Learning and Individual Differences最新文献

{"title":"Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years","authors":"Aashna Doshi ,&nbsp;Sabine Weinert ,&nbsp;Manja Attig","doi":"10.1016/j.lindif.2024.102515","DOIUrl":"10.1016/j.lindif.2024.102515","url":null,"abstract":"<div><p>Previous evidence suggests that early self-regulation is related to the development of scientific literacy (SL) at preschool and primary school age. However, how (emotionally neutral) executive functions and the more emotion-related facets of self-regulation associate with early SL development remains largely unexplored. Drawing on data from 1,931 children and their parents from a German longitudinal cohort study, the study analysed various facets of self-regulation and unravelled their associations to early SL development at the ages of 5 to 7, while controlling for important child and family factors. The results indicated that inhibitory control and phonological working memory are related to SL at both ages. Furthermore, the effect of these facets on later SL remained significant even after controlling for earlier SL, while the effect of children's parent-reported effortful control on later SL at age 7 was completely mediated by earlier SL at age 5.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102515"},"PeriodicalIF":3.8,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001080/pdfft?md5=496b15d9d4807b68af24e0d240c33033&pid=1-s2.0-S1041608024001080-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141937673","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":"General cognitive and numerical precursors of mathematical difficulty in kindergarten children at risk for dyscalculia","authors":"Xiangzi Ouyang ,&nbsp;Xinzhuo Zou ,&nbsp;Xiao Zhang","doi":"10.1016/j.lindif.2024.102514","DOIUrl":"10.1016/j.lindif.2024.102514","url":null,"abstract":"<div><p>Based on 138 Hong Kong kindergarten children (70 boys; age: <em>M</em> ± <em>SD</em> = 4.98 ± 0.33 years) followed from the second kindergarten year to the end of the third year, the present study aims to identify kindergarten children at risk for dyscalculia and investigate their early general cognitive and numerical precursors. Using latent class growth modeling, four groups of children were identified with differing trajectories of mathematical skill development. A group of children with poorest mathematical performance and thus at high risk for dyscalculia were compared with their peers with average achievement. Poor number line and number word comparison skills made unique contributions to the identification of children at risk for dyscalculia when general cognitive skills and demographic variables were added to the model. Identifying children at risk for dyscalculia in kindergarten and understanding their risk factors can help address their learning needs at a young age.</p></div><div><h3>Educational relevance and implications statement</h3><p>In this study, we identified a group of children with poorest mathematical performance and thus at high risk for dyscalculia in kindergarten. We found that number word comparison and number line estimation skills predicted the identification of children at risk for dyscalculia. These two tasks can serve as quick screening tools to identify children at risk for dyscalculia in kindergarten. Subsequently, teachers and educators can deliver appropriate interventions to help these children improve their number word comparison and number line estimation skills in early years and prevent them from developing dyscalculia later on.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102514"},"PeriodicalIF":3.8,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141732051","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 role of empathy in problem construction and creative problem solving","authors":"Sanaa J. Kripal,&nbsp;Roni Reiter-Palmon","doi":"10.1016/j.lindif.2024.102501","DOIUrl":"10.1016/j.lindif.2024.102501","url":null,"abstract":"<div><p>This study investigates the relationship between empathy, problem construction, and creative problem solving. It is suggested that empathy may enhance creativity by encouraging individuals to consider others' perspectives when defining ambiguous and ill-defined problems. The study presents a real-world problem scenario to 220 participants across two surveys via an online platform. Participants were asked to generate problem restatements and one solution, which were evaluated on originality and quality by trained raters. Participant empathy was measured in a follow-up survey one week later. The results showed that empathy had a significant positive relationship with problem construction quality and originality. Moreover, problem construction quality and originality were found to mediate the relationship between empathy and solution quality and originality, respectively. The study contributes to the creativity literature by illuminating the role of empathy in the problem construction process and providing further evidence of the importance of personality to creative problem solving.</p></div><div><h3>Educational relevance and implications statement</h3><p>This study examined the influence of empathy on problem construction and creative problem solving via the presentation of a real-world problem scenario. The results revealed that empathy had a significant positive relationship with problem construction quality and originality. Problem construction quality and originality were each shown to mediate the relationship between empathy and solution quality and originality, respectively. The results of this study contribute to creativity literature by providing a deeper understanding of the individual difference characteristics that affect the problem construction process and creative problem solving as a whole. An important implication from this study is that educators, parents, and organizational leaders should be aware of the importance of empathy in defining and constructing the problem and encourage approaching problems from multiple perspectives.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102501"},"PeriodicalIF":3.8,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141729584","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":"Mathematically high and low performances tell us different stories: Uncovering motivation-related factors via the ecological model","authors":"Mehmet Hilmi Saglam ,&nbsp;Talha Goktenturk","doi":"10.1016/j.lindif.2024.102513","DOIUrl":"10.1016/j.lindif.2024.102513","url":null,"abstract":"<div><p>This study investigated how motivational factors contribute to math performance through the ecological model within exceptionally high and low achieving student populations. Using PISA 2018 data, a model including three layers of the ecological model were constructed to examine the ecological background of math performance for each group: exceptionally low &amp; high achievers. Employing structural equation modeling, the results revealed that high math performance was ecologically associated with factors: attitudes towards competition, growth mindset, motivation to master tasks, self-efficacy, teacher enthusiasm, teacher feedback, teacher support, value of school, and parents' emotional support. However, low math performance was related to a wider range of factors, including the aforementioned variables, as well as enjoyment of reading and learning goals. This research emphasizes a practical viewpoint that suggests using different interventions to maximize the potential of students in various positions on the math ability spectrum since the factors differ in explaining mathematically high and low performance.</p></div><div><h3>Educational relevance and implications statement</h3><p>In this study, we investigated motivation related factors that affect students with both high and low achievements in mathematics. Our results indicate that the factors associated with math performance differ between high and low achievers. This highlights the significance of need for differentiated educational strategies to maximize the potential of students across the math ability spectrum. This differentiation between the two groups may help in developing a tailored approach, enabling educators to promote a learning environment that is both inclusive and effective.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102513"},"PeriodicalIF":3.8,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001067/pdfft?md5=cbc92cbf45de3a593eeff7f2c774e9c4&pid=1-s2.0-S1041608024001067-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141638568","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":"Material incentives moderate gender differences in cognitive effort among children","authors":"Paula Apascaritei ,&nbsp;Jonas Radl ,&nbsp;Madeline Swarr","doi":"10.1016/j.lindif.2024.102494","DOIUrl":"10.1016/j.lindif.2024.102494","url":null,"abstract":"<div><p>Effort is crucial for academic performance and varies by gender. However, it is not clear at what age nor under what circumstances gender differences in effort arise. Using behavioral measures of executive function from 799 fifth-grade students, we find no gender differences in cognitive effort in the absence of rewards. However, boys exert more effort than girls when materially incentivized. Adding a status incentive on top of material rewards does not further increase the gender gap. According to expectancy-value theory, the degree to which incentives moderate the gender effect may depend on ability. We find that while low-ability girls work as hard as high-ability girls when no incentives are present, low-ability boys tend to disengage from effortful tasks. High-ability girls increase effort more than low-ability girls when material incentives are added, and high-ability boys increase effort more than low-ability boys when status incentives are added.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102494"},"PeriodicalIF":3.8,"publicationDate":"2024-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024000876/pdfft?md5=ef9d7636187ba72078f0b0390b959788&pid=1-s2.0-S1041608024000876-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141630567","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 role of creativity in second language writing performance","authors":"Judit Kormos ,&nbsp;Shungo Suzuki ,&nbsp;Olena Rossi","doi":"10.1016/j.lindif.2024.102500","DOIUrl":"10.1016/j.lindif.2024.102500","url":null,"abstract":"<div><p>Our study seeks to answer the question of what the impact of creativity is on teenage Hungarian L2 learners' performance in a written argumentative and narrative task. Ninety-five participants at an intermediate level of language proficiency wrote a story based on six unrelated pictures and an argumentative essay in English. Participants also completed the Megújított Barkóczy-Klein Kreatív Potenciálteszt (MKB, Revised Barkóczy-Klein Creative Potential test). A latent variable analysis using structural equation modelling was used to examine the relationship between two latent components of creativity: adaptivity (estimated by scores of elaboration, resistance to early closure and abstractness of title) and innovation (estimated by creative fluency and originality scores) and the latent variable of L2 writing which was estimated by rating scores of five assessment criteria. The results show that the argumentative essays of L2 learners characterized by high levels of creative fluency and originality demonstrated lower levels of writing quality. On the other hand, the argumentative essays of participants who scored higher on the adaptation aspects of creativity were more highly rated.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102500"},"PeriodicalIF":3.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024000931/pdfft?md5=3abe2c6822a7deb8f15f2391eb7ba1f1&pid=1-s2.0-S1041608024000931-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141622830","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 artificial intelligence to explain students' self-regulation: Toward precision education","authors":"Mohammed Saqr ,&nbsp;Rongxin Cheng ,&nbsp;Sonsoles López-Pernas ,&nbsp;Emorie D Beck","doi":"10.1016/j.lindif.2024.102499","DOIUrl":"https://doi.org/10.1016/j.lindif.2024.102499","url":null,"abstract":"<div><p>Existing predictive learning analytics models have exclusively relied on aggregate data which not only have obfuscated individual differences but also made replicability and generalizability difficult. This study takes a radical departure and uses a person-specific approach to predicting and explaining students' self-regulation (SRL). A person-specific approach entails developing a predictive model for each individual using their own data (i.e., idiographic, single-subject or <em>N</em> = 1). We also use explainable and interpretable artificial intelligence (AI) models that allow us to identify the variables that explain students' SRL and guide data-informed decisions. Our study has shown that idiographic single-subject models are tenable, informative, and can accurately capture the individualized students' SRL process. Predictions varied vastly across students regarding accuracy and predictors. The traditional average model did not match any student regarding the predictors' order. These findings are a testament that the “average” is rare and often does not represent any individual student. The variability in our study has shown that no single model can accurately and reliably capture all students. To account for the unique learning processes of individual students, idiographic methods could provide a solution.</p></div><div><h3>Educational relevance statement</h3><p>Individualized artificial intelligence is feasible and reliable and can help understand each person using their own data. Using idiographic models, we can deliver solutions that are precise, accurate and interventions that are more likely to work.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102499"},"PeriodicalIF":3.8,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S104160802400092X/pdfft?md5=08776eb2b139655f24ef707ed240f12b&pid=1-s2.0-S104160802400092X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141582195","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":"Patterns of individual differences in executive functions for preschoolers from low-income backgrounds: Associations with pre-academic skills","authors":"Brianna L. Devlin ,&nbsp;Elyssa A. Geer ,&nbsp;Jennifer K. Finders ,&nbsp;Tracy M. Zehner ,&nbsp;Robert J. Duncan ,&nbsp;David J. Purpura ,&nbsp;Sara A. Schmitt","doi":"10.1016/j.lindif.2024.102498","DOIUrl":"https://doi.org/10.1016/j.lindif.2024.102498","url":null,"abstract":"<div><p>Primarily studying executive functions of children from low-income backgrounds in comparison to more affluent peers can promote a deficit perspective that they are uniformly lacking in skills. We used latent profile analysis to investigate patterns of heterogeneity in executive functions in a sample of 232 preschoolers (<em>M</em>_<em>age</em> = 52.15 months, <em>SD</em>_<em>age</em> = 6.70 months; 50 % female; 34 % Latine, 31 % White, 10 % Asian, 7 % Black, 14 % Multiracial, and 4 % other) from low-income backgrounds in the Midwestern United States. Five executive functions (working memory, inhibitory control, cognitive flexibility, complex planning, and behavioral self-regulation) were used as indicators. We found evidence of four latent profiles including three profiles with consistently below average, above average, and high executive functions. A fourth discordant profile had high executive functions but below average behavioral self-regulation. We also estimated relations among executive function profiles and concurrent numeracy, vocabulary, and geometry; patterns of relations differed by pre-academic skill.</p></div><div><h3>Educational relevance and implications</h3><p>Primarily studying executive functions of children from low-income backgrounds in comparison to more affluent peers can promote a deficit perspective that they are uniformly lacking in skills. Using a statistical method that allowed us to explore sub-groups of children based on their executive function skills, we found evidence of four distinct sub-groups in a sample of preschoolers from low-income backgrounds. One sub-group scored high in executive functions but lower in incorporating them into gross motor behavior, which may be particularly important for early math. Results disrupt deficit perspectives and point to future areas of research for designing targeted and differentiated instruction.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102498"},"PeriodicalIF":3.8,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541155","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 creative self-efficacy course for nurturing academic thriving and academic engagement among college students in Pakistan","authors":"Zane Asher Green ,&nbsp;Sophie Rizwan","doi":"10.1016/j.lindif.2024.102495","DOIUrl":"https://doi.org/10.1016/j.lindif.2024.102495","url":null,"abstract":"<div><p>A creative self-efficacy (CSE) course, <em>I Believe I'm Creative</em>, was developed and imparted through the emotionalized learning experiences (ELE) format to advance academic thriving and academic engagement among Pakistan's college students. This three-wave study comprised 166 participants randomly assigned to an experimental (<em>n</em> = 83) and a wait-list control (<em>n</em> = 83) group. Growth curve analysis provided a comprehensive view of the development of the study variables in the two groups. Results demonstrated that CSE, academic thriving, and academic engagement increased at a greater rate at each time interval in the experimental group than in the control group. Further, results indicated that there were significant differences in participants' initial scores (intercepts) and growth trajectories (slopes) pertaining to the three variables. Also, students in the two groups who had low initial scores on the three variables had a faster increase in linear growth than those with high initial scores over time.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102495"},"PeriodicalIF":3.8,"publicationDate":"2024-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141540950","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 prediction from the network-based attributes of school readiness skills to children's state-level fluctuations in academic achievement throughout grade school","authors":"Ni Yan ,&nbsp;Zhiyi Chen ,&nbsp;Peng Peng ,&nbsp;Arya Ansari ,&nbsp;Yining Wang ,&nbsp;Chunhong Zhu ,&nbsp;Yuan Liu","doi":"10.1016/j.lindif.2024.102497","DOIUrl":"https://doi.org/10.1016/j.lindif.2024.102497","url":null,"abstract":"<div><p>Using a subsample from the National Institute of Child Health and Development Study of Early Child Care and Youth Development (<em>N</em> = 961), we employed a network approach to explore the complex and interrelated structures of three sets of school readiness skills and how these skills may relate to children's long-term literacy and math performance from kindergarten to 5th grade. The network analysis identified three sub-modules of school readiness skills: academic and cognitive skills module, parents' perspective of socio-emotional skills module, and children's adjustment in child care module. Notably, within the academic and cognitive skills module, early mathematics emerged as the most potent predictor of longitudinal variations in both literacy and math outcomes until the 5th grade, even after accounting for consistent academic performance across time. Furthermore, within the parents' perspective of socio-emotional skills module, inhibitory control and sustained attention were pinpointed as crucial factors for literacy development during the early educational years.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"114 ","pages":"Article 102497"},"PeriodicalIF":3.8,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141541133","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}