Learning and Individual Differences最新文献

{"title":"Enhancing metacomprehension accuracy and regulation decisions in writing from multiple texts: The role of rubrics","authors":"Corinna Schuster ,&nbsp;Dominik Evangelou ,&nbsp;Rebecca Krebs ,&nbsp;Marcel Mierwald ,&nbsp;Nicola Brauch ,&nbsp;Marc Stadtler","doi":"10.1016/j.lindif.2025.102842","DOIUrl":"10.1016/j.lindif.2025.102842","url":null,"abstract":"<div><div>Writing from multiple texts is a widespread task in higher education and requires advanced reading, writing and self-regulatory skills. Research shows that learners often struggle to accurately evaluate their performance in such tasks. This study examines whether rubrics can enhance self-assessment accuracy and improve regulatory decisions when university history students write essays from conflicting historical texts. A total of 115 students were randomly assigned to a guided rubric or unguided rubric condition. Participants in the guided rubric condition used assessment criteria, performance level and descriptors to assess their essays after reading three texts on a historical controversy, whereas the unguided rubric condition used only criteria and performance levels. Metacomprehension and regulation accuracy were measured. While guided rubrics did not significantly enhance overall metacomprehension accuracy or regulation, the impact of guided rubric use varied as a function of students' essay performance.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102842"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977587","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":"Predictive validity of early child biological, language, family and rearing environment characteristics on developmental trajectories of reading from ages 6 to 12 years","authors":"Sara Mascheretti ,&nbsp;Sophie Aubé ,&nbsp;Hélène Paradis ,&nbsp;Bei Feng ,&nbsp;Mara Brendgen ,&nbsp;Frank Vitaro ,&nbsp;Isabelle Ouellet-Morin ,&nbsp;Jean R. Séguin ,&nbsp;Richard E. Tremblay ,&nbsp;Michel Boivin ,&nbsp;Ginette Dionne","doi":"10.1016/j.lindif.2025.102863","DOIUrl":"10.1016/j.lindif.2025.102863","url":null,"abstract":"<div><div>This study documents whether developmental trajectories of reading skills from ages 6 through 12 years can be predicted by early child biological, language, family and rearing environment characteristics assessed from infancy through early childhood in two independent populations, i.e., the Quebec Newborn Twin Study (<em>N</em> = 849) and the Longitudinal Study of Child Development in Quebec (<em>N</em> = 1077). From group-based trajectory analyses, four developmental trajectories of reading skills were identified in both samples: 1) persistent below average, 2) resolving below average, 3) average, and 4) above average. According to logistic regression analyses, children in the persistent below average group included male participants with lower expressive language skills at 30 months, less educated mothers and parents who spent less time in shared reading during early childhood. Results were similar in the replication population. Information about early language skills and family background provide unique targets to the early identification and prevention of persistent reading difficulties in elementary and early middle school.</div></div><div><h3>Educational relevance statement</h3><div>Predicting reading development in elementary and early middle school before children enter school using information about the early cognitive skills underlying the development of reading and information on family and rearing environment backgrounds may be relevant to identify children needing early interventions and allocation of educational resources. We provided empirical evidence that being a male subject), but also having lower preschool expressive language skills, a mother with lower educational attainment and parents who rarely engaged in preschool shared book-reading are valid means to uniquely predict stable trajectories of reading skills into early adolescence if close follow-ups are implemented to detect the persistence of reading (dis)ability. Both medical and educational professionals should thus be encouraged to prospectively get information about children's early environments for the timely identification and treatment of at-risk children. This may potentially alleviate the negative implications related to reading difficulties later in life and improve functional outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102863"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977591","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":"In-class crossover of enthusiasm between teachers and students: The moderating role of teacher-student relationship quality and math ability","authors":"Eline Camerman ,&nbsp;Peter Kuppens ,&nbsp;Jeroen Lavrijsen ,&nbsp;Karine Verschueren","doi":"10.1016/j.lindif.2026.102868","DOIUrl":"10.1016/j.lindif.2026.102868","url":null,"abstract":"<div><div>This study investigated real-time crossover of enthusiasm from teachers to students in mathematics classrooms using experience sampling methodology (ESM). It examined whether student-specific, shared class, and teacher perceptions of teacher enthusiasm predicted student enthusiasm, and whether teacher-student relationship quality and students' mathematical ability moderated these relationships. 430 11th and 12th grade students and 25 teachers reported their enthusiasm twice during mathematics classes for 10 school days using ESM. Students also reported on perceived teacher enthusiasm (ESM), quality of teacher-student relationship (student survey), and completed a standardized math test. Student-specific and class perceptions, but not teacher perceptions of teacher enthusiasm, predicted student enthusiasm. The crossover of teacher enthusiasm (class perception) was stronger for students with closer teacher-student relationships and these students also experienced more enthusiasm. Mathematical ability did not moderate crossover, but positively related to student enthusiasm. Findings underscore the importance of expressive teaching and relational closeness in fostering student enthusiasm.</div></div><div><h3>Educational relevance statement</h3><div>This study underscores the central role of teacher enthusiasm in shaping the real-time experience of enthusiasm in mathematics classes, with student perceptions of teacher enthusiasm emerging as the main driver of these effects. In order to promote positive emotions in students, teachers should focus on effectively conveying their positive emotions in ways that are perceptible to students. In addition, close teacher-student relationships strengthen the relations between teacher and student enthusiasm and relate to greater overall student enthusiasm in class. Teachers should strive to build positive, supportive relationships with their students in order to promote positive emotional exchanges and experiences in the classroom. Finally, as relations between teacher and student enthusiasm appear to generalize across student ability levels, strategies to enhance teacher enthusiasm may be broadly applied to benefit all students, regardless of ability level.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102868"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977589","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":"Motivated and feeling good? Reciprocal relations between motivational regulation and student well-being over one semester","authors":"Sophie von der Mülbe ,&nbsp;Kristina Stockinger ,&nbsp;Anne Scheunemann ,&nbsp;Lena S. Kegel ,&nbsp;Jens Fleischer ,&nbsp;Detlev Leutner ,&nbsp;Joachim Wirth ,&nbsp;Carola Grunschel ,&nbsp;Markus Dresel","doi":"10.1016/j.lindif.2025.102850","DOIUrl":"10.1016/j.lindif.2025.102850","url":null,"abstract":"<div><div>While prior research shows that motivational regulation (MR) predicts study motivation and academic success, its relations with students' subjective well-being (SWB) are not yet well understood. It can be theoretically assumed that MR and SWB are reciprocally linked over time, but longitudinal evidence is lacking. To advance our understanding of these associations, we conducted a three-wave longitudinal study with 527 university students across one semester. We included frequency of strategy use, situation-specific fit, and application quality as MR components. Results from cross-lagged panel analyses indicate that high SWB serves as a resource for applying MR strategies frequently and with a high quality, while situation-specific fit and application quality can boost SWB over time. These findings provide insight into the interplay between MR and SWB over time, illuminate the role of SWB as a MR precondition, and can help to develop support measures fostering study success and health in higher education.</div></div><div><h3>Educational relevance and implications statement</h3><div>This longitudinal study advances our understanding of how three core components of motivational regulation as well as students' overall tendency to engage in motivational regulation are linked with students' subjective well-being over time. The results indicate that high subjective well-being serves as a resource for applying motivational regulation strategies frequently and with a high quality. The situation-specific fit between regulation strategies that are used and the motivational problems they target, and the application quality of strategy use, in turn, can boost subjective well-being over time. Students' overall tendency to engage in motivational regulation has a positive impact on subjective well-being over time, and vice versa. In conclusion, developing integrative support programs that foster motivational regulation competencies (e.g., how to select suitable motivational regulation strategies and how to implement these strategies well) as well as skills to master emotional challenges while studying is a valuable pathway for fostering students' learning, success, and health.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102850"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145792028","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":"Racial and ethnic differences in the risks for mathematics and science difficulties during elementary school","authors":"Paul L. Morgan ,&nbsp;Eric Hengyu Hu","doi":"10.1016/j.lindif.2025.102859","DOIUrl":"10.1016/j.lindif.2025.102859","url":null,"abstract":"<div><div>We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for mathematics and science difficulties during elementary school. Analyses of a population-based longitudinal cohort (<em>N =</em> 10,472) followed from kindergarten to fifth grade indicated that an average of 11 % to 21 % of Black, Hispanic, and American Indian students versus 4 % to 8 % of White or Asian students displayed mathematics or science difficulties while attending U.S. elementary schools. The percentages of Black students displaying mathematics or science difficulties increased from kindergarten to fifth grade from about 15 % to 25 % (<em>p</em>s &lt; .001). Black, Hispanic, and American Indian students were more likely to display repeated mathematics or science difficulties. Racial and ethnic differences in the risks for mathematics and science difficulties during elementary school were substantially or fully explained by antecedent, opportunity, and propensity factors in kindergarten. Particularly strong explanatory factors were domain-specific and -general academic achievement and working memory. Efforts to address racial and ethnic differences in the risks for mathematics and science difficulties may need to begin by kindergarten.</div></div><div><h3>Educational relevance and implications statement</h3><div>We investigated the early onset, over-time stability, and explanatory factors of racial and ethnic differences in the risks for mathematics or science difficulties during elementary school.</div><div>Results indicated practically and statistically significant differences in the relative percentages of Black, Hispanic, and American Indian students displaying mathematics or science difficulties. Black, Hispanic, and American Indian students also were more likely to experience repeated mathematics or science difficulties. Initially observed racial and ethnic differences in the risks for mathematics or science difficulties including repeatedly over time were substantially or fully explained by antecedent, opportunity, and propensity factors in kindergarten, particularly domain-specific and -general academic achievement and working memory. Our regression models suggest that policies and practices successfully targeting these explanatory factors may help to reduce or eliminate racial and ethnic differences in the risks for mathematics and science difficulties during elementary school. Doing so may result in higher rates of educational attainment, socio-emotional adjustment, mental health, and adulthood wellbeing including by students of color.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102859"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884722","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 influence of learners' prior knowledge composition on interpersonal brain synchronization and learning outcomes in learning by teaching","authors":"Yan Zheng ,&nbsp;Xin Zhao ,&nbsp;Zhongling Pi ,&nbsp;Xiying Li ,&nbsp;Zhiyuan Wang","doi":"10.1016/j.lindif.2026.102873","DOIUrl":"10.1016/j.lindif.2026.102873","url":null,"abstract":"<div><div>This study investigated how the composition of prior knowledge in teacher-student pairs, in which one learner acts as the teacher and the other as the student during a learning by teaching approach, influences teacher participants' learning performance, instructional behaviors and quality, and interpersonal brain synchronization (IBS). Results showed that high prior knowledge teacher participants with high prior knowledge outperformed their counterparts in transfer tasks and engaged more frequently in metacognitive and responsive instructional behaviors, regardless of the student participants' prior knowledge. Additionally, dyads composed of a teacher participant of low prior knowledge and a student participant of high prior knowledge exhibited more reflective and adaptive teaching behaviors, enhancing bridging inferences. Furthermore, both bridging inferences and increased IBS in the IPL-aPFC, SMG-SMA, SMG-SMG and SMG-dlPFC pairings significantly predicted learning performance.</div></div><div><h3>Educational relevance statement</h3><div>This study underscored the pivotal role of the prior knowledge composition between teacher and student participants in shaping teacher participants' performance, instructional behaviors, and interpersonal brain synchronization during learning by teaching. Teacher participants with high prior knowledge consistently achieved superior transfer performance and displayed more metacognitive and responsive instructional behaviors, regardless of student participants' prior knowledge levels. Dyads consisting of teacher participants with low prior knowledge and student participants with high prior knowledge engaged more in reflective and adaptive teaching, which facilitated stronger bridging inferences. Moreover, bridging inferences and increased IBS in IPL-aPFC, SMG-SMA, SMG-SMG and SMG-dlPFC pairings were found to positively predict learning performance. Our findings have important implications for instructors, highlighting the need to tailor instructional scaffolding to teacher and student participants with differing levels of prior knowledge. For instance, teacher participants with high prior knowledge should be encouraged to foster deeper reasoning and metacognitive engagement. Meanwhile, in LT-HS dyads (teacher participants with low prior knowledge and student participants with high prior knowledge), student participants with high prior knowledge can be encouraged to take on guiding roles that promote bridging inferences and adaptive instructional practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102873"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022723","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 interplay between child and parental ADHD symptoms on academic achievement through homework support: A moderated mediation model","authors":"Julie Goulet ,&nbsp;Catherine F. Ratelle ,&nbsp;André Plamondon ,&nbsp;Frédéric Guay ,&nbsp;Stéphane Duchesne ,&nbsp;Julien S. Bureau ,&nbsp;David Litalien","doi":"10.1016/j.lindif.2026.102867","DOIUrl":"10.1016/j.lindif.2026.102867","url":null,"abstract":"<div><div>Parental homework support is important for children's academic success, especially when they exhibit high attention-deficit/hyperactivity disorder (ADHD) symptoms. However, the homework period can become challenging, further intensified by parents' own ADHD symptoms. Using longitudinal data from 1505 French-Canadian parents (74.8% mothers) of elementary students, we first examined child ADHD symptoms as a predictor of subsequent academic achievement, mediated by parental homework content-oriented support and parental affect. Child ADHD symptom severity was indirectly associated with lower academic achievement through reduced parental positive affect during homework. Subsequently, using latent moderated mediation, we investigated whether parental ADHD symptoms moderated the link between child ADHD and homework support variables. No significant moderation emerged for mothers or fathers. However, parental symptoms were negatively associated with content-oriented support and positive affect. Our findings highlight the need to consider child and parent ADHD symptoms in homework approaches to foster more positive and effective parental support experiences.</div></div><div><h3>Educational Relevance Statement</h3><div>The detrimental role of ADHD symptoms on academic achievement necessitates a better understanding of the mechanisms involved. Parental homework support can play a pivotal role in this process. This research underscores that it is not merely the frequency of support that matters, but parents' positive experience during homework that is vital to children's academic success. However, both children's and parents' ADHD symptoms can make this experience harder. Therefore, schools must proactively design engaging assignments and provide support to foster positive parental engagement during homework, transforming it into a powerful tool for student success.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102867"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977590","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":"Emotional intelligence predicts initial status and growth of reading comprehension in primary school students","authors":"Liyan Yu ,&nbsp;Catherine McBride ,&nbsp;Xiuhong Tong","doi":"10.1016/j.lindif.2025.102814","DOIUrl":"10.1016/j.lindif.2025.102814","url":null,"abstract":"<div><div>This study examined the associations between emotional intelligence and the initial level and growth rate of reading comprehension in narrative and non-narrative texts. A sample of 689 Chinese third-grade students (49.49 % girls; <em>M</em>_age = 9.23 years, <em>SD</em> = 0.66) from eight primary schools was assessed over three years. At Time 1, students completed measures of emotional intelligence, word reading, and listening comprehension. Reading comprehension was assessed at all three time points. Latent growth curve modeling revealed that emotional intelligence at Time 1 predicted the initial level of reading comprehension for both narrative and non-narrative texts but only predicted the growth rate for narrative texts. These findings highlight the importance of emotional intelligence in reading comprehension, particularly for narrative texts, and emphasize the need to incorporate it into reading comprehension models.</div></div><div><h3>Educational relevance statement</h3><div>The findings that emotional intelligence is associated with initial reading comprehension for both narrative and non-narrative texts and that it uniquely predicts growth for narrative texts, highlights new opportunities for enhancing reading instruction. Gender differences, with boys showing lower initial comprehension and slower growth, underscore the need for gender-sensitive instructional strategies. These results suggest that incorporating emotional intelligence into literacy education and adapting instruction based on text genre and gender may lead to more effective and equitable reading outcomes for diverse learners.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102814"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420043","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":"Separating prior knowledge from acquired knowledge: An individual differences analysis of PISA - learning in the digital world","authors":"Leonard Tetzlaff ,&nbsp;Lothar Persic-Beck ,&nbsp;Ulf Kröhne ,&nbsp;Carolin Hahnel ,&nbsp;Daniel Schiffner ,&nbsp;Frank Goldhammer","doi":"10.1016/j.lindif.2025.102820","DOIUrl":"10.1016/j.lindif.2025.102820","url":null,"abstract":"<div><div>The innovative PISA domain “Learning in the digital world (LDW)” integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task.</div></div><div><h3>Educational relevance statement</h3><div>This study provides initial evidence that a learning process takes place during PISA-LDW assessments. Students that made use of the provided learning opportunities and/or have high intelligence consistently performed better than would be expected based on their prior knowledge. The use of learning opportunities was related to the learning goal orientation of students. Digital environments should be designed in a way that is conducive to learning goal orientations and provide explicit learning opportunitites.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102820"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420044","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":"Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students","authors":"Amelia Mañá ,&nbsp;Lidia Altamura ,&nbsp;Pablo Delgado ,&nbsp;Laura Gil ,&nbsp;Mario Romero-Palau ,&nbsp;Marian Serrano-Mendizábal ,&nbsp;Cristina Vargas ,&nbsp;Ladislao Salmerón","doi":"10.1016/j.lindif.2025.102818","DOIUrl":"10.1016/j.lindif.2025.102818","url":null,"abstract":"<div><div>Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.</div></div><div><h3>Educational relevance statement</h3><div>In today's digital age, high school students face significant challenges in self-regulating their reading comprehension process. Addressing this particular concern, the current study examines how answering questions and receiving feedback while reading digital texts can enhance self-regulation and comprehension in high school students. Of particular relevance for instruction was the fact that different types of feedback had opposing effects depending on students grade level. Providing elaborated information aimed at guiding text processing to solve a comprehension question (e.g., “It is important to combine the information in the text with your own knowledge”) supported students in their early years of high school, while simply stating whether the response was correct or incorrect worked better for those in the final years of high school. These results can help educators make informed decisions about designing feedback in digital environments to promote self-regulation and comprehension.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102818"},"PeriodicalIF":9.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420042","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}