Learning and Individual Differences最新文献

{"title":"Inequalities in adolescents' social, emotional, and behavioral skills: Differences across social categories and their intersections","authors":"Clemens M. Lechner ,&nbsp;Julian Urban","doi":"10.1016/j.lindif.2024.102605","DOIUrl":"10.1016/j.lindif.2024.102605","url":null,"abstract":"<div><div>This paper explores inequalities in adolescents' social, emotional, and behavioral skills. We examine whether skills vary by gender, parental education, immigrant background, school track—and their intersections. In two samples of German adolescents (age 14–20y; <em>N</em> = 3162), we fielded the Behavioral, Emotional, and Self-Regulatory Skills Inventory (BESSI), enabling a fine-grained assessment of 32 skill facets from five domains. Analyses revealed skill advantages for youth whose parents completed academic education and youth without immigrant background across most skills. Gender and school track had more varied effects mostly in favor of girls and adolescents attending academic tracks. Inequalities tended to be most pronounced for Innovation Skills. Intersectional analyses suggested that skill inequalities across intersectional strata (i.e., combinations of social categories) arose primarily from main effects of social categories, rather than intersectional interactions. We conclude that inequalities in SEB skills are small but systematic and unfold primarily as main effects.</div></div><div><h3>Educational relevance and implications</h3><div>Our research explored whether adolescents differ in their levels of social, emotional, and behavioral (SEB) skills depending on their gender, immigrant background, parents' education, and school track. We found that parents' education and immigrant background were the factors generating most consistent inequalities in SEB skills, with skill advantages for adolescents whose parents completed academic education and autochthonous adolescents across all skill domains and most skill facets, especially in Innovation Skills (e.g., information processing, creative skill, abstract thinking skill). Gender differences and, to a lesser extent, differences by school track were also present but more varied in terms of which subgroup showed skill advantages: On most skills, girls showed skill advantages over boys (with the exception of Emotional Resilience), as did and adolescents attending an academic school track over those attending a vocational track. We further established that inequalities in SEB skills mainly arise from the simple effects of the social categories, rather than through complex interactions among their intersections. Our findings constitute a step towards helping educators, policymakers, and researchers identify groups of adolescents who are at a heightened need of support in developing SEB skills. This may help in developing targeted interventions and policies aimed at fostering equitable development of SEB skills in the future. Addressing these inequalities is essential for reducing educational gaps and enhancing the academic success and wellbeing of all students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102605"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches","authors":"James C. Kaufman","doi":"10.1016/j.lindif.2024.102607","DOIUrl":"10.1016/j.lindif.2024.102607","url":null,"abstract":"<div><div>Why do we create? Most studies of creativity and motivation use the distinction between intrinsic and extrinsic motivation. Yet seeking meaning, often conceptualized as coherence, significance, and purpose, can be considered another type of motivation. People may create to achieve or maintain meaning; they may also be driven to leave behind a legacy to give them some type of symbolic immortality. In addition to creative works, such a legacy may be pursued through having children, spiritual or religious means, embracing nature, or moments of experiential transcendence. As a range of existential threats, from COVID-19 to climate change, cast doubt on the future of our species, how might younger and future generations shift their views on legacy and meaning – through acceptance and experiential appreciation, or through resistance and transformation? What are the best ways to continue to nurture creativity in the classroom with these shifts?</div></div><div><h3>Educational relevance and implications statement</h3><div>This paper synthesizes the research and theory on meaning in life, specifically the idea of symbolic immortality, motivation, and creativity. One emphasis in meaning literature is the idea of leaving a legacy behind; creative works are one such way (along with, for example, children). Post-Hiroshima, Lifton wondered if the idea of such a possible apocalyptic scenario might lead people to focus more on specific experiences, as opposed to accomplishments. Although research at the time did not support this idea, the modern world now has numerous existential threats and it is time to revisit this question – specifically, how might generational changes in views on symbolic immortality necessitate a shift in how we encourage students to want to be creative?</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102607"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181143","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":"Teaching for near transfer: Is maths instruction aimed at schema formation and abstraction associated with pupils' ability to answer unfamiliar maths questions?","authors":"John Jerrim ,&nbsp;Luis Alejandro Lopez-Agudo ,&nbsp;Sam Sims ,&nbsp;Oscar David Marcenaro-Gutierrez","doi":"10.1016/j.lindif.2024.102609","DOIUrl":"10.1016/j.lindif.2024.102609","url":null,"abstract":"<div><div>There has long been interest in education on the issue of “transfer” – the extent to which students can apply what they have been taught in school to solve related but novel problems or tasks. More recently, attention in this literature has turned to understanding whether certain teaching approaches are more likely to lead to transfer, such as integrating new learning with existing knowledge and comparing multiple cases with the same underlying structure. Using data on 280,000 students in the 2019 TIMMS study, we investigate whether maths teaching that uses this approach is associated with primary students being able to solve mathematics problems that are not included on their country's national curriculum. We find no evidence that it does, which underlines the challenges involved in teaching for near, let alone far, transfer of academic skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102609"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developmental trajectories of achievement goals and achievement in middle school students: Predictors and parallel processes","authors":"Francisco Peixoto ,&nbsp;Markku Niemivirta ,&nbsp;Joana Pipa","doi":"10.1016/j.lindif.2024.102619","DOIUrl":"10.1016/j.lindif.2024.102619","url":null,"abstract":"<div><div>While much has been studied about the structure and correlates of students' achievement goals, their developmental trajectories are still largely unexplored. This study examines the developmental trajectories of achievement goals (i.e., task, self-enhancing, self-defeating, and avoidance) during middle school years, the relationship between these trajectories among each other and achievement, and the predictive role of gender, grade level, and grade retention. The participants were 1626 students from 5th and 7th grades followed over three years. Results from multivariate latent growth curve analyses showed an overall decrease in task, self-enhancing, and self-defeating goals, and an increase in avoidance goals. Changes in achievement goals were intertwined and related to academic achievement. Significant individual variation and stereotypical gender differences were also observed. Grade retention was associated with less steep variations in avoidance orientation and achievement. These findings reinforce the idea of a mismatch between the needs of adolescent students and the educational ethos.</div></div><div><h3>Educational relevance statement</h3><div>Understanding how students' achievement goals evolve over their middle school years and how these goals intersect with academic performance is pivotal for cultivating a learning environment that fosters academic success. Examining how these trajectories are predicted by individual variables, such as gender, grade level, and grade retention, offers valuable insights regarding on how these diverse pathways are shaped by students' unique characteristics and circumstances. Our research revealed an overall decline in motivation during the middle school years. Additionally, we observed unique variations in this trend among older students and those who had been retained, where the decline was less pronounced. These findings underscore critical aspects of achievement goals development, essential for helping educators tailor instructional approaches and provide appropriate support to students. Addressing these aspects can help bridge the gap between students' needs and what is offered by the educational context.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102619"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematics achievement and learner characteristics: A systematic review of meta-analyses","authors":"Moritz Breit,&nbsp;Michael Schneider,&nbsp;Franzis Preckel","doi":"10.1016/j.lindif.2024.102621","DOIUrl":"10.1016/j.lindif.2024.102621","url":null,"abstract":"<div><div>Learners' individual differences in mathematics achievement are associated with individual differences in psychological characteristics. A number of meta-analyses have quantified the strengths of these correlations. However, these findings are scattered across different strands of the literature. The present systematic review aims to integrate these strands by providing an overview of meta-analyses of psychological correlates of mathematics achievement. We conducted a systematic literature search and included 30 meta-analyses, reporting correlations between mathematics achievement and 66 variables based on 13,853 effect sizes and an estimated 4,658,717 participants. The correlations are rank-ordered by size and complemented with information about the meta-analyses, their inclusion criteria, and methods. The results show strong associations of mathematics achievement with verbal skills and abilities, prior knowledge, intelligence, creativity, math-specific skills, math self-concept, self-regulation, meta-cognition, and executive functions. Relatively weaker relations were observed for emotional intelligence, achievement goals, academic emotions, and the Big Five personality traits.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102621"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A scoping review of research on individual differences in the testing effect paradigm","authors":"Rachel N. Smith-Peirce,&nbsp;Andrew C. Butler","doi":"10.1016/j.lindif.2024.102602","DOIUrl":"10.1016/j.lindif.2024.102602","url":null,"abstract":"<div><div>When compared with re-studying, practicing retrieval of information from memory leads to better retention and transfer of learning, a finding called the testing effect. Although much research has established the generalizability of the benefits of retrieval practice across a variety of contextual factors (i.e., encoding conditions, retrieval conditions, and materials used), only a handful of studies have examined whether individual differences influence the extent to which learners benefit from this strategy. The purpose of the present scoping review is to examine existing research on individual differences within the testing effect paradigm. A total of 20 studies that investigate 20 individual difference constructs were included and analyzed. Surprisingly, the majority of the studies found no significant relationship between the individual difference construct(s) of interest and the magnitude of the testing effect. This central finding is discussed in relation to both theoretical explanations of the testing effect and recommendations for educational practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102602"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Online credibility evaluation skills in upper secondary students: The role of grade level, argument evaluation, and analytic thinking dispositions","authors":"Annika M. Svedholm-Häkkinen ,&nbsp;Elena Forzani ,&nbsp;Julie Coiro ,&nbsp;Carita Kiili","doi":"10.1016/j.lindif.2025.102640","DOIUrl":"10.1016/j.lindif.2025.102640","url":null,"abstract":"<div><div>When learning from online texts, evaluating the credibility of information is fundamental. However, readers' skills vary considerably. Theoretical frameworks suggest that argument evaluation and critical, flexible thinking dispositions are important for accurately evaluating information, but these relationships have not been empirically well-established. We examined online credibility evaluation among upper secondary school students (<em>N</em> = 215). Students first read and evaluated four online texts on learning styles and then had an opportunity to re-evaluate. We examined the roles of grade level and individual differences in both argument evaluation skills as well as in three analytic thinking dispositions: Need for Cognition, Actively Open-Minded Thinking, and Cognitive Reflection. All these factors positively contributed to online credibility evaluation. Grade level and dispositions were positively associated with more elaboration in re-evaluating responses. Results suggest that encouraging students' effortful and flexible thinking could support their online credibility evaluation. One promising practice is to provide opportunities for re-evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102640"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education","authors":"Arne Bewersdorff ,&nbsp;Christian Hartmann ,&nbsp;Marie Hornberger ,&nbsp;Kathrin Seßler ,&nbsp;Maria Bannert ,&nbsp;Enkelejda Kasneci ,&nbsp;Gjergji Kasneci ,&nbsp;Xiaoming Zhai ,&nbsp;Claudia Nerdel","doi":"10.1016/j.lindif.2024.102601","DOIUrl":"10.1016/j.lindif.2024.102601","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise in enhancing teaching and learning experiences. However, the advent of Multimodal Large Language Models (MLLMs) like GPT-4 Vision, capable of processing multimodal data including text, sound, and visual inputs, opens a new era of enriched, personalized, and interactive learning landscapes in education. This paper derives a theoretical framework for integrating MLLMs into multimodal learning. This framework serves to explore the transformative role of MLLMs in central aspects of science education by presenting exemplary innovative learning scenarios. Possible applications for MLLMs range from content creation to tailored support for learning, fostering engagement in scientific practices, and providing assessments and feedback. These applications are not limited to text-based and uni-modal formats but can be multimodal, thus increasing personalization, accessibility, and potential learning effectiveness. Despite the many opportunities, challenges such as data protection and ethical considerations become salient, calling for robust frameworks to ensure responsible integration. This paper underscores the necessity for a balanced approach in implementing MLLMs, where the technology complements rather than supplants the educators' roles, ensuring an effective and ethical use of AI in science education. It calls for further research to explore the nuanced implications of MLLMs for educators and to extend the discourse beyond science education to other disciplines. Through developing a theoretical framework for the integration of MLLMs into multimodal learning and exploring the associated potentials, challenges, and future implications, this paper contributes to a preliminary examination of the transformative role of MLLMs in science education and beyond.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102601"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How might creative problem-solving be related to prosocial motivation? An exploratory pilot study","authors":"Sue Hyeon Paek ,&nbsp;Jennifer Katz-Buonincontro ,&nbsp;Hye Jeong Park ,&nbsp;Oyinyechi Osuagwu ,&nbsp;Talia Hurwich","doi":"10.1016/j.lindif.2024.102606","DOIUrl":"10.1016/j.lindif.2024.102606","url":null,"abstract":"<div><div>The current exploratory pilot study aimed to investigate the relationship between creative problem-solving (CPS) and prosocial motivation, controlling for the effects of covariates known to be related to prosocial motivation. A total of 125 undergraduate and graduate students participated by responding to the self-report questionnaires measuring prosocial motivation, uncertainty tolerance, perspective-taking, and anticipated repayment for prosocial behavior and then provided a narrative response to a CPS task in which they generated solutions to a social problem about COVID-19. A new dimension of CPS, social utility, was scored to create a composite CPS score along with the conventional CPS measures of fluency and originality. A multiple regression analysis showed that CPS was significantly related to prosocial motivation. The findings are discussed regarding the social asset of CPS, the expanded scope of measuring CPS, and the potential implications of teaching for creativity.</div></div><div><h3>Educational implications</h3><div>Creativity is known to contribute to cognitive assets such as academic and professional achievement, and creative problem-solving is a well-documented essential learning and workplace skill. The present study contributed to expanding the cognitive asset of creative problem-solving into the social asset. This expansion would encourage educators to see the merit of teaching for creativity in the classroom as well as to advocate for creativity in teaching for everyone. Additionally, we added a social utility dimension to the assessment of creative problem-solving. As such, we propose that the social utility dimension of creative problem-solving serves to guide educators in integrating creative problem-solving in order to increase the social assets of students in their practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102606"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181486","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":"Directional or reciprocal? A random intercept cross-lagged panel analysis of the relationships between emotions, motivation, willingness to communicate, and L2 achievement","authors":"Jian-E Peng ,&nbsp;Peter D. MacIntyre","doi":"10.1016/j.lindif.2025.102638","DOIUrl":"10.1016/j.lindif.2025.102638","url":null,"abstract":"<div><div>Despite the plethora of research on willingness to communicate (WTC) in a second language (L2), its role in L2 achievement remains unclear. Previous studies have predominantly relied on cross-sectional data that cannot establish causal relationships. This study employed the random intercept cross-lagged model (RI-CLPM) to explore the relationships between enjoyment, anxiety, autonomous motivation, WTC, and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when controlling for gender, reciprocal relationships existed among anxiety, enjoyment, and WTC. While achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC at Time 1 indirectly influenced achievement at Time 3 via anxiety at Time 2. Gender significantly predicted the intercepts for motivation and achievement.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study explored possible reciprocal relationships between second language (L2) learners' anxiety, enjoyment, autonomous motivation, willingness to communicate (WTC), and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when the effects of gender were controlled, reciprocal relationships existed among anxiety, enjoyment, and WTC. Achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, but these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC exerted indirect effects on achievement. This study provided solid evidence for positioning enjoyment as a situated antecedent of WTC and vindicated the reciprocal relationships between anxiety, enjoyment, and WTC. The findings may inform teachers of the importance of reducing anxiety, fostering enjoyment, and boosting students' autonomous motivation in promoting senior high school students' WTC.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102638"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181091","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}