Learning and Individual Differences最新文献

{"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":"116 ","pages":"Article 102564"},"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":"116 ","pages":"Article 102563"},"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":"116 ","pages":"Article 102566"},"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":"116 ","pages":"Article 102565"},"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":"116 ","pages":"Article 102548"},"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":"116 ","pages":"Article 102560"},"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}

{"title":"Supporting students' basic needs is associated with better socio-emotional skills across cultures: A self-determination theory perspective","authors":"Faming Wang ,&nbsp;Ronnel B. King ,&nbsp;Lily Min Zeng","doi":"10.1016/j.lindif.2024.102535","DOIUrl":"10.1016/j.lindif.2024.102535","url":null,"abstract":"<div><p>Self-determination theory posits that teachers who support students' basic psychological needs for autonomy, competence, and relatedness (i.e., need-supportive teaching) are better able to facilitate students' optimal academic outcomes. However, the association between need-supportive teaching and students' socio-emotional skills remains relatively underexplored. This study explored the association between need-supportive teaching and students' socio-emotional skills. Additionally, it examined whether such association is similar or different across cultures (i.e., Western Europe, East Central Europe, East Europe, Latin America, English-speaking, Confucian, South and Southeast Asia, and Africa and the Middle East). Data from 519,487 secondary school students were analyzed. Results indicated that need-supportive teaching was positively associated with students' socio-emotional skills across cultures. However, there were slight variations in the magnitude of the relationship, with the strongest association observed in Confucian cultures. These findings highlight the universal importance of need-supportive teaching in developing students' socio-emotional skills and also surface some cross-cultural variations. Theoretical and practical implications are discussed.</p></div><div><h3>Educational relevance statement</h3><p>When students perceived their teachers to be more supportive of their basic psychological needs for autonomy, competence, and relatedness (i.e., need-supportive teaching), they had higher socio-emotional skills. These skills included self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This finding held across different cultural contexts, albeit with minor variations in terms of effect sizes. This study highlighted the positive relationship between need-supportive teaching and students' socio-emotional skills across different cultures.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102535"},"PeriodicalIF":3.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142238689","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":"A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory","authors":"Diana Raufelder ,&nbsp;Olga Steinberg ,&nbsp;Jaana Viljaranta ,&nbsp;Anna-Maija Poikkeus ,&nbsp;Kati Vasalampi","doi":"10.1016/j.lindif.2024.102555","DOIUrl":"10.1016/j.lindif.2024.102555","url":null,"abstract":"<div><p>The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions.</p></div><div><h3>Educational relevance and implications statement</h3><p>This study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102555"},"PeriodicalIF":3.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001481/pdfft?md5=c425bc39356e33d57c6f4eafd65b9c0f&pid=1-s2.0-S1041608024001481-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142230223","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":"Internal structure validity of the Self Description Questionnaire II and latent academic self-concept profiles of 9th grade students","authors":"Neža Podlogar ,&nbsp;Luka Komidar ,&nbsp;Mojca Juriševič","doi":"10.1016/j.lindif.2024.102559","DOIUrl":"10.1016/j.lindif.2024.102559","url":null,"abstract":"<div><p>The study was designed in two parts. First, we assessed the internal structure validity, measurement invariance across gender, and reliability of scores on the Slovenian version of the Self Description Questionnaire II (SDQ-II) in a sample of 9th grade students from Slovenian primary schools (<em>N</em> = 370). The modified nested Marsh/Shavelson model fit the data best, while measurement invariance across gender was not supported. In the second part, we used latent profile analysis to investigate different profiles of students' academic self-concept. We identified five distinct and interpretable profiles that differed by profile level (high, medium, and low academic self-concept) and profile shape (high academic self-concept in one domain vs. low academic self-concept in another). Subsequent covariate analysis revealed meaningful differences between latent profiles by gender and in overall and three subject-specific school grades (math, Slovenian, geography). The psychometric properties of the SDQ-II and individual differences in academic self-concept are discussed.</p></div><div><h3>Educational relevance and implications statement</h3><p>This study has important educational implications for researchers, teachers and school counsellors. The Slovenian version of the SDQ-II questionnaire was validated, providing a reliable tool for understanding the adolescents' academic self-concept (ASC). The identification of ASC profiles supports personalized teaching strategies and emphasizes the link between ASC and academic achievement, highlighting the importance of fostering students' self-concept. It also expands the understanding of ASC profiles in students by uncovering qualitative, i.e. different patterns of profiles for domain-specific self-concepts, and quantitative differences, i.e. different profile levels from low to high self-concepts.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102559"},"PeriodicalIF":3.8,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001523/pdfft?md5=c60a227a117d996f682c910fcb7d8c07&pid=1-s2.0-S1041608024001523-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142230222","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":"Cognitive and non-cognitive factors as predictors of academic performance","authors":"Jesús Privado ,&nbsp;Miren Pérez-Eizaguirre ,&nbsp;Marta Martínez-Rodríguez ,&nbsp;Luis Ponce-de-León","doi":"10.1016/j.lindif.2024.102536","DOIUrl":"10.1016/j.lindif.2024.102536","url":null,"abstract":"<div><p>Attempts have been made to predict academic performance (AP) from different factors, but in most cases it has been done with one measure or by combining two. We propose a study in which as predictors of AP we use: intelligence, estimated based on six factors (<em>Gf</em>, <em>Gc</em>, <em>Gv</em>, <em>Gs</em>, <em>Gsm</em> and <em>Gy</em>), general factor of personality, motivation (intrinsic, achievement and fear of failure), emotional intelligence, study skills, and psychopathology (anxiety, depression and stress). We evaluated 603 primary and secondary school students aged 12.88 (<em>SD</em> = 1.47), 47.6 % female. Results coming from structural equation modeling indicate that AP in primary school is explained by <em>g</em> (<em>β</em> = 0.40), <em>Gf</em> (<em>β</em> = 0.24), psychopathology (<em>β</em> = −0.17) and personality (<em>β</em> = 0.86) (Goodness of fit: GFI = 0,983, NFI = 0,916, SRMR = 0,089); and in secondary school by <em>g</em> (<em>β</em> = 0.64), <em>Gs</em> (<em>β</em> = 0.29) and personality (<em>β</em> = 0.68) (Goodness of fit: GFI = 0.990, NFI = 0.884, SRMR = 0.098). The results coincide with previous studies, with small discrepancies that may be due to the use of multiple predictors of AP. In conclusion, cognitive factors appear to be the best predictor of AP in primary and secondary school.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102536"},"PeriodicalIF":3.8,"publicationDate":"2024-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142157647","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}