Learning and Individual Differences最新文献

{"title":"Understanding the dynamics of EFL learner affective engagement with receiving peer feedback: A case study from the sociocultural perspective","authors":"Jinfen Xu ,&nbsp;Shanshan Zhang","doi":"10.1016/j.lindif.2025.102662","DOIUrl":"10.1016/j.lindif.2025.102662","url":null,"abstract":"<div><div>The importance of affective component of learner engagement has long been recognized but remains underexplored. This naturalistic case study aims to understand the dynamics of EFL learner affective engagement with receiving peer feedback. A dyad of Chinese EFL learners collaboratively revised an argumentative text written by one of them. Multiple resources including audio-recorded peer response, interviews, feedback notes and revised drafts were collected to analyze the feedback receiver's trajectory of affective engagement and its interaction with the other two dimensions. The results showed that the focal participant's revision journey experienced a rollercoaster of emotions and the dynamics of affective engagement fluctuates with a spectrum of cognitive and behavioral engagement. Positive affective engagement acts as both a precursor and an outcome, with negative affective engagement as a catalyzer. This study substantiated the sociocultural concepts of <em>perezhivanie</em> and the social situation of development.</div></div><div><h3>The educational relevance and implications statement</h3><div>The study underscores the importance of affective element in EFL writing revisions. It highlights how EFL learners' emotional responses to peer feedback can significantly impact their cognitive and behavioral engagement. It implicates that EFL teachers should consider the affective aspect of peer feedback to create a more supportive learning environment. They are also suggested to develop more effective peer feedback mechanisms that are attuned to learners' emotional needs, thereby fostering a more productive learning outcome.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102662"},"PeriodicalIF":3.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697389","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":"Gender disparities in parental linguistic engagement and in children's language development","authors":"Lilas Gurgand ,&nbsp;Hugo Peyre ,&nbsp;Franck Ramus","doi":"10.1016/j.lindif.2025.102679","DOIUrl":"10.1016/j.lindif.2025.102679","url":null,"abstract":"<div><div>Girls tend to outperform boys in language development and literacy, but the reasons behind this remain unclear, particularly whether the family environment plays a role. This study examines gender differences in parental linguistic engagement and its effect on language outcomes. Using data from the French birth cohort Elfe (ranging from 14,000 children for early outcomes to 4000 for later outcomes), parental questionnaires assessed linguistic engagement from ages 1 to 5. Children's language outcomes were measured via the McArthur-Bates CDI at age 2, and language and literacy tests in preschool and first grade. Analyses showed that parents engaged more with girls than boys (standardized β = 0.10 to 0.17), and this engagement partially mediated the relationship between sex and language outcomes (mediation 6 % to 19 %). These findings suggest that parental language engagement contributes to sex differences in language development, with implications for designing interventions that ensure equitable language opportunities for all children.</div></div><div><h3><em>Educational relevance statement</em></h3><div>This study explores how parental linguistic engagement differs between boys and girls and how it influences children's language development. By analyzing data from a large French birth cohort, we found that parents tend to engage more with girls than boys in early childhood, and this increased engagement partly explains why girls often perform better in language and literacy skills. These findings suggest that parental linguistic engagement contributes to gender differences in language development and suggest that targeted interventions may help bridge the gap, ensuring that both boys and girls have equal opportunities to develop strong language skills, which are essential for academic success and lifelong learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102679"},"PeriodicalIF":3.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644816","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":"How do distance learners self-regulate learning? A latent profile analysis of self-regulated learning and its relationship with self-regulatory efficacy, motivation, need satisfaction, need frustration, academic achievement, and well-being","authors":"Samantha G. Vos,&nbsp;Lisette Wijnia,&nbsp;Rob L. Martens,&nbsp;Renate H.M. de Groot","doi":"10.1016/j.lindif.2025.102678","DOIUrl":"10.1016/j.lindif.2025.102678","url":null,"abstract":"<div><div>Self-regulated learning (SRL) is important for academic success in flexible learning environments such as online distance education. In this study, we explored the relationship between SRL and factors such as self-regulatory efficacy, motivation, psychological need satisfaction, mental well-being, and academic achievement among 1151 distance learners using mixture modeling. Latent profile analysis identified five SRL profiles varying from poor (i.e., Low and Minimal profiles) to proactive SRL (i.e., Social, Moderate, and Independent profiles) based on self-reported SRL strategies (e.g., task understanding and time management). Self-regulatory efficacy was an important differentiator between poor and proactive SRL, while competence frustration correlated with membership in proactive profiles. Relatedness satisfaction predicted membership in the Social SRL profile (49.6 %), emphasizing the importance of online social presence in supporting SRL. Moreover, higher academic achievement and well-being were linked to Low, Social, or Independent profiles rather than Minimal or Moderate ones. These findings highlight how distance learners self-regulate and how the learning context influences SRL.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102678"},"PeriodicalIF":3.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642090","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 longitudinal contribution of working memory and visuomotor integration to early and developing handwriting fluency","authors":"Lidia Truxius ,&nbsp;Michelle N. Maurer ,&nbsp;Judith Sägesser Wyss ,&nbsp;Claudia M. Roebers","doi":"10.1016/j.lindif.2025.102659","DOIUrl":"10.1016/j.lindif.2025.102659","url":null,"abstract":"<div><div>Acquiring fluent handwriting in the first school years is crucial for academic achievement as attentional resources become available for more complex tasks. Yet, the role of cognitive and motor processes in developing handwriting fluency (as opposed to handwriting products) remains unclear. Therefore, this study investigated the longitudinal effects of working memory and visuomotor integration on handwriting fluency (number of inversions in velocity, pen stops, and pen lifts) in 364 children in their first year of handwriting tuition (<em>M</em>_age = 7.0 years) at three measurement points. We used cross-lagged structural equation models. Results revealed that handwriting fluency becomes independent of working memory early in development. Further, handwriting fluency predicted visuomotor integration skills, while visuomotor integration did not predict handwriting fluency. These findings imply that handwriting becomes independent early, and yields benefits for visuomotor integration, highlighting the relevance of early handwriting practice.</div></div><div><h3>Educational relevance statement</h3><div>In our study on early handwriting development, we found that a child's previous handwriting fluency (i.e., pen movement fluency) strongly predicts their current handwriting fluency. While factors like working memory and visuomotor integration are linked to handwriting fluency, they do not necessarily contribute to its improvement over time. This highlights the importance of consistent handwriting practice and educational interventions to enhance handwriting fluency at the beginning of school. Moreover, fostering handwriting fluency can also potentially payback for developing fundamental motor skills (i.e., visuomotor integration).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102659"},"PeriodicalIF":3.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between task-specific anxiety, enjoyment, and use of planned content across discourse stages of second language learners' spoken task performances","authors":"Scott Aubrey","doi":"10.1016/j.lindif.2025.102677","DOIUrl":"10.1016/j.lindif.2025.102677","url":null,"abstract":"<div><div>This study examined the relationship between task-specific emotions and learners' use of planned content at two stages of a spoken task performance (i.e., problem and solution stage). Twenty-eight upper-intermediate English-as-a-second language learners from Hong Kong engaged in 10-minutes of collaborative pre-task planning before performing a 3-minute monologue. Planned content used during task performances was measured by coding for idea units that appeared in task performances and pre-task planning, and emotions were gauged using the idiodynamic method. Results showed that 1) levels of both emotions increased non-significantly across the two stages, 2) a significantly larger proportion of planned content was used during the solution stage than the problem stage, and 3) there was a positive correlation between enjoyment during the problem and solution stage and planned content used at the solution stage. Stimulated recall data revealed that learner factors, task factors, and performance factors played roles in influencing task emotions.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102677"},"PeriodicalIF":3.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628686","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":"Primary school students' profiles of self-regulatory efficacy sources—Transitions and association with self-regulatory efficacy","authors":"Minna Ikävalko ,&nbsp;Anna Widlund ,&nbsp;Jaana Viljaranta ,&nbsp;Rebecca Lazarides ,&nbsp;Matthew C. Lambert ,&nbsp;Erkko T. Sointu","doi":"10.1016/j.lindif.2025.102675","DOIUrl":"10.1016/j.lindif.2025.102675","url":null,"abstract":"<div><div>This study investigated stability and changes in primary school students' (N = 345) profiles of self-regulatory efficacy sources including mastery and vicarious experience, social persuasion, and psychological and emotional arousal within one school year, and how profile memberships associate with gender, support for learning, and self-regulatory efficacy. Latent profile and transition analyses identified four profiles among students: <em>Highly positive</em>, <em>Average</em>, <em>Stressed</em>, and <em>Highly positive but stressed</em>. All profiles showed stability during the school year, yet some students transitioned into more maladaptive profiles. Gender was significantly associated with some profile memberships and transitions, while support for learning was not. Students who remained <em>Highly positive</em> showed higher self-regulatory efficacy, while students remaining in profiles showing stress reported lower levels of self-regulatory efficacy. Additionally, transitioning to a more maladaptive profile within the school year was related to lower self-regulatory efficacy.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study identified four different profiles among primary school students based on their self-regulatory efficacy sources: <em>Highly positive</em>, <em>Average</em>, <em>Stressed</em>, and <em>Highly positive but stressed</em>. Most students showed a positive combination of self-regulatory efficacy sources, but some students' profiles were more maladaptive, characterized by relatively high levels of stress. While most of the students remained in their initial profile during the school year, some transitions into maladaptive profiles did occur. These stabilities and transitions, in general, predicted students' self-regulatory efficacy, so that students showing more positive and stable profiles reported higher self-regulatory efficacy, whereas students belonging or transitioning to more stressed profiles reported lower self-regulatory efficacy. These findings suggest that experiencing stress may be harmful for student's self-efficacy, even when they otherwise have positive bases (that is, sources) for self-efficacy.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102675"},"PeriodicalIF":3.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628685","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":"Students' motivational orientations and their study well-being across different disciplines","authors":"Satu Laitinen ,&nbsp;Eero Laakkonen ,&nbsp;Tiina Tuominen ,&nbsp;Ari Kaukiainen","doi":"10.1016/j.lindif.2025.102674","DOIUrl":"10.1016/j.lindif.2025.102674","url":null,"abstract":"<div><div>The study aimed to analyze motivational orientation among 1st to 5th year students from different disciplines. Students were clustered according to motivation scores, and the relationships between the disciplines and the students' perceptions of their study well-being were examined. The study was conducted with two cohorts from a sample of 2347 students. Students completed a questionnaire exploring motivational orientation and study well-being, including engagement, burnout, and self-compassion. The latent profile approach facilitated examination of motivational orientation profiles and the extent to which perceived study well-being was related to motivational group identification. From the results, the students were classified into three motivation groups: mastery-oriented, moderation-oriented, and avoidance-oriented. The seven faculties showed significant differences relative to the motivational profile groups. Multinomial logistic regression analysis revealed differences between motivation group variables and study well-being factors.</div></div><div><h3>Educational relevance and implication</h3><div>The findings shed light on the interplay between motivational orientations, study-related well-being, and academic disciplines, highlighting variations among higher education students in these aspects. The results indicate that the academic discipline plays a significant role in determining students' motivational profiles and study-related well-being, where motivational orientation and study well-being inventories could prove to be a very useful tool for identifying students' motivation and learning processes and the extent to which such processes are related to study well-being. Another finding of this study is the need to create teaching and learning environments that support the interests of the individual, and consequently, their study-related well-being; for instance, educators may support students to develop metacognitive awareness, and coping skills that will help them to manage learning situations, or curriculum changes may reduce the study workload, refine goals and support students in developing organizing skills, enhancing their overall well-being and academic success. Additionally, improved study and career guidance will enable each student to identify their motivation and its components, as well as develop the motivation needed to meet the demands of their discipline; for example, face-to-face and web-based guidance can help students strengthen how they manage their time and effort dedicated to studying, promoting improved study skills. Students with unclear or low study-related motivation, or who experience study-related burnout, will particularly benefit from this kind of support, which should be integrated early on in study programs to help students approach course challenges.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102674"},"PeriodicalIF":3.8,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628682","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":"Intraindividual dynamics of primary school students' executive functioning: Accuracy and response-time","authors":"Lars-Erik Malmberg ,&nbsp;Henry Tsz Fung Lo ,&nbsp;Christina Hubertina Helena Maria Heemskerk ,&nbsp;Patrick Esser ,&nbsp;Helen Dawes ,&nbsp;Claudia M. Roebers","doi":"10.1016/j.lindif.2025.102658","DOIUrl":"10.1016/j.lindif.2025.102658","url":null,"abstract":"&lt;div&gt;&lt;div&gt;We go beyond cross-sectional studies of executive functioning (EF) to investigate intraindividual dynamics of accuracy and response-times. Forty-three 8–11 year-old children (&lt;em&gt;M&lt;/em&gt;&lt;sub&gt;age&lt;/sub&gt; = 9 years 11 months, 51.2 % boys) completed the Mixed block (including both congruent and incongruent trials) of the Hearts and Flowers task on tablets twice per school-day during two weeks (n&lt;sub&gt;ti&lt;/sub&gt; = 651). Specifying Residual Dynamic Structural Equation Models (RDSEM) novel findings emerged. Children became less accurate and respond faster over time. Both state-accuracy and state-response-time were relatively stable over time. State-accuracy-on-response-time-slopes showed that children with a relatively lower trait-accuracy performed more accurately when they slowed down. In contrast, children with a relatively higher trait-accuracy performed at the same level of accuracy regardless whether they accelerated or decelerated. An intraindividual approach to EF provides an important window into the children's accuracy-speed trade-off and cognition in a naturalistic school context.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Educational relevance&lt;/h3&gt;&lt;div&gt;While developmental trends of children's executive functions and between-person differences are relatively well established in the literature, we know less about the processes from situation to situation in everyday learning environments. For learning, children rely on their self-monitoring and self-regulation to adjust their pace in learning contexts, for example slowing down for new topics, or speeding up for known contents. Teachers monitor children's accuracy both as immediate and longer-term outcomes, and can provide feedback to them in case they need to slow down, or nudge them to speed up in learning situations. In order to understand how children regulate this speed/accuracy trade-off from one lesson to another, from one day to another, we investigated how their executive functions (EF) unfolded during lessons and days at school. In particular, we investigated the dynamics between accuracies (how correctly they responded) and response times (how fast they responded) when they completed the Mixed bock of the Hearts and Flowers executive function task up to twice a day for ten school days. Importantly we found when children with lower overall accuracy performed more accurately when they slowed down, while speed had no impact on the accuracy of children with higher overall accuracy. This speed/accuracy trade-off is as important for learning tasks at school as it is for completing EF tasks. Understanding how this speed/accuracy trade-off ebbs and flows lesson-to-lesson and day-to-day for different children gives unique insights into variability in cognitive capacities that teachers encounter each lesson. It is in this situation-to-situation context that teachers interact with, get involved with, dedicate resources to, and provide support to children depending on their need for slowing down or speeding up.&lt;/","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102658"},"PeriodicalIF":3.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591871","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":"Profiles of Mathematics Learners: Mathematical and Non-Mathematical Classifiers","authors":"Patrick Ehrman ,&nbsp;Sarah H. Eason ,&nbsp;Robert J. Duncan ,&nbsp;James Elicker ,&nbsp;Sara A. Schmitt ,&nbsp;David J. Purpura","doi":"10.1016/j.lindif.2025.102664","DOIUrl":"10.1016/j.lindif.2025.102664","url":null,"abstract":"<div><div>Children from low-SES backgrounds face early challenges that affect their cognitive and regulatory skills, as well as their mathematics performance. Using data from a longitudinal study (<em>N</em> = 674, 48% female), both mathematical and non-mathematical skills are included in a latent profile analysis to distinguish early learning profiles of preschoolers from low-SES backgrounds. This approach highlights performance variability across skills that are critical for this population's math development. Six profiles emerged that were distinguished by differences in self-regulation and language, in addition to mathematics. Early profile differences were validated as profiles predicted distinct levels of mathematics achievement at the end of preschool and in kindergarten. Children's self-regulation and language distinguished different profiles, suggesting the importance of those skills in the development of mathematics for children from low-SES backgrounds. Implications for how we conceptualize the characteristics of mathematics learners from low-SES backgrounds and for instruction are discussed.</div></div><div><h3>Educational relevance</h3><div>In this study, six groups of preschoolers from low-SES backgrounds were identified based on their performance on assessments of mathematical and non-mathematical skills. Differences in self-regulation observed across profiles, despite similar math performance, suggest that lower mathematics achievement may partly stem from difficulties engaging with curriculum and instructional practices. Educators should consider integrating executive function supports in their mathematics lessons to circumvent this barrier for early learners. The findings also indicate that mathematical language is distinct from general language ability, and instruction focusing on mathematical language could help address low achievement. Most notably, the results highlight the importance of considering the mathematics development of children from low-SES backgrounds within the broader context of related non-mathematical skills, particularly self-regulation and language, even as early as preschool.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102664"},"PeriodicalIF":3.8,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577331","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 bidirectional relationship between critical thinking and academic achievement is independent of general cognitive ability: A three-year longitudinal study on elementary school children","authors":"Xiaojing Lv,&nbsp;Jiabi Zhou,&nbsp;Xuezhu Ren","doi":"10.1016/j.lindif.2025.102666","DOIUrl":"10.1016/j.lindif.2025.102666","url":null,"abstract":"<div><div>This three-year longitudinal study investigated the dynamic interplay between critical thinking skills and academic achievement as reflected in subject-specific knowledge in upper elementary students over time, also considering the covariate of general cognitive ability. The sample consisted of 160 fourth-grade students. Using the random intercept cross-lagged panel model, results indicated a moderately positive correlation between critical thinking skills and academic achievement at the between-person level. At the within-person level, both academic achievement and critical thinking skills positively predicted each other, and the predictive strength is not significantly different. Moreover, these cross-lagged relationships demonstrated stability even after controlling for general cognitive ability. These results suggest a bidirectional predictive relationship between critical thinking skills and academic achievement, enriching the theoretical discourse on their interaction and providing insights for educational interventions aimed at enhancing students' critical thinking skills.</div></div><div><h3>Educational relevance statement</h3><div>The research demonstrates that critical thinking skills and academic achievement maintain a bidirectional predictive relationship, which operates independently of general cognitive ability. The results inspire educators to consciously cultivate children's critical thinking skills while teaching them domain knowledge. It is recommended that educators incorporate the cultivation of critical thinking skills into routine curriculum design and instructional practices to adequately support both the cognitive development and knowledge expansion needs of students.</div><div>The bidirectional relationship between critical thinking skills and academic achievement is independent of general cognitive ability: A three-year longitudinal study on elementary school children.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102666"},"PeriodicalIF":3.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577325","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}