Learning and Individual Differences最新文献

{"title":"Persistent effectiveness of mathematics homework time from primary school to early middle school: A longitudinal study from China","authors":"Lidong Wang ,&nbsp;Mengying Li ,&nbsp;Yifang Wu ,&nbsp;Yali Hu ,&nbsp;Liang Luo","doi":"10.1016/j.lindif.2025.102642","DOIUrl":"10.1016/j.lindif.2025.102642","url":null,"abstract":"<div><div>Mathematics homework is common in East Asia, as teachers and parents believe it will improve students' academic performance; however, its long-term effectiveness has not been determined. This study analysed the long-term effect of fifth-grade students' mathematics homework time on their achievement using a longitudinal design. We tracked the mathematics achievement of 3194 students between grades five and seven and their mathematics homework time during the first semester of grade five. We administered a student-reported questionnaire, designed a mathematics testing instrument to track retrospective longitudinal variations in achievement, and analysed the effectiveness of daily mathematics homework time on achievement using hierarchical linear modelling. The results revealed no evidence that assigning more homework in primary school enhanced students' mathematics achievement in early middle school. The findings extend existing knowledge of homework effectiveness, provide insights for student development, and offer implications for educational practice and future research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102642"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182851","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":"Redefining education: The role of study crafting in enhancing students' well-being, self-direction, and academic achievement","authors":"Lorenzo Duchi ,&nbsp;Lisette Wijnia ,&nbsp;Sofie Loyens ,&nbsp;Fred Paas","doi":"10.1016/j.lindif.2024.102608","DOIUrl":"10.1016/j.lindif.2024.102608","url":null,"abstract":"<div><div>In this study, we examine the concept of “study crafting”, whereby students personalize their education in line with their strengths, interests, and goals. It is based on the concept of job crafting that has gained traction in work and organizational psychology. Study crafting could be valuable in higher education, where personalized learning experiences are increasingly vital. We developed a measurement for study crafting and analyzed its relationships with related constructs in a sample of 382 Dutch university students. Study crafting was positively associated with psychological need satisfaction, self-directed learning skills, and academic satisfaction, and negatively with burnout. Structural equation modeling revealed that study crafting had an indirect effect on self-directed learning, burnout, academic satisfaction, and academic achievement through psychological need satisfaction. While our findings suggest significant associations between study crafting and various student outcomes, it is important to note that cross-sectional designs limit the ability to draw causal inferences.</div></div><div><h3>Educational relevance and implication statement</h3><div>This study introduces “study crafting” as a concept for creating personalized learning experiences that embrace students' knowledge, skills, attitudes, and ambitions. It finds that students can actively shape their education to match their strengths, interests, and goals, which in turn impacts their psychological well-being, self-directed learning skills, as well as academic satisfaction and success. The research highlights that learners can proactively design their education to experience a more engaged, empowered, and healthier life. By fostering a partnership between students and educators, the study suggests a shift towards a more student-centered education, where learners have a significant say in their educational journey, enhancing its relevance and impact on their lives.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102608"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181485","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":"Motivational profiles among high-ability students from a self-determination perspective: Stability, antecedents, and comparisons with average-ability students","authors":"Alicia Ramos ,&nbsp;Maarten Vansteenkiste ,&nbsp;Jeroen Lavrijsen ,&nbsp;Bart Soenens ,&nbsp;Karine Verschueren","doi":"10.1016/j.lindif.2024.102620","DOIUrl":"10.1016/j.lindif.2024.102620","url":null,"abstract":"<div><div>According to self-determination theory, motivation varies based on the fulfillment of psychological needs, ranging from autonomous to controlled forms. Cognitively high-ability students (IQ ≥120) may face unmet needs in general education, which is designed primarily for average learners. This study, involving two large samples (Sample 1: <em>N</em> = 3429 students; Sample 2: <em>N</em> = 5740 students) explores motivational profiles among high-ability students across four education stages, comparing them with average-ability students. Using latent profile and transition analysis, it identifies consistent profiles and transitions. High-ability students, more prevalent in profiles characterized by lower autonomous motivation, shifted towards even lower levels during secondary school. Insufficient curricular challenge, reported to a greater extent by the high-ability students, was linked to the lower quality profiles. Findings emphasize the necessity for tailored secondary school environments to better address the unique needs of high-ability students, highlighting the importance of adequate challenge for fostering quality motivation.</div></div><div><h3>Educational relevance and implications</h3><div>This study found less optimal motivation among high-ability students when compared to their peers. This was especially apparent in secondary school. Sufficient challenge in the curriculum was linked to higher quality motivation, and the high-ability students reported lower levels of adequate curricular challenge. These findings suggest that school environments must do more to meet the educational needs of high-ability students to foster their motivation for school, particularly by offering adequate challenge.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102620"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181489","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":"Measuring secondary education students' self-regulated learning processes with digital trace data","authors":"Joni Lämsä ,&nbsp;Susanne de Mooij ,&nbsp;Olli Aksela ,&nbsp;Shruti Athavale ,&nbsp;Inti Bistolfi ,&nbsp;Roger Azevedo ,&nbsp;Maria Bannert ,&nbsp;Dragan Gasevic ,&nbsp;Inge Molenaar ,&nbsp;Sanna Järvelä","doi":"10.1016/j.lindif.2024.102625","DOIUrl":"10.1016/j.lindif.2024.102625","url":null,"abstract":"<div><div>This study investigates secondary education students' self-regulated learning (SRL) processes with digital trace data, particularly whether SRL processes found in secondary education are comparable to those observed in higher education. We therefore adapted a digital learning environment and rule-based AI algorithm originally designed to measure SRL in higher education and collected multi-trace data from 13-year-old students (<em>N</em> = 179) across three European countries during an essay-writing task. Hidden Markov modeling was employed to capture latent SRL processes. Four latent SRL processes emerged: orientation, first-reading, writing, and re-reading combined with monitoring. By clustering sequences of these latent SRL processes, we identified four sequential patterns of SRL processes at the task level: writing with metacognitive monitoring, writing intensively, reading first, writing next, and reading and writing simultaneously. Our findings highlight how AI and multi-trace data can be used to measure SRL during learning, providing a basis for enhancing personalized support.</div></div><div><h3>Educational relevance and implications statement</h3><div>Self-regulated learning (SRL) is vital in the digital world. In this study, we investigated secondary education students' SRL processes with digital trace data. We also demonstrated that the instrumentation of a digital learning environment and rule-based AI algorithm originally designed to measure SRL processes in higher education can be leveraged to measure SRL processes in secondary education students. The real-time measurement of covert SRL processes is important as this information can 1) raise students' awareness on their learning, 2) help teachers to support students' learning, and 3) form the basis for providing personalized support for these processes with the help of AI-enhanced learning technologies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102625"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181493","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":"When struggling readers meet the screen – A secondary analysis of ePIRLS 2016 data","authors":"Oscar Skovdahl ,&nbsp;Ladislao Salmerón ,&nbsp;Øistein Anmarkrud","doi":"10.1016/j.lindif.2024.102623","DOIUrl":"10.1016/j.lindif.2024.102623","url":null,"abstract":"<div><div>Despite past efforts to investigate how students' interactions with digital devices shape their digital reading comprehension skills, we still need more knowledge about struggling readers in digital reading contexts. Previous research has shown that digital reading comprehension is negatively associated with general digital device usage and positively associated with some academic digital reading activities in the general student population. We used data from ePIRLS 2016 to investigate whether such patterns are related differently to struggling and nonstruggling readers. For struggling readers, we found that digital reading comprehension was negatively associated with the general use of digital devices for schoolwork. There was no statistically significant relationship between academic digital reading activities and digital reading comprehension. In contrast, this relationship was positively associated with digital reading comprehension among nonstruggling readers. We discuss how typical digital classroom activities may be differently related to digital reading comprehension depending on students' print reading comprehension skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102623"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181495","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":"What is creative in childhood writing? Computationally measured linguistic characteristics explain much of the variance in subjective human-rated creativity scores","authors":"Birsu Kandemirci ,&nbsp;Roger E. Beaty ,&nbsp;Dan Johnson ,&nbsp;Bonamy R. Oliver ,&nbsp;Yulia Kovas ,&nbsp;Teemu Toivainen","doi":"10.1016/j.lindif.2025.102626","DOIUrl":"10.1016/j.lindif.2025.102626","url":null,"abstract":"<div><div>The present study investigated the extent to which linguistic features of children's stories (analysed using automated techniques), predicted human-rated Creative Expressiveness and Logic scores (both assessed with the Consensual Assessment Technique). A sample of 160 children (Mage = 8.99 years, SD = 0.3) wrote stories based on three pictures. Eleven linguistic characteristics were measured: Length, Grammar, Originality, Controlled Lexical Diversity, Uncontrolled Lexical Diversity, Divergent Semantic Integration (DSI), Referential Cohesion, Narrativity, Syntactic Simplicity, Word Concreteness and Deep Cohesion. The results showed that 51 % of the variance in Creative Expressiveness was explained by Length, DSI, Originality, Grammar, and Controlled Lexical Diversity (<em>sr</em>² = 0.01 to 0.14). In comparison, 28 % of the variance in Logic scores was accounted for by DSI, Grammar, Controlled Lexical Diversity, Syntactic Simplicity, and Narrativity (<em>sr</em>² = 0.01 to 0.06). These findings offer insights for educational practices by identifying the linguistic characteristics relevant to children's creative writing as opposed to logical narration.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102626"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181490","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":"When mistakes instruct: Explaining errors in diagrams supports comprehension for low spatial individuals","authors":"Allison J. Jaeger","doi":"10.1016/j.lindif.2025.102632","DOIUrl":"10.1016/j.lindif.2025.102632","url":null,"abstract":"<div><div>Learning from expository science text is challenging and often relies on spatial thinking skills to build an accurate mental model of the phenomena being described. Generative learning strategies have been shown to support improved text comprehension and may be especially beneficial for students with low spatial skills who struggle to generate spatial mental models. The present set of studies examined the effect of sketching versus explaining errors in diagrams on science text comprehension. Further, this work examined if the impacts of these generative learning activities interacted with spatial thinking skills. In Study 1, generating sketches or explaining erroneous diagrams resulted in lower comprehension compared to an active control condition. In Study 2, the generative learning activities were adapted to reduce extraneous cognitive processing and an additional erroneous examples condition with highlighted errors was included. Results demonstrated that explaining highlighted errors supported comprehension compared to generating sketches or copying correct diagrams. There was an interaction with spatial skills such that high spatial students demonstrated improved comprehension in the sketch and copy conditions, whereas students with high and low spatial students performed equally in the highlighted erroneous examples condition. These findings demonstrate that explaining errors in diagrams can support science text comprehension, and that this type of learning activity may rely less on spatial thinking skills.</div></div><div><h3>Educational relevance and implications statement</h3><div>Learning from expository science text is challenging and often relies on spatial thinking skills to build an accurate mental model of the phenomena being described. The goal of the present study was to examine the impact of different generative learning strategies on science text comprehension and how the impact of those strategies interacts with individual differences in spatial thinking skills. The results indicated that having students explain errors in example diagrams supported comprehension and was a more effective learning strategy for individuals with low spatial thinking skills than generating sketches. These results suggest that science instruction can be adapted to provide more support for students with lower spatial skills, which could ultimately have implications for increasing diversity and representation in the STEM pipeline.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102632"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143273648","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":"Experimental evidence for rule learning as the underlying source of the item-position effect in reasoning ability measures","authors":"Helene M. von Gugelberg ,&nbsp;Karl Schweizer ,&nbsp;Stefan J. Troche","doi":"10.1016/j.lindif.2024.102622","DOIUrl":"10.1016/j.lindif.2024.102622","url":null,"abstract":"<div><div>For adequate description of reasoning test data, the consideration of the item-position effect (IPE) as a second latent variable in addition to reasoning ability is often required. The present study investigated the assumption that the learning of rules underlies the IPE. The factorial structure of two figural analogies tests was compared. 429 participants (age: 18–56 years) were randomly assigned to two conditions. In the continuous rule condition, the same rule had to be applied to all items and a typical IPE emerged. In the discontinuous rule condition, rules suddenly changed for the last items. This change led to the disruption of the IPE. A third latent variable was required to describe variance in the last items. Thus, the repetition of rules seems to be a precondition for a continuous IPE across test items. This is first evidence beyond correlations that individual differences in rule learning underlie the IPE.</div></div><div><h3>Educational relevance</h3><div>Reasoning tests are frequently used as an indicator of (general) intelligence and are valuable predictors of academic achievement. Our online experiment provides evidence for the notion that individual differences in reasoning tests are influenced by ad hoc rule learning during test taking that can be described as a latent variable and separated from the innate reasoning ability. These findings highlight the importance of not only looking at the overall performance but paying more attention to the dynamics of the test taking process itself.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102622"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181491","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":"Stability of early number sense competencies for predicting mathematics difficulties","authors":"Amber Beliakoff ,&nbsp;Nancy Jordan ,&nbsp;Alice Klein ,&nbsp;Brianna Devlin ,&nbsp;Chun-Wei Huang","doi":"10.1016/j.lindif.2025.102633","DOIUrl":"10.1016/j.lindif.2025.102633","url":null,"abstract":"<div><div>Significant individual differences in children's number competencies exist in early childhood, and these competencies can have long-term implications for academic and economic success (National Research Council, 2009). The present study assessed the classification accuracy of the Screener for Early Number Sense (SENS), a screening tool grounded in an evidence-informed conceptual model of number sense that is designed for children in pre-kindergarten (pre-K), kindergarten, and first grade. A cohort of 450 children was assessed on the SENS, followed by a standardized mathematics achievement measure one year later. Receiver operating characteristic (ROC) curve analyses indicated that the SENS effectively differentiated children who went on to show math difficulties (MD) from those without MD. Accuracy rate was acceptable for pre-K, kindergarten, and first grade. An analysis of SENS performance over time categorized by MD risk status revealed differing patterns of growth across the pre-K vs. kindergarten year. These collective findings underscore the importance of math screening as early as pre-K.</div></div><div><h3>Educational relevance</h3><div>Educators need reliable and valid tools to identify young children who may be at risk for mathematics learning difficulties. The present study presents a number sense screener that accurately predicts pre-kindergarten, kindergarten, and first grade students' later mathematical difficulties. The study demonstrates how screener results and prevalence rates can be used to identify individual-level student risk and to make subsequent instructional decisions across varying schools or districts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102633"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181141","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":"Early predictors of mathematics learning difficulty in rural Chinese children","authors":"Yingyi Liu ,&nbsp;Xiao Zhang ,&nbsp;Nan Xiao","doi":"10.1016/j.lindif.2025.102630","DOIUrl":"10.1016/j.lindif.2025.102630","url":null,"abstract":"<div><div>Mathematics learning difficulty (MLD) can be manifested in the early years of primary school, yet its early indicators remain largely unexplored, particularly in the context of rural children. This study sought to address this gap by investigating the early predictors of MLD in rural Chinese children. The first wave of assessments conducted on 106 rural preschoolers (aged 40–60 months) encompassed IQ, spatial skills, short-term and working memory, visual attention, and vocabulary. Two years later, in Grade 1, their mathematics achievement was assessed, leading to the identification of 26 children with MLD (25 % percentile cut-off). After adjusting for age, it was found that children with MLD scored lower on preschool measures of spatial skills and visual attention compared to their typically achieving peers. Logistic regression analyses further revealed that lower preschool visual attention scores were indicative of a higher MLD probability in Grade 1. Also, a longer duration of boarding preschool attendance was associated with a lower MLD probability. This study thus provides novel insights into early cognitive and contextual factors that contribute to the later identification of MLD in rural Chinese children.</div></div><div><h3>Educational relevance and implications statement</h3><div>The present study revealed that disparities in spatial skills and visual attention, measured in preschool, differentiated rural Chinese children with and without mathematics learning difficulty (MLD). Additionally, visual attention and boarding school experience during preschool appeared to be uniquely predictive of the likelihood of MLD two years later. Practically, visual attention could be considered to be included in the early screening tools to detect children potentially at risk of developing MLD, at least in rural Chinese settings. Moreover, despite concerns about the well-being of children receiving institutionalized residential childcare at a young age, the practice of boarding during preschool in rural China appears to exert some beneficial effects on children's math development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102630"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181488","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}