Learning and Individual Differences最新文献

{"title":"The effects of counterattitudinal seductive details on learning","authors":"Lukas Wesenberg ,&nbsp;Franziska Schmidt ,&nbsp;Saskia Schwintek ,&nbsp;Sebastian Jansen ,&nbsp;Felix Krieglstein ,&nbsp;Sascha Schneider ,&nbsp;Günter Daniel Rey","doi":"10.1016/j.lindif.2024.102567","DOIUrl":"10.1016/j.lindif.2024.102567","url":null,"abstract":"<div><div>Learning materials are often enriched with interesting facts that are only superficially related to the learning topic to increase student motivation. However, research suggests that such seductive details rather impair learning. Seductive details can convey a positive or negative valence, for example, when explaining advantages or disadvantages of nuclear energy. It was assumed that such seductive details are especially detrimental to learning when learners hold contrary attitudes, as cognitive conflict and dissonance could be triggered. In an experimental study, 123 university students read a text about the functioning of nuclear power plants, either without, with positive, or with negative seductive details. Results showed: the more positive learners' attitudes, the more detrimental was the inclusion of negative seductive details to learning. The inclusion of positive seductive details was detrimental regardless of learners' attitudes. Furthermore, measures of task-irrelevant thinking and extraneous cognitive load mediated detrimental effects of seductive details on learning performance.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study showed that explaining disadvantages of nuclear power plants in addition to explaining their functioning, is especially detrimental to recalling the functioning when learners are proponents of nuclear energy. The results suggest to avoid the inclusion of valenced side notes related to polarizing topics in learning environments that set a thematically different learning goal. Considering individual attitudes towards learning topics can be important when designing instructional media.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142426935","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":"Applying a three-component approach to motivational regulation: Relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being","authors":"Sophie von der Mülbe,&nbsp;Raven Rinas,&nbsp;Markus Dresel,&nbsp;Kristina Stockinger","doi":"10.1016/j.lindif.2024.102561","DOIUrl":"10.1016/j.lindif.2024.102561","url":null,"abstract":"<div><div>While motivational regulation has been shown to predict study motivation and success, its relations with student well-being have received little attention. The few studies available indicate an interplay between motivational and emotional processes within self-regulated learning and the importance of motivational regulation for outcomes beyond achievement. Prior research has mostly focused on frequency of strategy use, but recent findings advocate for conceptually broader approaches to self-regulation. We adopted a three-component approach to motivational regulation differentiating between frequency of strategy use, situation-specific fit, and application quality, and examined their relations with perceived regulatory effectiveness as a proximal and well-being as a distal correlate in two studies with university students (<em>N</em>_<em>1</em> = 234; <em>N</em>_<em>2</em> = 890, representatively stratified quota sample). All three components contributed additively and, in part, interactively to effectiveness and well-being. Effectiveness was also related to greater well-being. The findings have implications for motivational regulation theories and well-being interventions.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142426934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring undergraduate students' challenge frameworks: A person-centered approach","authors":"Katherine Muenks ,&nbsp;Shengjie Lin ,&nbsp;Luke D. Rutten ,&nbsp;Cameron A. Hecht ,&nbsp;Veronica X. Yan","doi":"10.1016/j.lindif.2024.102562","DOIUrl":"10.1016/j.lindif.2024.102562","url":null,"abstract":"<div><div>Undergraduate STEM students can hold different combinations of positive and negative beliefs about academic challenge—including difficulty, failures, and mistakes. Across two studies (<em>N</em> = 464 and <em>N</em> = 424), we used person-centered analyses to explore patterns of responses in these beliefs. Students in the <em>challenge-as-enhancing</em> profile had adaptive beliefs about challenge; those in the <em>challenge-as-threatening</em> profile viewed challenge as threatening yet instrumental for learning; those in the <em>challenge-as-futile</em> profile viewed challenge as non-instrumental; and one group held <em>average</em> beliefs about challenge. The <em>challenge-as-enhancing</em> profile was associated with the most adaptive correlates. Students in the <em>challenge-as-threatening</em> profile were the most likely to self-handicap, whereas students in the <em>challenge-as-futile</em> profile were least likely to endorse mastery-approach goals and seek out challenge. Our findings highlight the importance of considering the complexity of students' beliefs about challenge and provide insights into how unique patterns of beliefs relate to students' academic outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142324206","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":"Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany","authors":"Nils Jaekel ,&nbsp;Michael Schurig ,&nbsp;Sandra Schwinning ,&nbsp;Daria Ferencik-Lehmkuhl ,&nbsp;Markus Ritter","doi":"10.1016/j.lindif.2024.102556","DOIUrl":"10.1016/j.lindif.2024.102556","url":null,"abstract":"<div><div>Multilingual classrooms are becoming more common around the globe following increased migration and mobility. Multilingual learners have to overcome potential language barriers across the curriculum as the majority language remains the point of reference for learners across subjects. Analytically, multilingualism is often mapped in terms of categories (L1/L2), but a linguistic distance can provide additional information for teaching practice. Little research has considered the impact of linguistic distances from students' L1s to the language of instruction and foreign languages, particularly in immigrant language contexts.</div><div>This study investigates how linguistic distances affect German L1 speakers and multilingual learners' (Lx) (<em>N</em> = 3,307) attainment of German reading, English reading, and Mathematics in grade 5. We used mixed-effects models to examine the role of linguistic distance while rigorously controlling for individual learner characteristics focused on language and students' socioeconomic status, including sex, multilingual status, born abroad, cultural capital, own room, own computer, and household income.</div><div>Results suggest that lexical linguistic distance is a significant factor in predicting German and English reading scores as well as Mathematics achievement. Pedagogical implications and considerations to bridge linguistic distances are discussed.</div></div><div><h3>Educational relevance statement</h3><div>Classrooms worldwide are increasingly diverse concerning languages and cultures represented in the student body. Educators and researchers alike still categorize students into two groups: native and non-native speakers. However, the latter group is highly diverse. Linguistic distance measurements enable us to investigate the association of language differences to the language of instruction and break apart the two groups. The more distant the family language is from the language of instruction, the more pronounced the disparities become. The results demonstrate that linguistic diversity is not addressed adequately, with implications for teacher training and professional development as well as curriculum development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142324112","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":"Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective","authors":"Chunwei Lyu,&nbsp;Shuao Deng","doi":"10.1016/j.lindif.2024.102564","DOIUrl":"10.1016/j.lindif.2024.102564","url":null,"abstract":"<div><div>Embodied learning has garnered significant attention in recent years. However, controversy on the effectiveness of embodied learning in improving learning performance and reducing cognitive load. Through a meta-analysis synthesized 17 studies involving 21 experiments with 1046 participants, this study found that embodied learning significantly improved academic performance (g = 0.52, <em>P</em> &lt; 0.001) and reduced cognitive load (g = −0.31, P &lt; 0.001). Subgroup analysis and meta-regression results show that the effectiveness is different when applying embodied learning in different districts, participants' educational levels, types of learning performance, and types of cognitive load. In addition, this study develops a novel cost-benefit model of embodied learning to explain under which circumstances embodied learning can achieve its effectiveness, and summarizes key considerations for using embodied learning strategies. Researchers and educators on embodied learning can continue to improve the design of embodied learning strategies based on the findings of this study.</div></div><div><h3>Educational relevance and implications</h3><div>Through the meta-analysis, this study found that embodied learning significantly improved learning performance and significantly reduced cognitive load. In addition, while exploring the moderate effects of district, type of learning performance, type of cognitive load, and participants' education level on the effectiveness of embodied learning, this study elaborated on the perspective that embodied learning follows the cost-benefit model. The results of this study not only support embodied learning as an effective learning strategy, but also identify factors that influence its effectiveness, and especially the proposed cost-benefit model of embodied learning provides an important framework for embodied learning researchers to future design and application of embodied learning strategies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142315825","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":"Students' perceived competence across academic and social-emotional domains: Unique roles in relation to autonomy-supportive teaching, academic engagement, and well-being","authors":"Rebecca J. Collie,&nbsp;Andrew J. Martin","doi":"10.1016/j.lindif.2024.102563","DOIUrl":"10.1016/j.lindif.2024.102563","url":null,"abstract":"<div><div>Researchers have long accepted the important role of perceived academic competence for students' outcomes. Recent work has started to examine the role of perceived social-emotional competence for these outcomes. The aim of our study was to jointly examine these two types of perceived competence assessed at the start of a school term, the role of perceived autonomy-supportive teaching in predicting them, and end-of-term academic engagement and well-being outcomes following from them (cognitive engagement, homework practices, school satisfaction, mental well-being). Among 373 secondary school students, results demonstrated that perceived autonomy-support was positively associated with both perceived competence factors. In turn, perceived academic competence uniquely predicted greater cognitive engagement, homework practices, and school satisfaction. Perceived social-emotional competence uniquely predicted greater cognitive engagement and mental wellbeing. Findings have the potential to guide practice around efforts to better support students' academic and social-emotional development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001560/pdfft?md5=c3e9106e11e5dc3ab6e926686b2f1eae&pid=1-s2.0-S1041608024001560-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311080","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":"Executive functions and multiple-text comprehension","authors":"Christian Tarchi,&nbsp;Costanza Ruffini,&nbsp;Chiara Pecini","doi":"10.1016/j.lindif.2024.102566","DOIUrl":"10.1016/j.lindif.2024.102566","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;The present study aims at investigating the direct and indirect relationships between executive functions on multiple-text comprehension performance and processes.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;The research questions were investigated through a path analysis approach. The participants in this study were 286 university students. The tasks were subdivided into three sessions to regulate cognitive fatigue during testing: demographic (age and gender) and control variables (perceived prior knowledge, prior knowledge, and need for cognition), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and 3) multiple-text comprehension task (reading four texts and writing and argumentative essay: reading time, writing time, essay length, depth of comprehension, argumentative quality, text relevance ratings, and strategic processing).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The estimated path model had an excellent fit. Visuospatial working memory and inhibition were associated with depth of comprehension.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;The results of the study allow to delineate a cognitive control theory of multiple-text comprehension.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Educational relevance statement&lt;/h3&gt;&lt;div&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;1.&lt;/span&gt;&lt;span&gt;&lt;div&gt;What is already known about this topic&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;When people turn to the Internet to find an answer to relevant questions, they must face an overwhelming quantity of knowledge.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Readers' competences are suboptimal for dealing with the increased complexity of reading for critical thinking, knowledge acquisition and decision making.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Executive functions play a main role in supporting reading comprehension processes.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;2.&lt;/span&gt;&lt;span&gt;&lt;div&gt;What this paper adds&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;This paper compares the effect of multiple measures of executive functions on multiple-text comprehension outcomes and processes.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;We tested the direct and indirect effect of executive functions on depth of reading comprehension and source-based argumentation.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;This paper contributes to defining a cognitive control theory of multiple-text comprehension.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;3.&lt;/span&gt;&lt;span&gt;&lt;div&gt;Implications for theory, policy, or practice&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;/ul&gt;&lt;ul&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;The study contributes to the literature on multiple-texts comprehension by emphasizing the role of executive functions.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;The interactivity between source elements may determine the extent to which specific levels of working memory are required to complete the task.&lt;/div&gt;&lt;/span&gt;&lt;/li&gt;&lt;li&gt;&lt;span&gt;•&lt;/span&gt;&lt;span&gt;&lt;div&gt;Working memory and inhibition contribute t","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142311081","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":"As it unfolds: Exploring the impact of team-based gamification on performance, confidence, and engagement","authors":"Pantelis M. Papadopoulos,&nbsp;Johannes Steinrücke,&nbsp;Ton de Jong","doi":"10.1016/j.lindif.2024.102565","DOIUrl":"10.1016/j.lindif.2024.102565","url":null,"abstract":"<div><p>The study explored the impact of a team-based leaderboard on students' performance, confidence, and engagement in an in-class, multiple-choice quiz with two phases (voting/revoting). A total of 103 Psychology students volunteered to participate and were assigned to a control (one non-gamified team) or a gamified condition (two competing teams whose scores were shown on the leaderboard). During voting, the students answered the quiz and denoted their levels of confidence and wrote short justifications for their answers. The same quiz questions were used in revoting, while the tallied answers of their teammates, their level of confidence, and the justifications written for each of the question choices were shown. Results showed that the losing team was outperformed in all aspects of the study by the winning and the control teams, which were comparable to each other.</p></div><div><h3>Educational relevance and implications statement</h3><p>A team-based leaderboard was used to enhance social relatedness and avoid intrateam friction. The losing team demonstrated lower performance, confidence, and engagement, while the winning team was comparable to the non-gamified, control team. Students more positive to gamification in terms of competitiveness, experience, or preference experienced a larger negative impact from gamification. The implications of the study are that (a) team-based gamification may have a detrimental effect on students' performance, confidence, and engagement, and (b) students' individual characteristics related to gamification may interact with the gamification setting.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001584/pdfft?md5=e1f5f49b14a1dd9608d0d24561edb864&pid=1-s2.0-S1041608024001584-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142274812","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":"Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences","authors":"Katja Lenz ,&nbsp;Frank Reinhold,&nbsp;Gerald Wittmann","doi":"10.1016/j.lindif.2024.102548","DOIUrl":"10.1016/j.lindif.2024.102548","url":null,"abstract":"<div><p>Knowledge profiles in conceptual and procedural fraction knowledge can vary among students. Given the cross-sectional design of previous studies, it is unclear whether these profiles can be altered or remain stable. Accordingly, we investigated (1) profiles of conceptual and procedural fraction knowledge, (2) their longitudinal transitions, and (3) the underlying factors. Data from <em>N</em> = 166 grade 7 students who participated in an intervention study with a pre-posttest design were analyzed. A latent transition analysis revealed six distinct profiles characterized by equal strength or weakness and varying conceptual and procedural knowledge levels, replicating individual differences in fraction knowledge. The longitudinal analysis showed that the knowledge profiles tended to be stable. Moreover, the profile transitions indicated gradual differences in the two types of knowledge rather than students catching up in one type of knowledge. Furthermore, the results suggest that basic arithmetic competence, and mathematics anxiety are related to profile membership.</p></div><div><h3>Educational relevance statement</h3><p>Studying individual differences in conceptual and procedural fraction knowledge is highly important in education. It helps educators gain valuable insights into how students grasp this fundamental mathematical concept, as they can identify diverse knowledge profiles and underlying factors. By understanding these differences, teachers can develop tailored instruction to meet the specific needs of each learner, ultimately enhancing their understanding and mastery of fractions. This research deepens the understanding of fraction learning and offers valuable guidance for creating more effective and personalized teaching approaches.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001419/pdfft?md5=a8ad6f7a1b60a88b954ae7c0304968bc&pid=1-s2.0-S1041608024001419-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142238690","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":"Girls' creativity less visible: Mathematics and language teachers' ratings of male and female students' creativity","authors":"Jacek Gralewski,&nbsp;Aleksandra Gajda","doi":"10.1016/j.lindif.2024.102560","DOIUrl":"10.1016/j.lindif.2024.102560","url":null,"abstract":"&lt;div&gt;&lt;p&gt;The aim of this study was to investigate how mathematics and language teachers recognize the creativity of male and female students. The study used a random selection of 2028 students (1242 females and 786 males) as well as 219 teachers (110 math and 109 language) from 110 different high schools. The study found that girls' creative potential had a stronger association (&lt;em&gt;z&lt;/em&gt; = 2.84; &lt;em&gt;p&lt;/em&gt; &lt; .01) with their creativity ratings given by language teachers (&lt;em&gt;β&lt;/em&gt; = 0.24; &lt;em&gt;p&lt;/em&gt; &lt; .001) than with math teachers' ratings (&lt;em&gt;β&lt;/em&gt; = 0.13; &lt;em&gt;p&lt;/em&gt; &lt; .001). Boys' creative potential was similarly correlated with their creativity ratings from both language (&lt;em&gt;β&lt;/em&gt; = 0.25; &lt;em&gt;p&lt;/em&gt; &lt; .001) and math teachers (&lt;em&gt;β&lt;/em&gt; = 0.23; p &lt; .001), showing no significant difference (&lt;em&gt;z&lt;/em&gt; = 0.42; &lt;em&gt;p&lt;/em&gt; &gt; .05). Further analysis indicated a stronger correlation between math teachers' creativity ratings and boys' creative potential compared to girls' (&lt;em&gt;z&lt;/em&gt; = 2.27; &lt;em&gt;p&lt;/em&gt; &lt; .05), while language teachers' creativity ratings were similarly correlated with the creative potential of both genders (&lt;em&gt;z&lt;/em&gt; = −0.23; &lt;em&gt;p&lt;/em&gt; &gt; .05). The results obtained in the study are discussed in the light of stereotypes about gender differences in math and language abilities.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Educational relevance statement&lt;/h3&gt;&lt;p&gt;Despite the slight advantage of women over men in their creative potential (Abdulla Alabbasi et al., 2022), there is a clear advantage of men over women in terms of creative achievements (&lt;span&gt;&lt;span&gt;Baer &amp; Kaufman, 2008&lt;/span&gt;&lt;/span&gt;; Hora et al., 2022). Men dominate women in real world creative achievement in areas such as mathematics, science, and engineering (Abra &amp; Valentine-French, 1991; Piirto, 1991). Women's creative achievements, in turn, occur in such fields as performing arts, choreography, and literature (Abra &amp; Valentine-French, 1991). Piirto (1991, p. 143) even suggests that ‘the creative world is largely a man's world.’&lt;/p&gt;&lt;p&gt;Explaining the reasons for the differences in the creative achievements of women and men is an important issue. It can contribute to the reduction of the phenomenon referred to as ‘losing talents’. Previous attempts to explain gender differences in creative achievements come down to the biological (&lt;span&gt;&lt;span&gt;Abraham, 2016&lt;/span&gt;&lt;/span&gt;; &lt;span&gt;&lt;span&gt;Eysenck, 1995&lt;/span&gt;&lt;/span&gt;) and the socio-cultural (Abra &amp; Valentine-French, 1991) factors. The latter seem particularly important because they are associated with discrimination against women and the privileging of men. In the past, this was affected by fundamentally different social expectations of women and men, which were associated, among other things, with the assignment to women of roles related to running a home and caring for children, thus limiting their access to education and professional creative activity (Baer &amp; Kaufman, 2008). These seemingly historical beliefs ","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":null,"pages":null},"PeriodicalIF":3.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233735","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}