing this vision in future education. However, there is still a shortage of empirical studies that examine the implementation of such learning support programs in K-12 schools to validate their intended outcomes. We emphasize the critical need of inclusive SEL in schools and propose ways that future educational approaches can more effectively foster the positive development of diverse learners. Specifically, we explored how inclusive SELthat integrates multicultural perspectives and emphasizes individual differences, can contribute to a paradigm shift in future education. Ultimately, we integrate theoretical perspectives to illustrate how these school-based SEL programs can contribute to methodological advancements and a deeper understanding of individual learning differences in future educational research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102787"},"PeriodicalIF":9.0,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107698","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":"Cross-lagged relations between phonological awareness, rapid automatized naming, and english word reading among native Chinese-speaking children","authors":"Haibo Zhang ,&nbsp;George K. Georgiou ,&nbsp;Rui Chen ,&nbsp;Gai Zhao ,&nbsp;Yuyin Ding ,&nbsp;Yao Deng ,&nbsp;Sha Tao","doi":"10.1016/j.lindif.2025.102789","DOIUrl":"10.1016/j.lindif.2025.102789","url":null,"abstract":"<div><div>This study aimed to examine the cross-lagged relations between English phonological awareness (EPA), English rapid automatized naming (ERAN), and word reading among native Chinese-speaking children, and the cross-linguistic effects of Chinese phonological awareness (CPA) and Chinese rapid automatized naming (CRAN) on English reading. Participants were 132 Mandarin-speaking Chinese children from Grades 2 to 5 (70 boys, 62 girls; <em>M</em>_age = 9.32 years, <em>SD</em> = 1.07) who were followed for a year. At baseline (T1) and follow-up (T2), they were assessed on EPA, ERAN, and English word reading. At T1, they were also assessed on CPA and CRAN. Cross-lagged model analysis revealed that T1 English word reading predicted T2 EPA and ERAN. There were no cross-linguistic effects of CPA and CRAN on English word reading. These findings suggest that for native Chinese-speaking children, English metalinguistic skills are influenced by their English word reading abilities and not the opposite.</div></div><div><h3>Educational relevance and implications statement</h3><div>For children who do not have exposure to English at home prior to going to school and learning English, their metalinguistic skills do not develop in the same way as they do for native English speakers, where metalinguistic abilities typically precede reading development. Instead, their metalinguistic skills may be “delayed” and develop after reading. Additionally, the lack of cross-linguistic effects from Chinese metalinguistic cognition to English reading suggests the need for language-specific screening tools to accurately identify potential reading difficulties in bilingual contexts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102789"},"PeriodicalIF":9.0,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107701","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":"Adaptive learning, instruction, and teaching in schools: Unraveling context, sources, implementation, and goals in a systematic review","authors":"Katharina M. Bach ,&nbsp;Sarah I. Hofer ,&nbsp;Sarah Bichler","doi":"10.1016/j.lindif.2025.102781","DOIUrl":"10.1016/j.lindif.2025.102781","url":null,"abstract":"<div><div>Adaptivity allows for meeting diverse students' needs. Building on the Ada-LIT framework, this review systematically investigates 1) in which contexts, 2) based on which sources and types of assessment, 3) through which operationalizations and types of delivery, and 4) with which targeted outcomes adaptations are made in schools. We identified 69 publications double-screening 555 empirical research articles published between 2018 and 2022. Most research was conducted in elementary schools, particularly in math, and adaptivity was mainly delivered by systems. Performance was the most frequent adaptive source and targeted outcome, with less emphasis on emotions or demographic characteristics. Assessment of the adaptive source relied primarily on trace data. Operationalizations were mainly on a micro-level, specifically adaptive navigation, support, and difficulty progression. Studies typically do not report on all six components of adaptivity as outlined in the framework. The Ada-LIT framework can guide rigorous designs and reporting of studies investigating adaptivity in schools.</div></div><div><h3>Educational relevance</h3><div>The Ada-LIT framework integrates six essential components of adaptivity in schools: context, source, assessment, delivery, operationalization, and outcome. The review showed adaptivity is primarily based on performance and implemented to improve performance, delivered mainly by systems, and mostly investigated in math. This highlights underexplored areas, accentuating an agenda for future research that taps into other essential components of adaptive learning, instruction, and teaching (LIT) in schools. The framework can guide consistent and comprehensive reporting of future research, fostering the clarity and comparability of findings and, thus, enhancing a collective understanding, robust evidence generation, and an actionable implementation model of adaptive LIT in schools.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102781"},"PeriodicalIF":9.0,"publicationDate":"2025-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107700","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}