Learning and Individual Differences最新文献

{"title":"Understanding the factors influencing college students' acceptance and adoption of chatbots for learning: A network analysis","authors":"Peipei Mao ,&nbsp;Zhihui Cai ,&nbsp;Xiaojun Sun ,&nbsp;Gengfeng Niu ,&nbsp;Yue Zhang ,&nbsp;Jingjing Liu","doi":"10.1016/j.lindif.2025.102756","DOIUrl":"10.1016/j.lindif.2025.102756","url":null,"abstract":"<div><div>This study used network analysis to comprehensively explore 25 variables (i.e., AI-related factors, cognitive and affective factors, individual characteristics) and to identify relatively central factors influencing students' acceptance and adoption (i.e., behavioral intention, objection to use, actual use) of chatbots-assisted learning in an integrated model. A total of 519 university students participated in the online questionnaire survey. The findings identified six communities, including factors related to students' behavioral intentions (e.g., attitude), objection to use chatbots for learning (e.g., AI learning anxiety), actual use (e.g., social influence); several cognitive and affective factors (e.g., perceived trust); several individual characteristics (e.g., AI literacy); and big-five personality traits. Moreover, the results demonstrated that satisfaction and intrinsic learning motivation played central roles within the network model. This study expands our understanding and provides important practical implications for educators, developers, and users.</div></div><div><h3>Educational relevance statement</h3><div>Based on the data of 519 university students, this study used network analysis to comprehensively explore 25 variables (i.e., AI-related factors, cognitive and affective factors, individual characteristics) and to identify relatively central factors influencing students' acceptance and adoption (i.e., behavioral intention, objection to use, actual use) of chatbots-assisted learning in an integrated model. These results indicated that perceived usefulness, perceived ease of use, attitude, and AI self-efficacy had close connections with students' behavioral intentions; privacy concern and AI learning anxiety were strongly associated with students' objection to use chatbots-based learning; social influence and facilitating conditions were highly linked with students' actual use behavior in the network model. Additionally, we found that satisfaction and intrinsic learning motivation played central roles in students' acceptance and adoption of chatbots for educational purposes. These findings offer important guidance for educators and developers to promote students' acceptance and adoption of chatbots in the learning process, thereby accelerating the widespread application of this novel technology within the educational domain.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102756"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670399","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":"Catching up? Sex differences in prior conceptual knowledge, socio-emotional experiences, and academic achievements among STEM undergraduates","authors":"Anne Deiglmayr ,&nbsp;Michal Berkowitz ,&nbsp;Bruno Rütsche ,&nbsp;Nora Dittmann ,&nbsp;Renate Schubert ,&nbsp;Elsbeth Stern","doi":"10.1016/j.lindif.2025.102762","DOIUrl":"10.1016/j.lindif.2025.102762","url":null,"abstract":"<div><div>The present study examined sex differences in prior conceptual knowledge, socio-emotional factors, self-regulated learning, and grade point average (GPA) among first-year students in mathematics-intensive STEM programs (<em>n</em> = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math (<em>d</em> = -0.51) and physics (<em>d</em> = -0.88). During their first university year, women experienced higher levels of belonging uncertainty (<em>d</em> = 0.41) and stress (<em>d</em> = 0.70). In their first-year exams, women obtained a slightly lower GPA than men (<em>d</em> = -0.23). Hierarchical multiple regressions revealed that prior conceptual knowledge and grades, followed by socio-emotional factors and self-regulation, were independently predictive of first-year GPA. The effect of sex on first-year GPA was eliminated when either of these factors or their combination were included. The sex difference in first-year GPA was small, given the initial differences in prior knowledge. We discuss processes enabling students to compensate for lower prior knowledge as well as socio-emotional costs.</div></div><div><h3>Educational relevance and implications statement</h3><div>In a large sample of first-year university students in mathematics-intensive STEM fields, we found that women entered university with lower prior knowledge in math and physics, reported higher belonging uncertainty and stress during their first year, and obtained lower grades at the end of their first year. Yet, the sex difference in prior knowledge was much larger than the sex difference in first-year grade point average (GPA), demonstrating that women were able to compensate. The statistical analyses help to understand the interplay of sex, relevant prior knowledge, was well as socio-emotional factors and self-regulation, for first-year university STEM students' achievement. On a practical level, our findings point towards the importance of supporting students of any sex or gender in compensating for lacks in relevant prior knowledge.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102762"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696667","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":"Not like the weather: classroom climates as group-level subjective phenomena, classroom microclimates as individual differences","authors":"Kristy A. Robinson,&nbsp;Cole D. Johnson","doi":"10.1016/j.lindif.2025.102732","DOIUrl":"10.1016/j.lindif.2025.102732","url":null,"abstract":"<div><div>A central proposition of motivational climate theory is that psychological climates are not like weather patterns—they're in the minds of groups and individuals. Drawing on evidence from achievement motivation research, we will elaborate on psychological climate as a subjective phenomenon. We also describe implications of this phenomenon for how researchers study classrooms and how to make them more psychologically supportive for students' learning, motivation, and wellbeing. In particular, studying classroom processes that effectively support students requires that researchers distinguish between what is actually going on in a context and what people in that context think about it, as well as between what the group and the individuals think about it. We outline recommendations for study design and analysis in the study of how teaching shapes students' psychological outcomes. We also elaborate on what researchers and practitioners can learn from the heterogeneous perceptions of students within the same classroom.</div></div><div><h3>Educational relevance statement</h3><div>The future of learning includes not only ensuring students are able to learn concepts and disciplinary skills, but also that they are able to become the best versions of themselves, to become forces for good in the world and in their communities, and to experience inclusion, support, and joy in school along the way. To accomplish these goals, the essential ingredients of psychologically sustaining school contexts must be well understood, but currently researchers don't have clear or consistent ways to think about and study these essential ingredients. Motivational climate theory contributes clarity to the understanding of psychologically sustaining school contexts by identifying three important processes: motivational supports, motivational climates, and motivational microclimates. Understanding how these three processes work together in classrooms provides a tool for educators to consider metrics of effectiveness for their practices and to more effectively pinpoint promising targets for intervention or changes in practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102732"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241868","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":"“Can (A)I do this task?” The role of AI as a socializer of students' self-beliefs of their abilities","authors":"Thorben Jansen ,&nbsp;Jennifer Meyer ,&nbsp;Johanna Fleckenstein ,&nbsp;Allan Wigfield ,&nbsp;Jens Möller","doi":"10.1016/j.lindif.2025.102731","DOIUrl":"10.1016/j.lindif.2025.102731","url":null,"abstract":"<div><div>Students' beliefs about their own academic abilities – their answers to the question “Can I do this task?” - are crucial to their success. Learning within AI-supported environments, alongside AI agents, influences students' beliefs about their abilities. Studies show enhancing and diminishing influences that remain unexplained by motivation theory, limiting theories' explanatory effect in AI-supported learning environments, and leaving educational technology research without a solid theoretical foundation. The following article specifies the situated expectancy-value theory (SEVT) for students' self-belief formation in the context of an AI-driven society. The expanded theory conceptualizes AI as becoming an artificial socializer, capturing the role of AI as an instrumental tool and social agents making up students' individual environments. Bridging AI and motivational research provides a framework for systematically investigating students' self-beliefs in AI-supported contexts and how educational technology can support positive self-beliefs, considering students' contexts and individual differences.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102731"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331428","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":"State scales in academic achievement: Validating measures of affect, learning experiences, and study-related appraisals","authors":"Miriam Pfister ,&nbsp;Melanie Naumann ,&nbsp;Marie Hennecke ,&nbsp;Veronika Brandstätter","doi":"10.1016/j.lindif.2025.102749","DOIUrl":"10.1016/j.lindif.2025.102749","url":null,"abstract":"<div><div>We address the lack of validated measures of intraindividual variability in constructs relevant to academic achievement by presenting 13 state scales, categorized into three domains: affect (challenge and threat affect, general positive and negative affect, academic self-esteem), learning experiences (task enjoyment, task involvement, study success, and study failure), and study-related appraisals (study satisfaction, academic self-efficacy, challenge and threat construal). After a pilot study, we refined the scales using two experience sampling studies (<em>N</em>_Study1 = 243, <em>N</em>_Study2 = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ω_w ≥ 0.65; ω_b ≥ 0.74) and effectively captured intraindividual variability (<em>iSD</em> = 0.48–1.08). Evidence for validity included correlations with trait measures and grades. Moreover, in Study 2, multivariate multilevel CFAs revealed substantial shared within-person variance among constructs within the same domain.</div></div><div><h3>Educational relevance and implications statement</h3><div>The pursuit of academic goals involves constant change, as students' affective states, and study-related appraisals vary in response to evolving situations, such as learning experiences. Measuring such intraindividual variability is critical to understanding the underlying processes that drive academic performance, but it is hampered by the lack of validated state measures. Addressing this issue, we developed 13 state scales and demonstrated their within- and between person reliability and validity. These state scales will facilitate understanding dynamic processes in academic achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102749"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653640","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 topic beliefs and reading skill influence college students' evaluations of search engine results for usefulness and trustworthiness?","authors":"Catherine A. McGrath ,&nbsp;Jason L.G. Braasch ,&nbsp;Laura K. Allen ,&nbsp;Erica D. Kessler","doi":"10.1016/j.lindif.2025.102751","DOIUrl":"10.1016/j.lindif.2025.102751","url":null,"abstract":"<div><div>Sixty-five undergraduates completed an authentic academic search result evaluation task on the topic of playing violent video games and aggression. Students evaluated a set of preselected search excerpts based on each source's usefulness and trustworthiness and justified each evaluation. Results indicated that students with stronger reading comprehension skills more appropriately evaluated unreliable information as less useful and less trustworthy. Preliminary findings suggest stronger reading comprehension skills were especially useful when evaluating the trustworthiness of unreliable information for students who had strong pre-existing beliefs that playing violent video games causes aggressive behavior. Students with stronger reading comprehension skills also utilized more critical criteria during evaluation, such as assessments about evidence and source quality.</div></div><div><h3>Educational relevance statement</h3><div>Stronger reading comprehension skills are associated with more appropriate and critical evaluation of search results excerpts. Students' evaluation may be constrained by their resources. Students with more cognitive resources may be able to dedicate more resources to critical evaluation. Other students may need support in utilizing strategies that promote critical evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102751"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631199","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 relation between home numeracy activities and children's math skills: The moderating role of home numeracy resources","authors":"Wei Wei ,&nbsp;Siyu Wu ,&nbsp;Chang Xu ,&nbsp;Jike Qin ,&nbsp;Jo-Anne LeFevre","doi":"10.1016/j.lindif.2025.102734","DOIUrl":"10.1016/j.lindif.2025.102734","url":null,"abstract":"<div><div>Home numeracy activities and resources are distinct dimensions of the home numeracy environment. Many researchers have documented the relation between home numeracy activities and children's numeracy skills. However, very few have explored the relation between the home numeracy resources and children's mathematical performance. We proposed that home numeracy resources moderate the relation between home numeracy activities and children's numeracy skills. To test this hypothesis, 294 Chinese parents were recruited to complete questionnaires on home numeracy activities and resources. Their children were tested on nonsymbolic and symbolic numerical tasks. We found that the positive relation between home numeracy activities and symbolic number processing was greater when resources were scarce; when resources were abundant, the relation between home numeracy activities and symbolic number processing was weaker or not significant. These findings highlight the importance of accounting for numeracy resources when exploring the relation of home numeracy activities on children's math skills.</div></div><div><h3>Educational relevance statement</h3><div>In the present study, we found that the way home numeracy activities relate to children's numeracy skills changes depending on the availability of home numeracy resources. When the availability of home numeracy resources was low, the relation between home numeracy activities and children's numeracy skills was positive; whereas when the availability of home numeracy resources was high, the relation between home numeracy activities and children's numeracy skills was weak or not significant. These results highlight the importance of both home numeracy activities and resources in the home learning environment.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102734"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262033","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":"Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship","authors":"Carmen L.A. Zurbriggen ,&nbsp;Susanne Schwab ,&nbsp;Isabelle Kalkusch ,&nbsp;Alex Neuhauser ,&nbsp;Andrea Lanfranchi ,&nbsp;Peter Klaver","doi":"10.1016/j.lindif.2025.102754","DOIUrl":"10.1016/j.lindif.2025.102754","url":null,"abstract":"<div><div>This study investigates whether individual student characteristics and the teacher-student relationship can explain teachers' judgment (in)accuracy of three aspects of students' subjective well-being in early primary education. To this end, we analyse the consistency and specificity of teacher reports and self-reports (<em>N</em> = 1582) of Grade 3 students' subjective well-being by employing a multiple-indicator correlated trait-correlated method minus one model, with explanatory variables assessed in Grades 1 and 3. Our findings indicate that the consistency of teacher reports with students' self-reports is relatively low to moderate. Students' gender, academic achievement, intelligence and behavioural skills are significantly associated with the specificity of teacher reports of students' subjective well-being. The teacher-student relationship explains the specificity in teacher reports, with negative associations for conflicts and positive associations for closeness. This study highlights the relevance of behavioural skills and the teacher-student relationship for the alignment between teachers' judgment and self-reports of students' subjective well-being.</div></div><div><h3>Educational relevance and implications statement</h3><div>Accurate teacher judgment of students' subjective well-being is essential for addressing individual differences and for adaptive teaching, which in turn promotes students' academic and socio-emotional development. The findings of this study reveal that teachers' judgment accuracy of students' subjective well-being in Grade 3 is only low to moderate. Students' gender, academic achievement, intelligence and behavioural skills assessed in Grades 1 and 3 significantly relate to teachers' judgment (in-)accuracy of students' subjective well-being. Furthermore, a conflicting teacher-student relationship is negatively associated with teachers' judgment accuracy, while closeness is positively associated. As one of the first studies, our findings point to a nuanced role of student behaviours and teacher-student relationships in shaping teachers' judgments of students' subjective well-being.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102754"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605702","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":"Exploring the mediating role of academic anxiety in mathematics and reading performance among boys and girls: A comprehensive study of Italian fifth graders","authors":"Sara Caviola ,&nbsp;David Giofrè ,&nbsp;Tommaso Feraco ,&nbsp;Enrico Toffalini ,&nbsp;Katie Allen ,&nbsp;David C. Geary","doi":"10.1016/j.lindif.2025.102726","DOIUrl":"10.1016/j.lindif.2025.102726","url":null,"abstract":"<div><div>There is a long-standing debate regarding the magnitude of gender differences in academic achievement. Using data from a robust and nationally representative sample of 146,227 Italian-fifth-graders, we investigated whether academic anxiety is related to gender differences in mathematics and reading achievement. Across six independent samples, boys had higher performance in mathematics (<em>d</em>s = −0.13 to −0.21) and girls had higher performance in reading (<em>d</em>s = 0.07 to 0.21) and higher test anxiety (<em>d</em>s = 0.30 to 0.37). Meta-analytic procedures indicated these patterns were stable across samples. Path analyses within and across samples suggested about one-third of the academic gender gaps can be accounted for by test anxiety. In particular, with control of test anxiety girls' advantage in reading achievement increased, while boys' advantage in mathematics decreased.</div></div><div><h3>Educational statement</h3><div>The current study provides an extensive exploration of how test anxiety potentially influences gender differences in mathematics and reading achievement. Test anxiety appears to lower girls' performance on achievement tests and thus underestimating their advantages in reading and overestimating boys' advantages in mathematics. One implication is that efforts to reduce test anxiety will enhance performance on achievement tests, especially for test-anxious girls, and through this provide more accurate estimates of academic competencies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102726"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313336","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 issue of test-taking motivation in low- and high-stakes tests: are students underachieving in PISA?","authors":"Linda Borger ,&nbsp;Hanna Eklöf ,&nbsp;Stefan Johansson ,&nbsp;Rolf Strietholt","doi":"10.1016/j.lindif.2025.102722","DOIUrl":"10.1016/j.lindif.2025.102722","url":null,"abstract":"<div><div>It is commonly recognized that test performance is influenced by both cognitive ability and motivational factors. To explore this phenomenon, a random sample of 15-year-old Swedish students (<em>n</em> = 5504), whose PISA 2018 results were linked to national registry data, was analyzed. Students' PISA performance was regressed on their self-reported test-taking effort in PISA, their national test scores in corresponding subject domains, and the interaction between these variables. Results reveal that test-taking effort had an independent influence on PISA scores after controlling for high-stakes test results (<em>β</em> = 0.15). More importantly, the relationship between the high-stakes national test and the low-stakes PISA was stronger at higher levels of effort (interaction coefficient; <em>β</em> = 0.05). Students who report low effort underperform in PISA by approximately one-third of a school year's learning gain, emphasizing the role of effort in obtaining an accurate assessment of ability. Implications for research and practice are discussed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102722"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223356","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}