Learning and Individual Differences最新文献

{"title":"AI-based educational interventions for enhancing cognitive learning processes in students with disabilities: A meta-analysis","authors":"Feiyi Han,&nbsp;Meng Deng,&nbsp;Tingrui Yan,&nbsp;Haiping Wang","doi":"10.1016/j.lindif.2026.102876","DOIUrl":"10.1016/j.lindif.2026.102876","url":null,"abstract":"<div><div>Guided by the Cognitive Learning Processes Adaptation Model (CLPAM), this meta-analysis provides a theory-driven synthesis of how AI-based educational interventions support core cognitive learning processes in students with disabilities. The study aims to clarify the cognitive mechanisms through which AI interventions influence learning by focusing on attention regulation, cognitive load management, and memory storage. Drawing on 42 effect sizes from 20 studies published between 2010 and 2025, random-effects models revealed a significant overall effect of AI-based interventions on cognitive learning processes (g = 0.726). Domain-specific analyses demonstrated robust effects for attention regulation (g = 0.817), memory storage (g = 0.783), and cognitive load management (g = 0.691). Moderator analyses indicated that robotics-based interventions, structured teaching approaches, and moderate levels of AI interactivity were associated with larger cognitive gains. By organizing evidence around theoretically defined cognitive processes, this study advances understanding of AI-supported learning mechanisms and informs theory-driven inclusive educational practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"127 ","pages":"Article 102876"},"PeriodicalIF":9.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090681","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 association between private tutoring and mathematics learning outcomes in primary and secondary schools: A three-level meta-analysis","authors":"Yuhuan Zhang ,&nbsp;Lijin Liu ,&nbsp;Zijing Wang ,&nbsp;Lidong Wang","doi":"10.1016/j.lindif.2026.102877","DOIUrl":"10.1016/j.lindif.2026.102877","url":null,"abstract":"<div><div>The relationship between private tutoring and mathematics learning outcomes remains unclear in the existing literature. To address this issue, a three-level meta-analysis was conducted of 76 international empirical studies published between 2000 and 2024, examining the association between private tutoring and students' cognitive and non-cognitive learning outcomes in mathematics. Results revealed a small positive correlation between private tutoring and mathematics learning outcomes in primary and secondary schools, primarily in cognitive learning outcomes. The relationship with non-cognitive learning outcomes was nonsignificant. Additionally, test type, school stage, and geographical location moderated the relationship between private tutoring and cognitive learning outcomes in mathematics.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"127 ","pages":"Article 102877"},"PeriodicalIF":9.0,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090682","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":"Profiles of fraction knowledge in first grade and their relation to cognitive and mathematical skills","authors":"Elena M. Silla ,&nbsp;Alexandria A. Viegut ,&nbsp;Eva Redican ,&nbsp;Christina Areizaga Barbieri ,&nbsp;Ilyse Resnick ,&nbsp;Nora S. Newcombe ,&nbsp;Nancy C. Jordan","doi":"10.1016/j.lindif.2025.102866","DOIUrl":"10.1016/j.lindif.2025.102866","url":null,"abstract":"<div><div>Latent profile analysis was used to examine variation in early fraction knowledge among first graders (<em>N</em> = 204; <em>M</em>_<em>age</em> = 6.68 years) across nonsymbolic and symbolic representations. Three distinct profiles of fraction understanding emerged. Profile 1 exhibited strong nonsymbolic knowledge, Profile 2 demonstrated similarly strong knowledge, except for weaker performance in nonsymbolic equivalence, and Profile 3 showed generally limited understanding across most areas. However, by the end of first grade, children initially identified as Profile 2 performed comparably to those in Profile 1 on measures of equivalence. Additionally, children in both Profiles 1 and 2 showed stronger cognitive skills and higher year-end mathematics achievement than those in Profile 3. These findings suggest that understanding of nonsymbolic equivalence may develop over the course of first grade in children who otherwise demonstrate strong foundational fraction knowledge, so that an initial relative weakness in that area is not concerning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102866"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925970","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":"Nurturing nature: Educogenetics at schools?","authors":"Jalen Blocker ,&nbsp;Jacqueline L. Ge ,&nbsp;Tanya V. Shah ,&nbsp;Elena L. Grigorenko","doi":"10.1016/j.lindif.2026.102874","DOIUrl":"10.1016/j.lindif.2026.102874","url":null,"abstract":"<div><div>One established source of individual differences in the classroom is genetics. Research has demonstrated that structural variations in the genome are relevant to academic performance in reading/literacy, mathematics, and cognitive processes underlying these skills. Both quantitative- and molecular genetic studies have contributed to this body of research, and they are briefly reviewed in this essay. The main thrust of the discussion, however, centers on the following issues. First, the direct-to-consumer (DTC) distribution of various genetic tests has created a situation in which test results may be brought to a child's school with the expectation that accommodations are warranted. Second, DTC distribution necessitates genetically literate parents and educators who can interpret and apply genetic information to educational contexts. Third, the use of genetic information in education raises specific legal and policy concerns. These issues will be discussed in light of recent developments in personalized medicine. Ultimately, the central argument of this essay is that educogenetics—i.e., the use of genetic information in education—is a goal for the future, not for today.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102874"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022917","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":"A multiverse lack of replication for working memory capacity as moderator of the perceptual disfluency effect","authors":"Sophia C. Weissgerber ,&nbsp;Ralf Rummer","doi":"10.1016/j.lindif.2025.102806","DOIUrl":"10.1016/j.lindif.2025.102806","url":null,"abstract":"<div><div>Lehmann et al. (2016) investigated working memory capacity (WMC) as a boundary condition for disfluency in an Aptitude-Treatment-Interaction-Study (<em>Metacognition and Learning, 11</em>, 89–105) and, confirming predictions, found that only learners with higher WMC benefited from disfluency in retention and comprehension. Remarkably, retention with fluent texts was similar across WMC levels, while, counterintuitively, higher WMC descriptively predicted lower comprehension. This data pattern underlying their significant interactions is noteworthy and based on a small sample. Due to researchers' degrees of freedom in analytical decisions, we explored the replicability and analytical robustness of the primary findings by modeling different subjective choices in the analytical approach via multiverse analysis. In our (pre-registered) direct replication in the laboratory (<em>N</em> = 220) disfluency, WMC, and their interaction showed null effects on retention, comprehension, and transfer across all multiverse specifications, including when WMC was operationalized via OSPAN. This reflects a consistent lack of (analytical) replicability.</div></div><div><h3>Educational relevance statement</h3><div>A proposed, cost-effective intervention to enhance learning is based on perceptual disfluency, which posits that harder-to-read fonts improve learning and memory. However, evidence supporting this font disfluency effect is mixed, leading researchers to propose conditions under which it might work.</div><div>Lehmann et al. (2016) suggested that harder-to-read fonts only aid learning when paired with sufficient working memory capacity (WMC). Their findings imply that disfluency might not benefit everyone universally but could help those with higher WMC.</div><div>If the disfluency effect were universal, it would always improve learning without exceptions. But if it depends on specific conditions like WMC, it might only benefit certain learners. If research shows that disfluency has no overall benefit, it would suggest that using harder-to-read fonts in education is ineffective.</div><div>Our study found no evidence that font disfluency improves learning overall, nor did we find support for a more limited effect confined to learners with higher working memory capacity. Taken together, these findings suggest that the disfluency effect is unreliable and should not be recommended for educational purposes. Given the inconsistent results in the literature and the lack of robust evidence, educators should be cautious about relying on font disfluency as a tool for improving learning – despite its allure in terms of scalability due to easy applicability.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102806"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145792029","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":"Why do some students stay engaged? The longitudinal impact of personal growth initiative and future work self","authors":"Xin Zhang ,&nbsp;Xin Tang ,&nbsp;Zijian Tang ,&nbsp;Jia Zhang ,&nbsp;Xingyi Li ,&nbsp;Yutong Liu","doi":"10.1016/j.lindif.2025.102848","DOIUrl":"10.1016/j.lindif.2025.102848","url":null,"abstract":"<div><div>Learning engagement (LE) is key to academic and career outcomes, yet intrinsic factors like personal growth initiative (PGI) and its potential reciprocal links with future work self (FWS) remain understudied due to reliance on cross-sectional research. This study examines their longitudinal relationships using a three-wave RI-CLPM with 868 high school students from Guangdong, Zhejiang, and Shandong Provinces, China. Results indicated that PGI predicts subsequent LE and FWS primarily in later developmental stages (T₂–T₃). FWS and LE exhibited stable bidirectional associations, demonstrating that career clarity and academic engagement mutually reinforce each other. However, LE and FWS did not significantly predict PGI. These findings highlight the time-sensitive, asymmetrical dynamics among PGI, FWS, and LE. PGI acts as a later-stage precursor for LE and FWS, while LE and FWS form a stable bidirectional loop. The results underscore the need to foster students' proactive skills and future-oriented career planning to support sustained engagement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102848"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694917","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":"Children's attitudes toward mistakes: Profiles and associations with parental predictors and academic-related outcomes","authors":"Yuxuan Liu,&nbsp;Meilin Yao,&nbsp;Zhengru Li,&nbsp;Hongrui Liu","doi":"10.1016/j.lindif.2025.102861","DOIUrl":"10.1016/j.lindif.2025.102861","url":null,"abstract":"<div><div>Making mistakes is essential to learning, yet some students resist them emotionally and behaviorally despite recognizing their benefits. This study focused on children's attitudes toward mistakes (including attitudinal cognition, affect, and behavior) and investigated their potential parental predictors and academic outcomes among 473 Chinese children with variable- and person-centered approaches. First, variable-centered results showed that perceived parental failure mindset was linked to the three dimensions of attitude toward mistakes that further related to academic outcomes, whereas perceived parental social comparison was primarily associated with attitudinal affect. Second, person-centered results derived from latent profile analysis showed three profiles of attitudes toward mistakes (<em>Positive</em>, <em>Mildly Negative</em>, and <em>Ambivalent</em>). Third, the <em>Positive</em> profile emerged as the most adaptive with greater academic persistence and less self-handicapping; yet both perceived parental negative failure mindset and social comparison reduced the likelihood of children belonging to this profile. Findings indicate that behavioral, cognitive, and affective responses to mistakes are not always aligned and highlight potential avenues (e.g., guiding parents' belief and parenting behaviors) to shape children's adaptive attitudes toward mistakes and further development.</div></div><div><h3>Educational relevance and implication</h3><div>By identifying profiles of mistake attitudes, we found that children’s thoughts and feelings about mistakes do not always align with their actual behaviors targeting mistakes. When children perceive their parents holding a failure-is-harmful mindset or frequently comparing them to others, they may develop heightened negative attitudes toward mistakes and in turn show decreased academic persistence and increased handicapping behaviors. Given these findings, considering both parental belief systems and individual mistake attitudes may be beneficial when exploring strategies to promote children's effective learning. Parents may be encouraged to embrace adaptive beliefs and avoid negative parenting practices; furthermore, both parents and teachers may consider observing how children respond to mistakes and attempt to normalize them as part of learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102861"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884810","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 influence of text complexity on the relationship between syntactic awareness and reading comprehension","authors":"Xiuhong Tong ,&nbsp;Liyan Yu ,&nbsp;Hong Li ,&nbsp;Duo Liu ,&nbsp;S. Hélène Deacon","doi":"10.1016/j.lindif.2025.102864","DOIUrl":"10.1016/j.lindif.2025.102864","url":null,"abstract":"<div><div>Theories of reading comprehension highlight the role of syntactic awareness in developing skill in understanding text, with emerging evidence showing it predicts progress. Building on this, we investigate whether syntactic awareness influences reading comprehension differentially for simple versus complex texts, both in terms of initial level and growth rate. The study involved Grade 3 Chinese children (mean age 9.23 at Time 1), followed over three years. Data were collected on Chinese syntactic awareness, Chinese reading comprehension, and other cognitive and language factors at the start. Results show that syntactic awareness predicts the initial level of reading comprehension for both simple and complex reading materials. Critically, syntactic awareness predicts growth in reading comprehension for complex, but not for simple, materials. These findings provide much-needed empirical validation of the theoretical prediction as to the value of awareness of sentence structure in the progress that children make in understanding complex texts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102864"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884809","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":"AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide","authors":"Tim Fütterer ,&nbsp;Diego G. Campos ,&nbsp;Thomas Gfrörer ,&nbsp;Rosa Lavelle-Hill ,&nbsp;Kou Murayama ,&nbsp;Ronny Scherer","doi":"10.1016/j.lindif.2025.102849","DOIUrl":"10.1016/j.lindif.2025.102849","url":null,"abstract":"<div><div>The rapid growth of research literature has made systematic reviews and meta-analyses increasingly time-consuming, limiting their utility in fast-evolving fields such as educational psychology. Artificial intelligence (AI) tools have enormous potential to streamline these processes, yet their adoption remains limited due to usability issues and a lack of systematic guidance. Out of 282 tools that we compiled from overviews that listed AI tools for research syntheses, we filtered a subset of 7 AI tools that met quality standards, such as transparency and accessibility. These tools were evaluated for their potential to support systematic reviews and meta-analyses in educational psychology. Our review highlights the tools' strengths, limitations, and ethical considerations for their responsible use by providing practical guidance and coding information.</div></div><div><h3>Educational relevance statement</h3><div>This research identifies and evaluates AI tools that streamline systematic reviews and meta-analyses, addressing critical challenges in synthesizing educational psychology research. By making these processes more efficient, accessible, and accurate, the study empowers educators and researchers to derive timely insights into diverse learner needs. Practically, the findings guide the adoption of AI tools that reduce workload and cognitive bias, enabling more evidence-based and inclusive educational practices. This work supports the advancement of scientifically rigorous methods that enhance understanding of individual differences in learning, directly contributing to improved educational interventions and outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102849"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738318","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 four-phase model of interest development: Addressing individual differences","authors":"Suzanne E. Hidi ,&nbsp;K. Ann Renninger","doi":"10.1016/j.lindif.2025.102865","DOIUrl":"10.1016/j.lindif.2025.102865","url":null,"abstract":"<div><div>Although there are various approaches to the conceptualization of interest, here we address that of the four-phase model of interest development (Hidi &amp; Renninger, 2006). Interest is universal as all humans have such experiences, and it has physiological roots. Interest also is individually varying since the triggering of interest is influenced by genetics, personal characteristics, interactions with other people, and the design of the environment. Given the importance of interest to engagement and learning, individual differences warrant serious consideration. Furthermore, it is essential for educators (e.g., teachers, parents), to understand that interest: (a) is malleable and may be supported to develop; (b) has fluctuations that are normal; (c) has a long-range linear trajectory, and (d) is physiologically hardwired, and therefore any typically functioning individuals can be expected to develop interest. Interest is critical for learning, as is acknowledgement of individual differences.</div><div><strong>Statement of educational relevance</strong></div><div>This article provides a discussion of the benefits of focusing on the four-phase model in which interest is conceptualized as a motivational variable that can develop. We explain that interest is both universal, as it has hardwired physiological roots, and individually varying, as it exists and develops through a person's interactions with their sociocultural context. The model charts ways in which working with individual differences can lead to meaningful engagement and learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102865"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925969","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}