Learning and Individual Differences最新文献

{"title":"Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches","authors":"James C. Kaufman","doi":"10.1016/j.lindif.2024.102607","DOIUrl":"10.1016/j.lindif.2024.102607","url":null,"abstract":"<div><div>Why do we create? Most studies of creativity and motivation use the distinction between intrinsic and extrinsic motivation. Yet seeking meaning, often conceptualized as coherence, significance, and purpose, can be considered another type of motivation. People may create to achieve or maintain meaning; they may also be driven to leave behind a legacy to give them some type of symbolic immortality. In addition to creative works, such a legacy may be pursued through having children, spiritual or religious means, embracing nature, or moments of experiential transcendence. As a range of existential threats, from COVID-19 to climate change, cast doubt on the future of our species, how might younger and future generations shift their views on legacy and meaning – through acceptance and experiential appreciation, or through resistance and transformation? What are the best ways to continue to nurture creativity in the classroom with these shifts?</div></div><div><h3>Educational relevance and implications statement</h3><div>This paper synthesizes the research and theory on meaning in life, specifically the idea of symbolic immortality, motivation, and creativity. One emphasis in meaning literature is the idea of leaving a legacy behind; creative works are one such way (along with, for example, children). Post-Hiroshima, Lifton wondered if the idea of such a possible apocalyptic scenario might lead people to focus more on specific experiences, as opposed to accomplishments. Although research at the time did not support this idea, the modern world now has numerous existential threats and it is time to revisit this question – specifically, how might generational changes in views on symbolic immortality necessitate a shift in how we encourage students to want to be creative?</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102607"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching for near transfer: Is maths instruction aimed at schema formation and abstraction associated with pupils' ability to answer unfamiliar maths questions?","authors":"John Jerrim ,&nbsp;Luis Alejandro Lopez-Agudo ,&nbsp;Sam Sims ,&nbsp;Oscar David Marcenaro-Gutierrez","doi":"10.1016/j.lindif.2024.102609","DOIUrl":"10.1016/j.lindif.2024.102609","url":null,"abstract":"<div><div>There has long been interest in education on the issue of “transfer” – the extent to which students can apply what they have been taught in school to solve related but novel problems or tasks. More recently, attention in this literature has turned to understanding whether certain teaching approaches are more likely to lead to transfer, such as integrating new learning with existing knowledge and comparing multiple cases with the same underlying structure. Using data on 280,000 students in the 2019 TIMMS study, we investigate whether maths teaching that uses this approach is associated with primary students being able to solve mathematics problems that are not included on their country's national curriculum. We find no evidence that it does, which underlines the challenges involved in teaching for near, let alone far, transfer of academic skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102609"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182849","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":"Mathematics achievement and learner characteristics: A systematic review of meta-analyses","authors":"Moritz Breit,&nbsp;Michael Schneider,&nbsp;Franzis Preckel","doi":"10.1016/j.lindif.2024.102621","DOIUrl":"10.1016/j.lindif.2024.102621","url":null,"abstract":"<div><div>Learners' individual differences in mathematics achievement are associated with individual differences in psychological characteristics. A number of meta-analyses have quantified the strengths of these correlations. However, these findings are scattered across different strands of the literature. The present systematic review aims to integrate these strands by providing an overview of meta-analyses of psychological correlates of mathematics achievement. We conducted a systematic literature search and included 30 meta-analyses, reporting correlations between mathematics achievement and 66 variables based on 13,853 effect sizes and an estimated 4,658,717 participants. The correlations are rank-ordered by size and complemented with information about the meta-analyses, their inclusion criteria, and methods. The results show strong associations of mathematics achievement with verbal skills and abilities, prior knowledge, intelligence, creativity, math-specific skills, math self-concept, self-regulation, meta-cognition, and executive functions. Relatively weaker relations were observed for emotional intelligence, achievement goals, academic emotions, and the Big Five personality traits.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102621"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181487","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":"Developmental trajectories of achievement goals and achievement in middle school students: Predictors and parallel processes","authors":"Francisco Peixoto ,&nbsp;Markku Niemivirta ,&nbsp;Joana Pipa","doi":"10.1016/j.lindif.2024.102619","DOIUrl":"10.1016/j.lindif.2024.102619","url":null,"abstract":"<div><div>While much has been studied about the structure and correlates of students' achievement goals, their developmental trajectories are still largely unexplored. This study examines the developmental trajectories of achievement goals (i.e., task, self-enhancing, self-defeating, and avoidance) during middle school years, the relationship between these trajectories among each other and achievement, and the predictive role of gender, grade level, and grade retention. The participants were 1626 students from 5th and 7th grades followed over three years. Results from multivariate latent growth curve analyses showed an overall decrease in task, self-enhancing, and self-defeating goals, and an increase in avoidance goals. Changes in achievement goals were intertwined and related to academic achievement. Significant individual variation and stereotypical gender differences were also observed. Grade retention was associated with less steep variations in avoidance orientation and achievement. These findings reinforce the idea of a mismatch between the needs of adolescent students and the educational ethos.</div></div><div><h3>Educational relevance statement</h3><div>Understanding how students' achievement goals evolve over their middle school years and how these goals intersect with academic performance is pivotal for cultivating a learning environment that fosters academic success. Examining how these trajectories are predicted by individual variables, such as gender, grade level, and grade retention, offers valuable insights regarding on how these diverse pathways are shaped by students' unique characteristics and circumstances. Our research revealed an overall decline in motivation during the middle school years. Additionally, we observed unique variations in this trend among older students and those who had been retained, where the decline was less pronounced. These findings underscore critical aspects of achievement goals development, essential for helping educators tailor instructional approaches and provide appropriate support to students. Addressing these aspects can help bridge the gap between students' needs and what is offered by the educational context.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102619"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182850","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":"A scoping review of research on individual differences in the testing effect paradigm","authors":"Rachel N. Smith-Peirce,&nbsp;Andrew C. Butler","doi":"10.1016/j.lindif.2024.102602","DOIUrl":"10.1016/j.lindif.2024.102602","url":null,"abstract":"<div><div>When compared with re-studying, practicing retrieval of information from memory leads to better retention and transfer of learning, a finding called the testing effect. Although much research has established the generalizability of the benefits of retrieval practice across a variety of contextual factors (i.e., encoding conditions, retrieval conditions, and materials used), only a handful of studies have examined whether individual differences influence the extent to which learners benefit from this strategy. The purpose of the present scoping review is to examine existing research on individual differences within the testing effect paradigm. A total of 20 studies that investigate 20 individual difference constructs were included and analyzed. Surprisingly, the majority of the studies found no significant relationship between the individual difference construct(s) of interest and the magnitude of the testing effect. This central finding is discussed in relation to both theoretical explanations of the testing effect and recommendations for educational practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102602"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181140","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":"Online credibility evaluation skills in upper secondary students: The role of grade level, argument evaluation, and analytic thinking dispositions","authors":"Annika M. Svedholm-Häkkinen ,&nbsp;Elena Forzani ,&nbsp;Julie Coiro ,&nbsp;Carita Kiili","doi":"10.1016/j.lindif.2025.102640","DOIUrl":"10.1016/j.lindif.2025.102640","url":null,"abstract":"<div><div>When learning from online texts, evaluating the credibility of information is fundamental. However, readers' skills vary considerably. Theoretical frameworks suggest that argument evaluation and critical, flexible thinking dispositions are important for accurately evaluating information, but these relationships have not been empirically well-established. We examined online credibility evaluation among upper secondary school students (<em>N</em> = 215). Students first read and evaluated four online texts on learning styles and then had an opportunity to re-evaluate. We examined the roles of grade level and individual differences in both argument evaluation skills as well as in three analytic thinking dispositions: Need for Cognition, Actively Open-Minded Thinking, and Cognitive Reflection. All these factors positively contributed to online credibility evaluation. Grade level and dispositions were positively associated with more elaboration in re-evaluating responses. Results suggest that encouraging students' effortful and flexible thinking could support their online credibility evaluation. One promising practice is to provide opportunities for re-evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102640"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182848","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":"Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners","authors":"Enhao Feng ,&nbsp;Chengchen Li ,&nbsp;Peter D. MacIntyre ,&nbsp;Jean-Marc Dewaele","doi":"10.1016/j.lindif.2025.102639","DOIUrl":"10.1016/j.lindif.2025.102639","url":null,"abstract":"<div><div>Language attitude and willingness to communicate (WTC) are theorised to be interconnected and crucial for successful language learning and communication. Numerous studies have explored their antecedents and outcomes. However, very few have investigated how they evolve and relate to each other over time, despite that such investigations contribute to a deeper understanding of their nature (dynamicity or stability) and relationship. The present study sought to examine how language attitude and WTC evolve and associate with each other over time in a Chinese English-as-a-foreign-language (EFL) context. Nine hundred and twenty-eight Chinese adolescent EFL learners participated in a three-wave questionnaire survey spanning over three 4-month semesters. Results of hierarchical linear modelling indicated that both language attitude and WTC stayed stable over time. The cross-lagged panel modelling results showed a positive and partially reciprocal relationship between language attitude and WTC. These findings confirmed and extended the Pyramid Model of WTC.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102639"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143272839","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":"Directional or reciprocal? A random intercept cross-lagged panel analysis of the relationships between emotions, motivation, willingness to communicate, and L2 achievement","authors":"Jian-E Peng ,&nbsp;Peter D. MacIntyre","doi":"10.1016/j.lindif.2025.102638","DOIUrl":"10.1016/j.lindif.2025.102638","url":null,"abstract":"<div><div>Despite the plethora of research on willingness to communicate (WTC) in a second language (L2), its role in L2 achievement remains unclear. Previous studies have predominantly relied on cross-sectional data that cannot establish causal relationships. This study employed the random intercept cross-lagged model (RI-CLPM) to explore the relationships between enjoyment, anxiety, autonomous motivation, WTC, and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when controlling for gender, reciprocal relationships existed among anxiety, enjoyment, and WTC. While achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC at Time 1 indirectly influenced achievement at Time 3 via anxiety at Time 2. Gender significantly predicted the intercepts for motivation and achievement.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study explored possible reciprocal relationships between second language (L2) learners' anxiety, enjoyment, autonomous motivation, willingness to communicate (WTC), and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when the effects of gender were controlled, reciprocal relationships existed among anxiety, enjoyment, and WTC. Achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, but these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC exerted indirect effects on achievement. This study provided solid evidence for positioning enjoyment as a situated antecedent of WTC and vindicated the reciprocal relationships between anxiety, enjoyment, and WTC. The findings may inform teachers of the importance of reducing anxiety, fostering enjoyment, and boosting students' autonomous motivation in promoting senior high school students' WTC.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102638"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181091","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 patterns of task values, success expectations, and task-avoidance among student-athletes across three years of upper secondary sport school","authors":"Milla Saarinen ,&nbsp;Julia Järvinen ,&nbsp;Ruut Kanko ,&nbsp;Asko Tolvanen ,&nbsp;Tatiana V. Ryba ,&nbsp;Kaisa Aunola","doi":"10.1016/j.lindif.2025.102635","DOIUrl":"10.1016/j.lindif.2025.102635","url":null,"abstract":"<div><div>The study investigated the longitudinal patterns of school and sports motivations (task values, success expectations, and task avoidant behavior) among adolescent Finnish student-athletes (<em>n</em> = 493; 49 % females; 15–16 years old) across three years of upper secondary sports school. It also examined the association between school-related and sports-related motivational patterns. Participants completed questionnaires four times, starting at the beginning of upper secondary school and concluding at the end of it. Using repeated measures latent profile analysis (RMLPA), five distinct motivational profiles with slight increases or decreases across time in certain aspects of motivation depending on profile were identified for both school and sports. Students were typically more motivated regarding sports than school. Regardless of their school-related motivation, students displayed high levels of motivation in sports. Those with a particular motivational profile for sports tended to have a similar kind of profile for school.</div></div><div><h3>Educational relevance and implications statement</h3><div>By longitudinally exploring task values and achievement-related behaviors and beliefs, the study sheds light on the mutual relations of these motivational constructs over three years of upper secondary sports school. The findings suggest that task values and achievement-related behaviors and beliefs do not always go hand in hand, but that there is a lot of individual variation in motivational patterns and, moreover, that this variation is evident in both the school and sport domains. This finding emphasizes that interventions aimed at supporting student-athletes' motivation should consider individual differences in motivational patterns: Depending on motivational patterns, different students may benefit from different types of interventions. The findings highlight further that among student-athletes the profiles characterized by maladaptive motivational pattern are more typical in the domain of school than in sports. Therefore, coaches and sport leaders should emphasize not only athletic commitment but also the importance of academic engagement, as effective interventions can modify students' motivational beliefs. Delivering these interventions early is crucial, given that motivation seems to be formed before upper secondary school.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102635"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181494","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":"Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education","authors":"Arne Bewersdorff ,&nbsp;Christian Hartmann ,&nbsp;Marie Hornberger ,&nbsp;Kathrin Seßler ,&nbsp;Maria Bannert ,&nbsp;Enkelejda Kasneci ,&nbsp;Gjergji Kasneci ,&nbsp;Xiaoming Zhai ,&nbsp;Claudia Nerdel","doi":"10.1016/j.lindif.2024.102601","DOIUrl":"10.1016/j.lindif.2024.102601","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise in enhancing teaching and learning experiences. However, the advent of Multimodal Large Language Models (MLLMs) like GPT-4 Vision, capable of processing multimodal data including text, sound, and visual inputs, opens a new era of enriched, personalized, and interactive learning landscapes in education. This paper derives a theoretical framework for integrating MLLMs into multimodal learning. This framework serves to explore the transformative role of MLLMs in central aspects of science education by presenting exemplary innovative learning scenarios. Possible applications for MLLMs range from content creation to tailored support for learning, fostering engagement in scientific practices, and providing assessments and feedback. These applications are not limited to text-based and uni-modal formats but can be multimodal, thus increasing personalization, accessibility, and potential learning effectiveness. Despite the many opportunities, challenges such as data protection and ethical considerations become salient, calling for robust frameworks to ensure responsible integration. This paper underscores the necessity for a balanced approach in implementing MLLMs, where the technology complements rather than supplants the educators' roles, ensuring an effective and ethical use of AI in science education. It calls for further research to explore the nuanced implications of MLLMs for educators and to extend the discourse beyond science education to other disciplines. Through developing a theoretical framework for the integration of MLLMs into multimodal learning and exploring the associated potentials, challenges, and future implications, this paper contributes to a preliminary examination of the transformative role of MLLMs in science education and beyond.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102601"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181139","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}