Learning and Individual Differences最新文献

{"title":"Cross-linguistic sharing of phonological awareness in word spelling among early Chinese-English literacy learners: A three-wave cross-lagged panel analysis","authors":"Jiexin Lin ,&nbsp;Jiayun Li","doi":"10.1016/j.lindif.2025.102691","DOIUrl":"10.1016/j.lindif.2025.102691","url":null,"abstract":"<div><div>This study examines the longitudinal cross-linguistic associations of phonological awareness (PA) at suprasegmental and segmental levels with word spelling in Chinese and English. An initial sample of 161 Chinese-English bilingual children was followed up every six months from the end of grade 3 to the end of grade 4. Cross-lagged panel models revealed reciprocal cross-linguistic relations between segmental PA and word spelling in both languages from the end of grade 3 to halfway grade 4. However, this reciprocity in the L1 (Chinese)-to-L2 (English) direction was observed only for English pseudoword spelling, not real word spelling. By the end of grade 4, this reciprocity vanished, leaving only a unidirectional prediction from Chinese segmental PA to English pseudoword spelling, which also extended to English real word spelling. The findings illustrate dynamically changing cross-linguistic relations between PA and bilingual word spelling and underscore segmental PA as a shared linguistic resource in bilingual spelling development.</div></div><div><h3>Educational relevance statement</h3><div>Recent advances in Chinese-English bilingual children’s biliteracy acquisition have implicated an important role of suprasegmental phonological awareness, in addition to segmental features, in biliteracy acquisition. This study explores the bidirectional cross-linguistic influence of phonological awareness (PA) at both suprasegmental and segmental levels on word spelling development in Chinese-English bilingual children. Results indicate a bi-directional cross-linguistic transfer of PA and complex developmental interplay between PA and word spelling, together with a consistent grain size effect of segmental PA in predicting bilingual word spelling. It sheds light on the biliteracy theoretical accounts from a developmental lens and informs specifics and universals of phonology in relation to cross-linguistic gains of spelling. It also provides pedagogical implications for bilingual spelling instruction for Chinese-English literacy learners.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102691"},"PeriodicalIF":3.8,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143807005","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":"Academic agency and educational attainment: The intersection of SES, ethnicity and sex","authors":"Ingrid Schoon ,&nbsp;Francesca Mele ,&nbsp;Kaspar Burger","doi":"10.1016/j.lindif.2025.102689","DOIUrl":"10.1016/j.lindif.2025.102689","url":null,"abstract":"<div><div>Drawing on the nationally representative Longitudinal Study of Young People in England (LSYPE; <em>n</em> = 15,770), this study assesses the role of academic agency (an aspect of self-directed engagement with learning and education) in enabling socioeconomically disadvantaged youth to complete secondary education. Academic agency is operationalised as a multi-dimensional construct, comprising education expectations, academic self-concept, and school engagement. The findings suggest that academic agency can act as an independent resource, over and above family socioeconomic status (indicated by parental education and social class). There was also evidence of resource substitution, i.e., academic agency reduces the risk of low educational attainment for those with few family socioeconomic resources. Moreover, there is evidence of ‘ethnic capital’ as ethnic minority youth with high academic expectations were more likely to achieve key educational milestones. The results are discussed regarding interlinked inequalities of sex, minority status, and family socioeconomic status.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102689"},"PeriodicalIF":3.8,"publicationDate":"2025-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143784000","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":"Self-criticism unveiled: Its interplay with burnout and self-compassion in higher education students' study achievement","authors":"Telle Hailikari,&nbsp;Merly Kosenkranius,&nbsp;Sara Rönkkönen,&nbsp;Viivi Virtanen","doi":"10.1016/j.lindif.2025.102692","DOIUrl":"10.1016/j.lindif.2025.102692","url":null,"abstract":"<div><div>Burnout among higher education students and its impact on academic achievement has been the focus of extensive research lately. However, there is little known about the relationship between study-related burnout and self-compassion and how they together relate to academic achievement. The aim of the present study was to explore the individual combinations of study-related burnout and the dimensions of self-compassion (self-compassion and self-criticism) and how they are related to academic achievement. The self-report data was gathered from 782 students from the university of applied sciences and analysed using quantitative methods. The results revealed three profiles: 1) Average students with elevated self-criticism (<em>n</em> = 229), 2) Self-critical students with higher burnout risk (<em>n</em> = 149), and 3) Self-compassionate students with lower burnout risk (<em>n</em> = 404). These profiles were differently related to academic achievement. The results imply the important role of self-criticism when considering student well-being. The implications of the findings are discussed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102692"},"PeriodicalIF":3.8,"publicationDate":"2025-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143783997","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":"Exploring domain-general and course-specific latent profiles of motivation in computer science","authors":"Hye Rin Lee ,&nbsp;Sanford R. Student ,&nbsp;Teomara Rutherford ,&nbsp;Rebecca J. Collie ,&nbsp;Austin C. Bart","doi":"10.1016/j.lindif.2025.102686","DOIUrl":"10.1016/j.lindif.2025.102686","url":null,"abstract":"<div><div>Although achievement motivation theories like the Situated Expectancy–Value Theory highlight domain-general and course-specific motivation, few studies have examined students' motivational beliefs at both levels. This study explores domain-general and course-specific motivational profiles in undergraduate computer science (CS) courses, focusing on expectancy for success, values, and belonging. Using latent profile analysis, we identified four domain-level profiles and five course-level profiles, with the profiles representing different combinations of positive motivation and cost. We examined how these profiles evolved during the semester, finding via latent transition analysis that domain-general motivations appear to be more stable over time. Additionally, gender differences in profile membership showed women and other non-men often in higher cost profiles compared to men, and there was more variability in mean grades across course profiles than across CS domain profiles. These findings enhance our understanding of how combinations of motivational beliefs can influence student engagement and performance.</div></div><div><h3>Educational Relevance and Implications Statement</h3><div>Our study explored the motivational profiles of undergraduate computer science (CS) students, revealing that these profiles vary by domain and course and change from the beginning to the end of the semester. We found that domain-general motivational beliefs, which encompass general attitudes toward the field of CS, remain more stable over time compared to course-specific motivational beliefs, which reflect specific attitudes toward individual CS courses. The stability of domain-general motivational beliefs suggest that foundational attitudes formed early could influence long-term engagement with CS, emphasizing the need for early interventions. We also found gender differences in motivational profiles; women and other non-men were more likely to be in high-cost profiles compared to men. The gender disparities in perceived costs highlight the necessity for tailored support that addresses the unique challenges faced by women and other non-men in the field. Additionally, course grades varied more by course-specific motivational beliefs than domain-general motivational beliefs, underscoring the importance of how students perceive their CS courses for their achievement. Educators can utilize this information to create more inclusive and effective educational environments that cater to the diverse needs of all students, ultimately improving retention and performance in CS programs.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102686"},"PeriodicalIF":3.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760656","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":"Beyond aptitudes and experiences: The unique role of mindsets in emotions in language classrooms","authors":"Nigel Mantou Lou ,&nbsp;Kathryn Everhart Chaffee ,&nbsp;Kimberly A. Noels","doi":"10.1016/j.lindif.2025.102688","DOIUrl":"10.1016/j.lindif.2025.102688","url":null,"abstract":"<div><div>Achievement in foreign language (FL) classrooms depends on learners' emotional states. A key individual difference factor that is linked to these experiences is growth mindset, which helps learners make positive meaning of their endeavours. However, uncertainties remain regarding the importance of mindsets when factoring in other learner characteristics (aptitude, age of acquisition, language-use experiences, year of learning, gender). This study (<em>N</em> = 342 university-level FL learners) comprehensively explores how mindsets and learner characteristics are related to multifaceted emotions (enjoyment, helplessness, frustration, boredom, anxiety), and end-of-semester performance. We found that prior language-use experience was the most notable learner characteristic in predicting emotions. Growth mindsets also incrementally predicted all learning emotions, even after controlling for learner characteristics. Although growth mindset was not directly related to performance, it indirectly predicted performance through a decrease in the feeling of helplessness. Altogether, growth mindsets matter for positive classroom experiences.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study shows that language learners' growth mindsets have incremental validity in predicting classroom emotions over other individual factors (aptitude, age of acquisition, prior foreign language [FL] learning experiences, FL use experience). Furthermore, helplessness was the emotion that was most predictive of students' later grades, with fixed mindsets appearing to be a key contributing factor through feelings of helplessness. Therefore, endorsing a growth mindset might help learners feel less helpless in class, which in turn may benefit their performance in foreign language learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102688"},"PeriodicalIF":3.8,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747223","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":"Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter","authors":"Heike Russ ,&nbsp;Leonie Sibley ,&nbsp;Salome Flegr ,&nbsp;Jochen Kuhn ,&nbsp;Vincent Hoogerheide ,&nbsp;Katharina Scheiter ,&nbsp;Andreas Lachner","doi":"10.1016/j.lindif.2025.102687","DOIUrl":"10.1016/j.lindif.2025.102687","url":null,"abstract":"<div><div>Explaining learning contents to a fictitious peer (i.e., non-interactive teaching) improves learning, yet this effect is modest, heterogeneous, and likely influenced by individual differences. We examined whether the effectiveness of non-interactive teaching could be increased by incorporating drawing or distributing teaching. We realized a 3 × 2 field experimental design (<em>N</em> = 317), crossing the factors learning activity (restudy, teaching-only, teaching + drawing) and timing (after the study phase or distributed three times throughout the study phase). Overall, teaching resulted in better immediate conceptual knowledge than restudying, mediated by the level of completeness. This teaching effect was most pronounced in the after-study condition. However, drawing did not enhance conceptual knowledge. Students who taught underestimated their immediate knowledge. No lasting effects were observed. Students with higher academic self-concept or work ethic benefited more from teaching, highlighting the moderating role of inter-individual differences for instructional interventions.</div></div><div><h3>Educational relevance and implications statement</h3><div>This classroom study demonstrates that non-interactive teaching is an effective instructional method in secondary school physics education. The findings highlight the importance of considering students' individual differences, such as academic self-concept or work ethic, when designing such learning activities. These insights emphasize the need for adapted and differentiated approaches that can better account for individual differences, ensuring that non-interactive teaching can be effective across diverse student populations.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102687"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747217","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 optimal sequence for learning can depend on one's strategy: An individual differences approach","authors":"Jeri L. Little ,&nbsp;Jexy A. Nepangue ,&nbsp;Ashley Longares","doi":"10.1016/j.lindif.2025.102684","DOIUrl":"10.1016/j.lindif.2025.102684","url":null,"abstract":"<div><div>Category learning promotes multiple cognitive processes including memorization and induction (e.g., rule finding). Individuals can differ in their reliance on a given process. Would optimal study sequence (interleaving vs. blocking) depend on that process (memorization vs. rule-finding)? Interleaving examples from a category can be better than blocking when the test necessitates similarity-based classification, but blocking examples from a given category can be better when the test necessitates rule-based classification. In three experiments, participants studied letter strings interleaved or blocked. Then they classified transfer items for which similarity-based classification would oppose rule-based classification. In Experiments 1a/1b, participants chose (and self-reported) their learning strategy. In Experiment 2, strategy was instructed. Memorizers (self-reported and instructed) had better similarity-based classification when items were interleaved than when they were blocked, but rule-abstractors (self-reported and instructed) had better rule-based classification when items were blocked than when they were interleaved. These results have implications for educational contexts.</div></div><div><h3>Educational relevance and implications statement</h3><div>In educational settings, students need to categorize information. From figuring out what formula applies to a given physics problem to learning how to categorize plants in biology to picking out common themes in a literature course, categorization is a necessity. However, people differ in the strategies that they use to learn, with some trying to find rules and some focusing on memorization; these differences in strategy lead to differences in how people classify items. The present results showed that for memorizers, interleaving was more effective for similarity-based classification than was blocking, but for rule-abstractors, blocking was better for rule-based classification than was interleaving. Although the materials in the present studies were relatively simplistic, we argue that these findings could be used to make predictions about learning with educational materials and in educational settings. Teachers should be aware that two individuals could approach a task with qualitatively distinct strategies, so they should clarify their learning goals and sequence learning material in a way that optimizes learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102684"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143747216","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 pretesting effect is robust throughout adulthood, but metacognitive beliefs about pretesting and challenge differ","authors":"Veronica X. Yan ,&nbsp;Stephany Duany Rea ,&nbsp;Faria Sana","doi":"10.1016/j.lindif.2025.102683","DOIUrl":"10.1016/j.lindif.2025.102683","url":null,"abstract":"<div><div>Pretesting—asking learners to try to answer questions about a topic before learning—results in better memory of that topic compared to simply studying the topic without taking a pretest. We investigated whether age and memory contentment moderate the benefit of pretesting, and whether judgments of pretesting effectiveness varied across adulthood (<em>N</em> = 273, age range: 18–82). The pretesting effect was not moderated by either factor. Metacognitive judgments, however, varied by age. Younger participants were more likely to appreciate the benefits of pretesting than middle-aged and older adults. In Study 2 (<em>N</em> = 296, age range: 18–83), our mixed-methods approach showed converging results: The older the participant, the less likely they were to appreciate the benefits of errors and think that pretesting would be effective for them. These results suggest that although the pretesting effect appears to be robust throughout adulthood, metacognitive beliefs differ.</div></div><div><h3>Educational relevance statement</h3><div>Making mistakes is not just an unavoidable part of the learning process, but rather, cognitive science of learning research shows that it should be <em>desirable,</em> as it fosters deeper engagement that is integral to learning. In this paper, we focus on the strategy of pretesting—making guesses before learning the correct answer—and find that benefits are robust across adulthood, with participants ranging from 18 to 82. But people's beliefs differ with older participants responding that errors are undesirable. These findings highlight the importance of shifting attitudes towards challenge to support “desirably difficult” approaches to learning, thus ensuring that learners have both the right mindset and the right toolset.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102683"},"PeriodicalIF":3.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143739868","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":"Math anxiety is associated with skipping problems and less help-seeking behavior after error commission","authors":"Yurou Wang ,&nbsp;Jihong Zhang ,&nbsp;Macarena Suárez Pellicioni","doi":"10.1016/j.lindif.2025.102681","DOIUrl":"10.1016/j.lindif.2025.102681","url":null,"abstract":"<div><div>Math anxiety is a significant barrier to STEM participation and success. This study investigates the influence of math anxiety and autonomy support on students' post-error problem-solving behaviors. 111 participants participated in this study. Autonomy support was manipulated by randomly assigning participants to choice and no-choice group. Math anxiety was assessed using a questionnaire. Participants had three options after making an error in a math task: skipping the problem (avoidance), asking for a hint (help-seeking), or solving the question by oneself (self-reliance). Structural Equation Modeling results revealed that higher levels of math anxiety were associated with increased skipping of problems and decreased help-seeking behaviors after an error. Autonomy support showed no significant effects on post-error behaviors. These findings suggest math avoidance after error commission in high math anxious adults and highlight the need to develop interventions targeting more adaptive post-error behaviors in these individuals.</div></div><div><h3><em>Education relevance and implications</em></h3><div>This study highlights the significant impact of math anxiety on students' problem-solving behaviors after making errors. Specifically, it reveals that individuals with high math anxiety are more likely to skip problems and less likely to seek help, which can hinder their learning and perpetuate a cycle of poor performance. These findings underscore the importance of developing educational interventions that encourage perseverance and help-seeking behaviors, helping students overcome math anxiety and improve their math skills. Such interventions could ultimately enhance students' engagement and success in STEM fields.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102681"},"PeriodicalIF":3.8,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143715115","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":"Relationships between inter- and intra-individual emotions and learning outcomes of vocational students","authors":"Tanja Held ,&nbsp;Mathias Mejeh ,&nbsp;David W. Putwain ,&nbsp;Tina Hascher","doi":"10.1016/j.lindif.2025.102682","DOIUrl":"10.1016/j.lindif.2025.102682","url":null,"abstract":"<div><div>Emotions are significant predictors of learning and academic achievement. However, much of the existing research has predominately focused on understanding inter-individual differences in students' emotions, overlooking the dynamic intra-individual processes that unfold over time. The present study aims to examine differences in inter- and intra-individual relationships of two learning emotions (<em>enjoyment, boredom</em>) and three facets of learning outcomes: <em>concentration</em> as a cognitive aspect of the learning process, <em>learning time</em> as a behavioral aspect, and <em>learning satisfaction</em> as an evaluative aspect. We collected weekly data of 119 vocational students over 14 weeks and used multilevel linear mixed effect models. Results revealed that inter-individual enjoyment positively predicted the three learning outcomes, while intra-individual enjoyment positively predicted concentration and learning time. Inter-individual boredom negatively predicted learning satisfaction, while intra-individual boredom was not a significant predictor. These results highlight the importance of enjoyment for the learning process and point to the more unclear role of boredom. Also, the findings emphasize the importance of differentiating between inter- and intra-individual relations.</div></div><div><h3>Educational relevance statement</h3><div>The present study highlights the crucial role of emotions, specifically enjoyment and boredom, in learning. By investigating 119 vocational students over 14 weeks, we discovered that enjoyment significantly predicts learning outcomes such as concentration and time spent learning, both across different individuals and within the same individual over time. On the other hand, while boredom negatively impacts satisfaction with learning, no significant effects were found within the same individual over time. These findings underscore the importance of fostering positive emotions like enjoyment in educational settings and the need to consider both differences between students and changes within students over time to enhance learning experiences and outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102682"},"PeriodicalIF":3.8,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704630","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}