Learning and Individual Differences最新文献

{"title":"Using collaborative interactivity metrics to analyze students' problem-solving behaviors during STEM+C computational modeling tasks","authors":"Caitlin Snyder ,&nbsp;Clayton Cohn ,&nbsp;Joyce Horn Fonteles ,&nbsp;Gautam Biswas","doi":"10.1016/j.lindif.2025.102724","DOIUrl":"10.1016/j.lindif.2025.102724","url":null,"abstract":"<div><div>Recently, there has been a surge in developing curricula and tools that integrate computing (C) into Science, Technology, Engineering, and Math (STEM) programs. These environments foster authentic problem-solving while facilitating students' concurrent learning of STEM+C content. In our study, we analyzed students' behaviors as they worked in pairs to create computational kinematics models of object motion. We derived a domain-specific metric from students' collaborative dialogue that measured how they integrated science and computing concepts into their problem-solving tasks. Additionally, we computed social metrics such as equity and turn-taking based on the students' dialogue. We identified and characterized students' planning, enacting, monitoring, and reflecting behaviors as they worked together on their model construction tasks. This study investigates the impact of students' collaborative behaviors on their performance in STEM+C computational modeling tasks. By analyzing the relationships between group synergy, turn-taking, and equity measures with task performance, we provide insights into how these collaborative behaviors influence students' ability to construct accurate models. Our findings underscore the importance of synergistic discourse for overall task success, particularly during the enactment, monitoring, and reflection phases. Conversely, variations in equity and turn-taking have a minimal impact on segment-level task performance.</div></div><div><h3>Educational relevance and implications statement</h3><div>The complexities of collaborative problem-solving for computational modeling in science provide a unique opportunity to explore individual and group learning. Specifically, in this manuscript, we examined differences in collaborative problem-solving behaviors, characterized by social and domain specific metrics, and their impact on groups' ability to complete computational modeling tasks in kinematics. We identified the impact of interactivity metrics, such as equity and turntaking, and the interweaving of science and computing concepts during collaborative discourse, on groups' performance. Finally, we analyzed differences between groups' planning, enacting, monitoring, and reflecting behaviors through interactivity metrics and students' segment-level performance. Our findings highlight key differences in students' problem-solving behaviors that will have implications in future work targeting adaptive support for problem-solving tasks.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102724"},"PeriodicalIF":3.8,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144189846","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":"Test preparation: the roles of expecting access to materials and test anxiety","authors":"Morgan D. Shumaker,&nbsp;Joceline Rojas,&nbsp;Sarah K. Tauber","doi":"10.1016/j.lindif.2025.102728","DOIUrl":"10.1016/j.lindif.2025.102728","url":null,"abstract":"<div><div>Three 2 × 2 between-participant experiments (Exp. 1, <em>N</em> = 286, Exp. 2, <em>N</em> = 408, Exp. 3, <em>N</em> = 439; Exp. 2 and 3 preregistered) examined how anticipated access to materials on a test (book and notes) impacts learners' self-regulated study time, word count in their notes, and immediate test performance, and how trait (Exps 1–3) and state (Exp 3) test anxiety were related to these measures. Participants were informed about what type of test they would take, self-regulated study time and note-taking, and took a test. Participants studied longer and took more notes when expecting a closed-book, open-note test compared to a closed-book, closed-note test; no differences emerged when expecting an open-book test. Higher state test anxiety was associated with longer study and more notes. Results are discussed in light of the desirable difficulty framework.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102728"},"PeriodicalIF":3.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135066","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":"Learning from educational texts: is reduction in global text cohesion a desirable difficulty as structure building skill increases?","authors":"Reshma Gouravajhala,&nbsp;Mark A. McDaniel","doi":"10.1016/j.lindif.2025.102720","DOIUrl":"10.1016/j.lindif.2025.102720","url":null,"abstract":"<div><div>One possibility for improving learning from text is to introduce “desirable difficulties” into the text. To do so, we manipulated the global cohesion of a textbook chapter and examined the possibility that individual differences in structure-building skill would interact with level of global cohesion. The interaction (not accounted for by working memory capacity) was significant: Those with lower structure-building skill performed poorly on educationally authentic comprehension questions after reading a low-cohesion (difficult) text, relative to a high-cohesion text. For more-skilled structure builders, comprehension was similar across text-cohesion levels; however, the low-cohesion text did not produce better comprehension for more-skilled structure builders. More-skilled structure builders appear adept at building relations across presented information, thereby accurately capturing interconnections among subtopics and ideas at a global level, even for texts that are less cohesive. Supporting this notion, the representations generated by learners became more closely aligned with experts' structures as structure-building skill increased.</div></div><div><h3>Educational relevance and implications</h3><div>To facilitate learning from texts, a standard recommendation in education is to construct a cohesive text that helps readers understand the interconnections among the concepts and ideas presented in the text (rather than as a list of facts). A provocative alternative suggested by basic theory and research is that in some cases a less cohesive version of the text can improve learning by prompting readers to more actively engage with the text. The present study decreased the global cohesion of a textbook chapter by removing the text signals (topic headers, bolded terms, and “take-home” text boxes) intended to assist the reader in understanding. We found that the presence/absence of these text signals did not affect the learning performance of readers who were relatively skilled in constructing a coherent understanding of things they read. By contrast, the absence of these text signals impaired the learning performance of readers who were less skilled at constructing a coherent understanding. The strong implication is that for students who struggle to form a coherent understanding of their reading assignments, it is especially important for textbooks to provide explicit signals that facilitate understanding.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102720"},"PeriodicalIF":3.8,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135067","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":"Beyond the average: person-specific analytics for precision education","authors":"Ángel Hernández-García ,&nbsp;Miguel Ángel Conde","doi":"10.1016/j.lindif.2025.102730","DOIUrl":"10.1016/j.lindif.2025.102730","url":null,"abstract":"<div><div>Educational research has traditionally relied on group-level analyses to identify patterns across learners. While valuable for detecting general trends, such approaches often provide limited insight into how learning processes unfold within individuals. This introduction to person-specific analytics presents recent methodological and conceptual developments that address this gap, including intensive longitudinal designs, idiographic modeling, and person-specific machine learning. The contributing articles examine how individual trajectories in motivation, self-regulation, collaboration, and cognitive development can be studied more accurately when variability is treated as a central feature rather than as noise. Together, the contributions highlight how person-specific methods can complement traditional approaches by enabling more precise, adaptive, and context-sensitive educational practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102730"},"PeriodicalIF":3.8,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of knowledge-rich curricula in promoting deep thinking and complex skill acquisition","authors":"Claudio Vanhees ,&nbsp;Jasper Nijlunsing ,&nbsp;Daniel Muijs ,&nbsp;Nuno Crato ,&nbsp;Michiel Wils ,&nbsp;Dylan Wiliam ,&nbsp;Tim Surma ,&nbsp;Paul A. Kirschner","doi":"10.1016/j.lindif.2025.102729","DOIUrl":"10.1016/j.lindif.2025.102729","url":null,"abstract":"<div><div>The breadth and depth of students' knowledge play an important role in their learning. However, at the start of compulsory education individual differences in knowledge can be immense, particularly between learners from different socio-economic backgrounds. As knowledge acquisition is cumulative, achievement gaps between more and less advantaged students can quickly increase when these lacunae in knowledge are not explicitly and systematically remedied. In this article, we argue that knowledge-rich curricula in compulsory education can help promote deep thinking and complex skill acquisition for all students by systematically building their knowledge of the world. First, the importance of knowledge for deep, meaningful learning and complex skill acquisition is discussed. Subsequently, a selection of knowledge-rich curricula and their impact on achievement is addressed in detail. The article concludes with a discussion on the implications for curriculum building, and the adoption of knowledge-rich curricula with a view to improved learning for all students.</div></div><div><h3>Educational relevance</h3><div>Students' knowledge plays an important role in their learning. At the start of compulsory education individual differences in what students already know can be immense, particularly between students from different socio-economic backgrounds. Adopting knowledge-rich curricula in compulsory education can help improve learning for all students by systematically building their knowledge of the world, leading to deep, meaningful learning and a solid foundation for complex skill acquisition.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102729"},"PeriodicalIF":3.8,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144089628","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 role of EFL students' openness to diversity and self-regulation in their attitudes towards and engagement with data-driven Second Language (L2) Learning","authors":"Wenyi Wang ,&nbsp;Ali Derakhshan","doi":"10.1016/j.lindif.2025.102725","DOIUrl":"10.1016/j.lindif.2025.102725","url":null,"abstract":"<div><div>The role of psycho-affective factors in accepting and using data-driven learning (DD) is widely ignored by L2 researchers. To fill this gap, our study explored how learners' openness to diversity (OTD) and self-regulation contribute to DD attitude and engagement among a sample of 41 Chinese EFL students. The findings of the thematic analysis of the interview data revealed that OTD and self-regulation affected the participants' attitudes towards engagement with DDL. Specifically, OTD affected the students by ‘fostering DDL acceptance as an innovation’, ‘making learners open-minded and receptive to DDL’, ‘increasing classroom participation/engagement’, and ‘fostering a positive attitude toward change’. Likewise, self-regulation influenced EFL learners' attitudes towards engagement with DDL by ‘setting clear goals for using DDL’, ‘adjusting strategies to cope with DDL difficulties/challenges’, ‘motivating learners to adopt DDL’, and ‘producing positive emotions’. Implications are provided for EFL educators regarding the role of psycho-affective factors in adopting DDL in L2 education.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102725"},"PeriodicalIF":3.8,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144083924","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":"Integrating generative AI and load reduction instruction to individualize and optimize students' learning","authors":"Andrew J. Martin ,&nbsp;Rebecca J. Collie ,&nbsp;Roger Kennett ,&nbsp;Danny Liu ,&nbsp;Paul Ginns ,&nbsp;Lala B. Sudimantara ,&nbsp;Ema W. Dewi ,&nbsp;Lilith G. Rüschenpöhler","doi":"10.1016/j.lindif.2025.102723","DOIUrl":"10.1016/j.lindif.2025.102723","url":null,"abstract":"<div><div>Generative artificial intelligence (genAI) is significantly influencing teaching and learning. The uptake of genAI in schools and universities/colleges has been rapid. But it has also been ad hoc and often ineffectively implemented, with little recognition of the need to manage cognitive burden to account for individual differences between novice and expert learners. Harnessing cognitive and instructional psychology principles, load reduction instruction (LRI) offers guidance for implementing genAI in ways that accommodate differences among novice and expert learners. LRI comprises five principles aimed at productively easing the cognitive burden on learners: (1) difficulty reduction as appropriate to prior learning, (2) support and scaffolding, (3) structured practice, (4) feedback-feedforward, and (5) independent practice and problem-solving. We suggest that the future of genAI-related learning can benefit from synthesizing genAI implementation with the core principles underpinning LRI to effectively manage the cognitive burden on diverse students as they engage with genAI to learn.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102723"},"PeriodicalIF":3.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067979","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":"Effect size guidelines for individual differences in L2 learning studies: A second-order synthesis","authors":"Elouise Botes ,&nbsp;Pia Resnik ,&nbsp;Samuel Greiff ,&nbsp;Lisa Stempfer","doi":"10.1016/j.lindif.2025.102721","DOIUrl":"10.1016/j.lindif.2025.102721","url":null,"abstract":"<div><div>Previous research has determined that effect sizes differ across disciplines, with discipline-specific effect size benchmarks needed to accurately describe effect sizes. Research into individual differences in second language (L2) learning is flourishing, however effect sizes guidelines are lacking. Using the established methodologies of previous studies in psychology, this second-order synthesis presents effect size benchmarks for correlation coefficients of individual differences in L2 learning. The analysis of 1719 effect sizes from 23 meta-analyses resulted in an overall 25th percentile of <em>r</em> = ±0.20, a 50th percentile of <em>r</em> = ±0.35, and a 75th percentile of <em>r</em> = ±0.50. In addition, using a taxonomy of individual differences categories, we distinguished between cognitive-, conative-, affective-, and personality differences. A one-way ANOVA showed significant differences between categories. Based on the quartiles, effect size guidelines were developed for each category as well as for L2 individual differences research in general.</div></div><div><h3>Educational relevance statement</h3><div>When researchers examine the effects that certain individual differences have on language learning, for example if certain personality traits may help or hinder someone in learning a second language (L2), they may use quantitative methods to explore these effects. When using quantitative methods, such as correlations or regressions, researchers need to report and interpret the effect sizes they find for each analysis that they do. However, interpreting effect sizes can be complex, as previous research has established that effect sizes tend to fluctuate depending on the research field. In this study, we explore effect sizes commonly found in L2 individual differences research and we develop practical guidelines that researchers may use to interpret their effect sizes in future. We also give practical advice as to why, when, and how researchers should interpret effect sizes in the field.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102721"},"PeriodicalIF":3.8,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143940685","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 differences in academic buoyancy: A meta-analysis","authors":"Oscar K.T. Yau ,&nbsp;Andrew J. Martin ,&nbsp;Paul Ginns ,&nbsp;Rebecca J. Collie","doi":"10.1016/j.lindif.2025.102700","DOIUrl":"10.1016/j.lindif.2025.102700","url":null,"abstract":"<div><div>Academic buoyancy assists students to successfully overcome everyday academic challenge, setback, and adversity. It is associated with a range of positive outcomes, including wellbeing, motivation, engagement, and achievement. There is a trend in the literature suggesting that female students report lower levels of academic buoyancy than their male counterparts. Given the yields of academic buoyancy for diverse outcomes, the present meta-analysis sought to ascertain if this gender gap does exist consistently across the literature, and if so, to what extent it does and what factors may moderate its effects. Supporting our hypothesis, there was a significant effect size for gender (Hedges' <em>g</em> = 0.21), with males scoring significantly higher than females in academic buoyancy. Moderator analyses yielded mixed evidence, with the gender gap differing as a function of language context and rating scale used. Recommendations for psycho-educational practice and future investigations are discussed.</div></div><div><h3>Educational relevance</h3><div>Academic buoyancy assists students to navigate everyday academic challenge, setback, and adversity. However, there is a concerning trend suggesting that female students report lower levels of academic buoyancy than their male counterparts. Given the yields of academic buoyancy for diverse outcomes, it is important to concretely ascertain if this gender gap does exist, and if so, to what extent it does and what factors may moderate its effects. The findings from this meta-analysis showed that males report significantly higher academic buoyancy than females. Practice efforts are described, aimed at directly boosting academic buoyancy among females and sustaining academic buoyancy among males. The moderators suggested further practice-oriented guidance especially for females in English-speaking contexts (whereas gender effects were not so salient among males and females from non-English-speaking contexts).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102700"},"PeriodicalIF":3.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143921943","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":"Self-regulation in preschool children: Hot and cool executive control as predictors of later classroom learning behaviors","authors":"Todd M. Wyatt,&nbsp;Susanne A. Denham,&nbsp;Hideko H. Bassett","doi":"10.1016/j.lindif.2025.102701","DOIUrl":"10.1016/j.lindif.2025.102701","url":null,"abstract":"<div><div>We examined associations between aspects of preschoolers' executive control (both hot and cool), on-task involvement, and subsequent learning behaviors (attention/persistence, attitude towards learning, competence motivation) in kindergarten, taking into account potentially indirect effects of on-task involvement on relations between executive control and later learning behaviors. Moderating effects of gender and socioeconomic risk also were examined. Three hundred eighteen children were directly assessed regarding executive control (T1) and teachers rated their on-task involvement (T2); 108 kindergartners' teachers evaluated children's learning behaviors (T3). We modeled the hypothesized longitudinal relations, as well as separate models for moderators using partial least squares analyses (PLS). Findings often identified end-of-preschool on-task involvement as a mediator between earlier hot executive control and kindergarten learning behaviors, and sometimes indicated direct prediction of kindergarten learning behaviors by preschool cool executive control. Discussion centers upon interpreting the overall model and moderating influences, as well as potential applications.</div><div>Educational relevance statement.</div><div>When young children progressing through preschool and transitioning into kindergarten can manage their thoughts, emotions, and behaviors, become able to participate positively in a classroom, and ultimately feel competent and interested in learning, they are more likely to succeed in school. Our results show a progression across time in these abilities from early preschool to kindergarten. Specifically, preschoolers' ability to delay gratification and inhibit behavior often supports their engagement in preschool classroom tasks, which in turn contributes to kindergarten learning behaviors. In contrast, their ability to focus, remember, plan, and solve problems plays a key role in kindergartners' persistence and their ability to feel positive about learning and their own competence as they transition to elementary school. Understanding these distinct yet interconnected aspects of self-regulation can help inform strategies to prepare preschoolers for kindergarten and address the diverse needs of children from different backgrounds.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102701"},"PeriodicalIF":3.8,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143918259","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}