Learning and Individual Differences最新文献

{"title":"Students' study activities before and after exam deadlines as predictors of performance in STEM courses: A multi-source data analysis","authors":"Luise von Keyserlingk ,&nbsp;Fani Lauermann ,&nbsp;Qiujie Li ,&nbsp;Renzhe Yu ,&nbsp;Charlott Rubach ,&nbsp;Richard Arum ,&nbsp;Jutta Heckhausen","doi":"10.1016/j.lindif.2024.102598","DOIUrl":"10.1016/j.lindif.2024.102598","url":null,"abstract":"<div><div>Many college students struggle with regulating the time and effort they invest in classes. We used digital trace data from a learning management system to examine students' behavioral engagement and associations with course performance in four chemistry courses (<em>N</em> = 1596). Results from Study 1a show that behavioral engagement declined across the course, except for high spikes in exam weeks. Students with higher regularity and continued engagement after midterm exams obtained higher course grades, whereas steep increases in study activities shortly before exams did not predict performance. Using a selective subsample of students (<em>n</em> = 51, with 510 observations over time) who identified chemistry as a challenging course, Study 1b explores whether intentions to regulate learning behaviors with goal-directed control strategies lead to changes in behavioral engagement. Intentions to use control strategies lead to short-term changes in behavioral engagement, but students did not implement planned adjustments to their study behaviors in the long run.</div></div><div><h3>Educational relevance statement</h3><div>This study shows that consistent behavioral engagement in a learning management system over the course of a semester and early increases in learning activities before critical course exams predicted students' academic success in chemistry college courses. Students showed increased behavioral engagement immediately before course exams, but such short-term increases did not lead to better course performance. Instead, regular course engagement, as indicated by click activity in a learning management system, was significantly related to students' end-of-term course performance. Findings from a small and selective subsample of students who perceived the course as particularly challenging (study 1b) further suggest that students' intentions to change their behavioral engagement for the following exam(s) predicted only short-term changes in observed engagement in the learning management system. Thus, these students might benefit from further support to effectively regulate their learning behaviors. Studies 1a and 1b suggest that digital trace data from the course's learning management system can be informative in identifying struggling students, particularly using trace data from weeks around exams.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102598"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756915","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":"The structure of adult thinking: A network approach to (meta)cognitive processing","authors":"Gabe Avakian Orona ,&nbsp;Jacquelynne S. Eccles ,&nbsp;Sabrina Solanki ,&nbsp;David A. Copp ,&nbsp;Quoc-Viet Dang ,&nbsp;Richard Arum","doi":"10.1016/j.lindif.2024.102584","DOIUrl":"10.1016/j.lindif.2024.102584","url":null,"abstract":"<div><div>Complex cognitive processes have been broadly categorized into three general domains: first-order cognition (i.e., thinking directed to solve problems), metacognition (i.e., thinking about one's thinking during problem-solving), and epistemic cognition (i.e., thinking about the epistemic nature of problems and beliefs about criteria for knowledge justification). Few, if any studies, have empirically examined the conditional dependencies between a large inventory of components simultaneously. This paper aims to contribute the first set of preliminary explorations into the interrelationships between different thinking and reasoning components that represent key aspects of emerging adult cognitive processing using a psychological network approach. In two cross-sectional studies (combined <em>N</em> = 1496), data was collected from undergraduate students enrolled at a large public university. Scrutiny of the networks suggests that thinking dispositions and competency with probability are key bridges between metacognitive abilities and epistemic beliefs. Implications for instruction are discussed.</div></div><div><h3>Educational relevance statement</h3><div>It remains a perennial aim of all education systems to improve the thinking and reasoning of students. But which complex cognitive processes are worthwhile targets, and how do they fit among the plethora of metacognitive, self-regulatory, and epistemological belief aspects of students? The present set of studies is the first to apply a network approach to a broad array of cognitive components to uncover the central student-level variables that can be targeted with instruction. Based on the findings of the two studies presented, instruction aimed at epistemic dispositions could potentially assist in the development of complex cognition because of their centrality to networks of effective reasoning processes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102584"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743247","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":"Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension","authors":"Angelica Ronconi,&nbsp;Gianmarco Altoè,&nbsp;Lucia Mason","doi":"10.1016/j.lindif.2024.102604","DOIUrl":"10.1016/j.lindif.2024.102604","url":null,"abstract":"<div><div>This study investigated the impact of reading texts on paper versus on screen on lower-secondary school students' perception of cognitive load, epistemic emotions, and text comprehension, while considering contextual and individual factors, that is, the strategy of highlighting and the motivational variable of reading self-efficacy. In a mixed-design experiment, 191 seventh graders read two informational texts, one in print and the other on screen. Half of the participants only read the texts, while the other half highlighted them to support comprehension. Students self-reported their perception of cognitive load and epistemic emotions immediately after reading. Text comprehension was assessed using literal and inferential multiple-choice questions. The study also examined whether the supportive role of self-efficacy varied across reading media. Findings suggest that adolescents' digital reading reduced cognitive load without affecting their text comprehension. However, limited benefits of highlighting and reading self-efficacy emerged in digital reading.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102604"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743248","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":"The relationship between positive and painful emotions and cognitive load during an algebra learning task","authors":"Benjamin S. Hawthorne ,&nbsp;Gavin R. Slemp ,&nbsp;Dianne A. Vella-Brodrick ,&nbsp;John Hattie","doi":"10.1016/j.lindif.2024.102597","DOIUrl":"10.1016/j.lindif.2024.102597","url":null,"abstract":"<div><div>The mechanism through which emotional states impact learning is not yet fully understood. Through the lens of cognitive load theory, this study examines the relationship between emotional valence and learning during an algebra-based mathematics task and explores cognitive load as a potential mechanism through which emotions impact learning. Using structural equation modelling and path analysis of Australian Year 7 and 8 Secondary School students completing an algebraic learning task, we test a hypothesised model whereby extraneous cognitive load mediates the relationship between positive emotions, painful emotions, and learning. This model was tested against an alternative model with emotions mediating the relationship between extraneous cognitive load and learning. Results demonstrate that extraneous cognitive load mediates the relationship between painful emotions and learning. Alternatively, positive emotions were related to learning but not mediated by extraneous cognitive load. Implications of these findings for teachers and educators are also discussed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102597"},"PeriodicalIF":3.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721177","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":"Idiographic learning analytics: Mapping of the ethical issues","authors":"Kamila Misiejuk ,&nbsp;Jeanette Samuelsen ,&nbsp;Rogers Kaliisa ,&nbsp;Paul Prinsloo","doi":"10.1016/j.lindif.2024.102599","DOIUrl":"10.1016/j.lindif.2024.102599","url":null,"abstract":"<div><div>This paper examines the ethical implications of idiographic learning analytics (LA), a personalized approach to learning where individual student data serves as the primary reference frame for analysis. By focusing on the unique characteristics of each learner, idiographic LA offers tailored educational experiences that could potentially enhance learning outcomes. This personalized approach offers new possibilities to mitigate common ethical challenges in nomothetic LA. This study explores the ethical dimensions of idiographic LA by integrating theories and lessons learned from implementing idiographic approaches in the fields of quantified self, recommender systems, intelligent tutoring systems, and artificial intelligence personalization. We employ a consequentialist ethical perspective to assess the implications of idiographic practices in education, highlighting potential benefits and risks and mapping the main ethical issues differentiating idiographic LA from nomothetic LA. The paper provides several points of consideration to ensure ethical implementations of idiographic LA.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102599"},"PeriodicalIF":3.8,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721178","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":"Academic engagement lowered children's fixed mindset in mathematics: A random intercepts cross-lagged panel model with five waves","authors":"Jia-Ming Yu ,&nbsp;Ru-De Liu ,&nbsp;Yi Ding ,&nbsp;Rui Zhen","doi":"10.1016/j.lindif.2024.102595","DOIUrl":"10.1016/j.lindif.2024.102595","url":null,"abstract":"<div><div>This study used a Random Intercept Cross-Lagged Panel Model (RI-CLPM) and Cross-Lagged Panel Model (CLPM) to examine and compare the temporal associations between fixed mindset and academic engagement in mathematics among elementary school students in China, based on a follow-up survey with five time waves. By disentangling between- and within-person effects, the RI-CLPM fit the data much better than the CLPM. In the between-person effects, fixed mindset was significantly and negatively associated with academic engagement. In the within-person effects, the results showed that students' prior academic engagement lowered later fixed mindset cross all the time waves, but the opposite was not true. We proposed the action-alters-cognition approach based on the findings, and suggested that involving students to engage in learning activities is a more effective way to change their negative beliefs about intelligence.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102595"},"PeriodicalIF":3.8,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721176","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":"Associations among parents' math anxiety, math-related leisure activities, children's early numeracy interest and skills","authors":"Sum Kwing Cheung ,&nbsp;Catherine McBride ,&nbsp;David J. Purpura ,&nbsp;Audrey Pui Lam Ho ,&nbsp;Melody Chi Ying Ng","doi":"10.1016/j.lindif.2024.102596","DOIUrl":"10.1016/j.lindif.2024.102596","url":null,"abstract":"<div><div>Parents play a pivotal role in early numeracy development. It however remains unknown whether parents' math anxiety and math-related leisure activities concurrently contribute to children's early numeracy skills through numeracy interest. This study thus fills this research gap. One hundred eighty kindergarteners were tested on their numeracy skills; their parents were surveyed about their math anxiety, frequency of math-related leisure activities, and their children's numeracy interest. Using structural equation modeling, we found that, after controlling the effects of children's gender, age and family income on numeracy skills, parents' math anxiety had direct negative links with both numeracy interest and skills, but no mediation was found. Parents' math-related leisure activities were positively associated with numeracy skills via numeracy interest. These findings indicate that additional numeracy support may be provided to children with parents who show high levels of math anxiety and a relative little participation in math-related leisure activities.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study demonstrated that parents' math anxiety was negatively associated with their young children's numeracy interest and skills, respectively. Additionally, their frequency of participation in math-related leisure activities was positively associated with their young children's numeracy skills through numeracy interest. Thus, results suggest that parents' negative attitudes towards math may exert impacts on their young children through the home math environment they create. These findings imply that early childhood educators may provide extra support to parents showing high math anxiety or low participation in math-related leisure activities. Parents should also be reminded not to promote young children's numeracy skills at the expense of their numeracy interest.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102596"},"PeriodicalIF":3.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704329","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":"Advancing holistic educational goals through generative language-based technologies","authors":"Miguel Nussbaum ,&nbsp;Zvi Bekerman","doi":"10.1016/j.lindif.2024.102600","DOIUrl":"10.1016/j.lindif.2024.102600","url":null,"abstract":"<div><div>We explore the transformative potential of generative language-based technologies in educational reform, moving beyond traditional cognitive transmission towards a more holistic and relational learning paradigm. Through Humberto Maturana's theoretical lens, we examine how generative AI can facilitate dynamic, learner-centred environments that emphasize relational understanding and structural coupling. We critique the prevailing focus on cognitive training and advocate for integrating the embodied, interactive nature of learning—encompassing both verbal and non-verbal communication—into educational practices. Generative language-based technologies are positioned as key tools for reshaping educational practices, enabling learners to transcend the constraints of present educational paradigms and foster a more integrated understanding of knowledge. By emphasizing social interactions and environmental engagement, generative language-based technologies promote more meaningful communication and connections. We also address significant challenges these technologies present, including risks to educational equity, ethical concerns, and the potential erosion of cognitive autonomy through over-reliance on AI tools.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102600"},"PeriodicalIF":3.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704325","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":"Longitudinal associations between autonomy support, help seeking, and achievement","authors":"Jianzhong Xu","doi":"10.1016/j.lindif.2024.102583","DOIUrl":"10.1016/j.lindif.2024.102583","url":null,"abstract":"<div><div>Drawing from self-determination theory and self-regulation theory, this study applied cross-lagged panel model to investigate the longitudinal relationships between teacher and parent autonomy support, help seeking, and mathematics achievement. A sample of 1055 eighth-grade students in China participated. With two waves of data collected over the course of one school year, the study revealed positive reciprocal effects between (a) teacher autonomy support and achievement, and (b) teacher autonomy support and help seeking. Furthermore, higher prior help seeking led to higher subsequent parent autonomy support while higher prior achievement resulted in higher subsequent help seeking. This study extends extant literature, by simultaneously examining and differentiating the bidirectional relationships between two sources of autonomy support – teacher and parent – help seeking, and achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102583"},"PeriodicalIF":3.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704327","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":"Domain-specific and domain-general skills as predictors of arithmetic fluency development","authors":"Riikka Mononen ,&nbsp;Johan Korhonen ,&nbsp;Karoline Hægeland ,&nbsp;Matin Younesi ,&nbsp;Silke M. Göbel ,&nbsp;Markku Niemivirta","doi":"10.1016/j.lindif.2024.102585","DOIUrl":"10.1016/j.lindif.2024.102585","url":null,"abstract":"<div><div>We investigated Norwegian children's (<em>n</em> = 262) development in arithmetic fluency from first to third grade. Children's arithmetic fluency was measured at four time points, domain-specific (i.e., symbolic magnitude processing and number sequences) and domain-general skills (i.e., working memory, rapid naming, non-verbal reasoning, and sustained attention) once in the first grade. Based on a series of growth mixture models, one developmental trajectory best described the data. Multigroup latent growth curve models showed that girls and boys developed similarly in their arithmetic fluency over time. Symbolic magnitude processing and number sequence skills predicted both initial level and growth in arithmetic fluency, and working memory predicted only initial level, similarly for boys and girls. Mother's education level predicted the initial level of arithmetic fluency for boys, and rapid naming predicted growth for girls. Our findings highlight the role of domain-specific skills in the development of arithmetic fluency.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102585"},"PeriodicalIF":3.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704328","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}