Learning and Individual Differences最新文献

{"title":"Do socializers’ mindset beliefs matter for student mindset and achievement? A meta-analysis","authors":"Carlton J. Fong ,&nbsp;Katherine Muenks ,&nbsp;Zohreh Fathi ,&nbsp;Semilore F. Adelugba ,&nbsp;Madeline C. O’Grady ,&nbsp;Shengjie Lin ,&nbsp;Miranda G. Goldstein","doi":"10.1016/j.lindif.2025.102709","DOIUrl":"10.1016/j.lindif.2025.102709","url":null,"abstract":"<div><div>Decades of research have found that students’ intelligence mindset beliefs are meaningful precursors to their achievement. However, many questions remain regarding how socializers, including educators, parents, and peers, shape the development of students’ mindsets and academic achievement. To address mixed findings, we conducted a meta-analysis on the associations between socializers’ (educators, parents, and peers) mindsets and students’ mindsets and academic achievement, aggregating findings from 62 studies with 79 unique samples. Mindset beliefs of all three socializers (educators, parents, and peers) were robustly associated with students’ mindsets. However, only educators’ mindsets were significantly linked with students’ academic achievement. Associations between educator and student mindset were stronger for postsecondary students (versus secondary students) and for students’ reports (versus educator reports) of educator mindset. Our synthesis highlights the importance of socializer mindsets and implications for how they are measured and in which contexts. How growth mindset-supportive cultures might be fostered, and future research are discussed.</div></div><div><h3>Educational implications statement</h3><div>Educators, parents, and peers (i.e., socializers) play important roles in shaping the motivation and academic achievement of students. Our study focuses on the way socializers’ growth mindsets relate to learners’ mindsets and academic performance, summarizing results across many prior studies. The more that socializers believed that intelligence can grow, the more students endorsed similar beliefs. Educators’ growth mindset beliefs were also positively linked with students’ academic performance. The links between educator mindset and student mindset were stronger when students were the ones reporting on educator beliefs (rather than educators self-reporting their own beliefs) and for college students (versus high school and middle school students). This study advances the current state of the research on socializers’ intelligence mindsets.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102709"},"PeriodicalIF":3.8,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143890983","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 to the test: Unraveling the consequences for student motivation","authors":"Joy Muth ,&nbsp;Marko Lüftenegger","doi":"10.1016/j.lindif.2025.102707","DOIUrl":"10.1016/j.lindif.2025.102707","url":null,"abstract":"<div><div>Despite widespread concerns that teaching to the test (TTT) as an (excessive) test preparation strategy undermines students' motivation, research has mainly focused on teacher statements and associations with achievement. Studies examining whether perceived TTT increases as exams approach and how this impacts students' motivation are lacking. Using Expectancy-Value Theory, this study longitudinally investigates changes in perceived TTT and academic motivation among <em>N</em> = 1855 secondary school students nearing graduation. Latent change score models revealed a significant increase in intrinsic motivation, importance, and grade self-efficacy but no influence of initial perceived TTT on motivational development. Perceived TTT increased significantly from grade 11 to 12, predicting changes in intrinsic motivation, importance, and utility but not perceived cost or self-efficacy. These findings challenge the belief that TTT inherently harms motivation, suggesting it may enhance some aspects of motivation when used strategically before exams. However, more studies are needed to understand the underlying mechanisms fully.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102707"},"PeriodicalIF":3.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143878735","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":"Early numeracy development as a foundation of mathematics achievement in primary education","authors":"Veronique Dierkx ,&nbsp;Bernadette van de Rijt ,&nbsp;Dave Hessen ,&nbsp;Hans van Luit ,&nbsp;Sietske van Viersen","doi":"10.1016/j.lindif.2025.102706","DOIUrl":"10.1016/j.lindif.2025.102706","url":null,"abstract":"<div><h3>Purpose</h3><div>This study investigated 1) the development of early numeracy (EN) across kindergarten and Grade 1, 2) parental socioeconomic factors contributing to EN development, and 3) the predictive value of EN development for mathematics achievement mid-primary school.</div></div><div><h3>Method</h3><div>The sample included 1252 children. EN was measured bi-annually between mid-kindergarten Year 1 and end Grade 1.</div></div><div><h3>Results</h3><div>Latent growth curve modeling revealed non-linear development of EN, with stronger growth throughout kindergarten and a flattening curve in Grade 1, without reaching ceiling. Lower maternal education level and migration background were associated with lower EN at baseline but also greater improvement over time. Higher baseline EN and growth positively predicted mathematics achievement in mid-primary school.</div></div><div><h3>Conclusions</h3><div>Findings confirm significant EN development throughout early grades, but learning gains are not optimal in the current informal setting. Implications for early screening and intervention to address insufficient foundational skills, and promote later mathematics achievement, are addressed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102706"},"PeriodicalIF":3.8,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143877579","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":"From language to mathematics and vice versa?: A longitudinal study on the associations between preschoolers' mathematical language and mathematical abilities","authors":"Eylül Turan ,&nbsp;Suzanne Rotsaert ,&nbsp;Bert De Smedt","doi":"10.1016/j.lindif.2025.102702","DOIUrl":"10.1016/j.lindif.2025.102702","url":null,"abstract":"<div><div>Mathematical language, such as quantitative (e.g., few) and spatial (e.g., after) terms, is critical for mathematical development. However, studies often combine different aspects of mathematical language and focus primarily on numerical skills. Additionally, most data are cross-sectional, leaving the direction of the relation between mathematical language and abilities unclear. It is also important to understand whether these relations are specific to mathematical language or reflect general vocabulary. This longitudinal study tested 134 children on their mathematical language, general vocabulary and mathematical abilities at ages 4 and 5. Regression models controlling for children's earlier mathematical language and mathematical abilities showed that only spatial language, and not quantitative language predicted children's numerical competencies and measurement. We observed a <em>unidirectional</em> relation from early spatial language to later numerical competencies and measurement. When accounting for children's general vocabulary, spatial language, and general vocabulary, continued to predict children's measurement abilities, but not their numerical competencies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102702"},"PeriodicalIF":3.8,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874427","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":"Disentangling doctoral well-being support in progress-focused workshops: Combining qualitative and quantitative data in single-case learning analytics","authors":"Luis P. Prieto ,&nbsp;Jelena Jovanovic ,&nbsp;Paula Odriozola-González ,&nbsp;María Jesús Rodríguez-Triana ,&nbsp;Henry Benjamín Díaz-Chavarría ,&nbsp;Yannis Dimitriadis","doi":"10.1016/j.lindif.2025.102705","DOIUrl":"10.1016/j.lindif.2025.102705","url":null,"abstract":"<div><div>Doctoral education (DE) suffers from widespread well-being issues. Recent evidence from short-term training actions shows potential to address them, but also large variability. Further, DE practitioners face challenges in understanding whether (and for whom) such interventions work, due to small sample sizes, short intervention durations, and the inherent uniqueness of each dissertation. This methodological paper proposes a novel, practice-oriented, and idiographic approach to such understanding, supported by learning analytics of quantitative and qualitative data. To illustrate this approach, we apply it to two datasets from six authentic doctoral workshops (<em>N</em> = 105 doctoral students), showcasing how it can provide individualized practice-oriented insights to doctoral students and help trainers better understand their interventions, while coping with typical limitations of data from doctoral training. These findings exemplify how the triangulation of simple, interpretable analytics models of mixed longitudinal data can improve students, practitioners', and researchers' understanding, re-design, and personalization of such training actions.</div></div><div><h3>Educational relevance and implications statement</h3><div>Collecting data about the context and process of a doctoral training action can help practitioners and students understand who benefits more (or less) from such training. The individualized analysis of such data, obtained with even very simple technologies, can also help students understand their processes and contexts, to better address progress and well-being issues. The use of student-authored short narratives (e.g., diaries), along with longitudinal quantitative data, plays an important role in these personalized analyses, and the promise of automated qualitative coding makes this approach increasingly feasible.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102705"},"PeriodicalIF":3.8,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874426","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 with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation","authors":"Rachele Lievore ,&nbsp;Sara Caviola ,&nbsp;Irene C. Mammarella","doi":"10.1016/j.lindif.2025.102693","DOIUrl":"10.1016/j.lindif.2025.102693","url":null,"abstract":"<div><div>The aim of the current study was to assess the impact of affective factors, such as mathematics anxiety, and cognitive domain-general factors, like executive functions, on mathematical skills of children with Developmental Dyscalculia (DD) in comparison to non-diagnosed (ND) peers. The study involved 87 children aged between 8 and 15 years old: 39 (17 M) with DD, and 48 (24 M) ND, matched for age, gender, and IQ. Participants completed a mental calculation task, three executive functions tests (inhibition, updating and set-shifting), and a self-report measure of mathematics anxiety. Results suggest higher levels of mathematics anxiety and poorer performance on all executive functions tasks in children with DD. After controlling for children's general anxiety reported by participants' parents, regression analysis revealed that lower levels of mathematics anxiety and better updating skills predicted mental calculation accuracy for the ND participants. However, these factors did not support mathematical performance in children with DD.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102693"},"PeriodicalIF":3.8,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863929","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":"L2 grit and age as predictors of attrition in mobile-assisted language learning","authors":"Ekaterina Sudina ,&nbsp;Yasser Teimouri ,&nbsp;Luke Plonsky","doi":"10.1016/j.lindif.2025.102704","DOIUrl":"10.1016/j.lindif.2025.102704","url":null,"abstract":"<div><div>Building on research into predictive validity of second-language (L2) grit and studies on perseverance in app-based language learning, this longitudinal study examined multiple individual differences as predictors of attrition among Duolingo users. A total of 601 beginners learning Spanish or French participated in a natural experiment investigating user-controlled Duolingo app usage and proficiency gains over a 6-month period. A statistical logistic regression was performed to assess the role of predictors of Duolingo attrition (i.e., app usage): age, target language, L2 motivation, L2 grit perseverance of effort (PE), L2 grit consistency of interest, self-rated proficiency, and C-test scores at pretest. The best-fitting and most parsimonious model included two meaningful predictors of attrition: L2 grit PE and a natural log of “age.” We conclude with implications for the conceptualization of grit in the context of app-based language learning and beyond, such as how the use of apps may enhance L2 learners' persistence in long-term goals.</div></div><div><h3>Educational relevance and implications statement</h3><div>Mobile applications such as Duolingo hold great potential for instructional effectiveness. In order to reach that potential, however, users must persist in their engagement with the app. The current study seeks to shed light on the predictors of attrition of app usage to better understand how to foster greater learning and app design.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102704"},"PeriodicalIF":3.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854983","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 effects of programming interventions in early childhood: A meta-analysis","authors":"Bianca A. Simonsmeier ,&nbsp;Kristin Kampmann ,&nbsp;Jacqueline Staub ,&nbsp;Ronny Scherer","doi":"10.1016/j.lindif.2025.102699","DOIUrl":"10.1016/j.lindif.2025.102699","url":null,"abstract":"<div><div>While recent meta-analyses confirm the positive effects of programming interventions in school and university students, it is still unclear whether teaching programming in early childhood settings is similarly effective. Our meta-analysis clarifies this issue by synthesizing the effects of programming interventions for 3- to 7-year-old children. Moreover, we propose and employ a taxonomy for instructional approaches commonly used in programming interventions to systematically analyze the relevance of instructional design. The results from 25 early childhood studies and 82 effect sizes showed a medium overall effect of <em>d</em> = +0.73, 95 % CI [0.51, 0.96]. Programming interventions effectively enhanced programming knowledge, computational thinking, mathematics knowledge, and cognitive skills. Our findings highlight the effectiveness of unplugged over screen-based activities and interventions, including robotics, over those using other program outputs. The results provide educators with valuable information about instructional methods. The taxonomy can guide researchers and educators in implementing instructional strategies when teaching programming.</div></div><div><h3>Educational relevance statement</h3><div>The current meta-analysis extends the current understanding of programming interventions by summarizing the existing body of literature on the effectiveness of programming interventions in young children. Since there exists a growing interest in teaching programming to young children, the results make a useful contribution to determine its effectiveness and to identify effective instructional characteristics. The found results indicate that programming interventions are indeed significantly effective in early childhood to enhance a variety of outcomes. Further, the analyses provide information that allow educators to implement age-appropriate programming interventions in educational settings (e.g., by using unplugged programming activities or including robotics).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102699"},"PeriodicalIF":3.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851700","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":"Students' situational motivation in climate education – a multilevel profile approach","authors":"Inka Ronkainen ,&nbsp;Veli-Matti Vesterinen ,&nbsp;Jari Lavonen ,&nbsp;Jussi Järvinen ,&nbsp;Lars-Erik Malmberg ,&nbsp;Miikka Turkkila ,&nbsp;Katariina Salmela-Aro","doi":"10.1016/j.lindif.2025.102698","DOIUrl":"10.1016/j.lindif.2025.102698","url":null,"abstract":"<div><div>In the present study, we aimed to identify how students' motivation varied in various learning situations in climate education. The motivation was evaluated through interest, competence, perceived task difficulty, effort and anxiety based on situated expectancy-value theory. Using ecological momentary assessment, we collected data from 3695 situations of 354 Finnish upper secondary school students. By applying Multilevel Latent Profile Analyses, six situational motivation patterns were identified: <em>Amotivating situations</em> (15 %), <em>Difficult situations</em> (9 %), <em>Moderately motivating situations</em> (50 %), <em>Low demanding situations</em> (12 %), <em>Easy situations</em> (9 %), and <em>Highly motivating situations</em> (5 %). Situational patterns were differently associated with various learning activities. Based on the relative prevalence of situational patterns, three student motivation profiles were identified: <em>Weakly motivated</em> (21 %), <em>Moderately motivated</em> (59 %), and <em>Interested and competent</em> (20 %). Results showed that there are more science programme students and males in the <em>Interested and competent</em> profile. In addition, students in science programmes had higher test scores.</div></div><div><h3>Educational relevance statement</h3><div>Climate change is an important part of the Finnish school curriculum today. However, research has not yet found the single best way to motivate students to learn about it, including how to mitigate or adapt to it. This highlights the need to find new ways to motivate students on these important topics. Therefore, we investigated students' motivation in several learning situations to gain information on how students' motivation varies in different learning activities in the climate education module. Our findings showed that motivation to learn about climate change varies from situation to situation and from student to student. No learning style is suitable for everyone, but our research suggests that project-based learning could be a good way to teach about climate change. The issues should first be explored together, and then students can come up with solutions to the problems themselves. In addition, the results showed that a previous interest in science leads to higher motivation. Men were found to have higher levels of interest and competence.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102698"},"PeriodicalIF":3.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847358","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":"Predicting students' short- and long-term academic achievement in higher education: A cross-classified multilevel study","authors":"Jonas Willems ,&nbsp;Jordi Heeren ,&nbsp;Alicia Ramos ,&nbsp;Nicolas Dirix ,&nbsp;Karine Verschueren ,&nbsp;Wouter Duyck ,&nbsp;Lieve De Wachter ,&nbsp;Marlies Lacante ,&nbsp;Sofie Van Cauwenberghe ,&nbsp;Lien Demulder ,&nbsp;Veerle Vanoverberghe ,&nbsp;Vincent Donche","doi":"10.1016/j.lindif.2025.102697","DOIUrl":"10.1016/j.lindif.2025.102697","url":null,"abstract":"<div><div>This study investigates the influence of secondary education (SE) and higher education (HE) study programmes on both the short-term (one year) and long-term (three years) academic achievement of HE students. It also examines the impact of various background, cognitive, and non-cognitive factors, controlling for SE and HE programmes. Based on a representative dataset (<em>N</em> = 24,183), this study employs cross-classified multilevel models with a random interaction effect between SE and HE levels. Results show that both SE and HE study programmes impact short- and long-term achievement in HE. The impact of SE programmes is smaller on long-term achievement, while that of HE programmes remains stable. Notably, the alignment between SE and HE programmes, is increasingly important in the long run. The study also highlights that background, non-cognitive and cognitive factors significantly predict academic achievement in both time frames, with important variations in their impacts on short- and long-term outcomes.</div></div><div><h3>Educational relevance statement</h3><div>Having a clear perspective on the key determinants of academic achievement in higher education (HE) is crucial to support students during their difficult transition to HE. The present study addresses important gaps in the existing literature by analysing the influence of secondary education (SE) and higher education (HE) programmes on <em>both</em> short- and long-term academic achievements of HE students. It also examines the impact of a wide range of background, cognitive, and non-cognitive factors on these academic achievement measures, controlling for the effects of SE and HE programmes. The study reveals several important findings, among which: (1) An included interaction term between random variances at the SE and HE programme levels (in a cross-classified multilevel model) increasingly predicts academic achievement over time, suggesting the necessity of aligning SE and HE programmes. This is particularly relevant for SE administrators and counsellors developing study choice guidance trajectories for students; (2) There is evidence of a cumulative effect of SES risk factors in HE, with the influence of these background variables on academic achievement intensifying over time; (3) Cognitive and non-cognitive factors assessed at the end of SE significantly influence academic performance over a three-year period in HE, in addition to their impact on short-term academic achievement. This underscores the predictive validity of these measures and underscores their inclusion in online assessment tools designed to support SE students intending to pursue HE.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102697"},"PeriodicalIF":3.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847359","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}