Learning and Individual Differences最新文献

{"title":"Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains","authors":"Oana Costache ,&nbsp;Peter A. Edelsbrunner ,&nbsp;Eva S. Becker ,&nbsp;Fabio Sticca ,&nbsp;Fritz C. Staub ,&nbsp;Thomas Goetz","doi":"10.1016/j.lindif.2025.102798","DOIUrl":"10.1016/j.lindif.2025.102798","url":null,"abstract":"<div><div>In this three-year-longitudinal study, we examined how students' gender, conscientiousness, academic specialization, and perceived need satisfaction predict stability and change in students' extrinsic and intrinsic value beliefs across mathematics, German, English, and French. Additionally, we investigated the relationship between changes in these motivational profiles and students' domain-specific academic achievement. Multilevel latent transition analyses based on a sample of 850 Swiss-German upper-secondary students (<em>M</em>_age <em>=</em> 15.6 years, 54 % female) revealed four domain-independent profiles of extrinsic value beliefs and five domain-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs were related to stable personal factors such as students' gender, choice of specialization domain, and conscientiousness. In contrast, changes in intrinsic value beliefs depended on students' year-specific perceived need satisfaction, notably in mathematics and French. There were no significant associations between a decline in intrinsic value beliefs and students' domain-specific achievement at any measurement point.</div></div><div><h3>Educational relevance statement</h3><div>Across math and languages in 9th to 11th grade, some students' ascribed value to these subjects declines whereas others' remains stable. Being male, choosing a STEM major, and being less conscientious predict loss in value ascribed to grades. Lack of perceived autonomy, competence, and social embeddedness predicts loss in subject likeability. Interventions aimed at improving students' perceived autonomy, competence, and social embeddedness may prevent motivational decline.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102798"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107702","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":"Mathematics motivation, achievement, and gender inequality in social intuitions: Unpacking gender differences in STEM career expectations across 75 societies","authors":"Wei Wu ,&nbsp;Yanan Zhang","doi":"10.1016/j.lindif.2025.102815","DOIUrl":"10.1016/j.lindif.2025.102815","url":null,"abstract":"<div><div>Gender disparities in STEM career expectations emerge early and remain persistent worldwide. Drawing on PISA 2022 data from 75 societies (<em>N</em> = 578,627), this study examines how mathematics-related motivation and achievement interact with gender inequality in social institutions. Results indicate that males consistently report higher STEM career expectations than females. Intrinsic value in mathematics widens the gender gap, whereas academic achievement exerts a powerful equalizing effect that, at high levels, allows females to surpass males. Greater gender inequality in social institutions is linked to higher overall STEM expectations but simultaneously amplifies gender gaps. The equalizing effect of achievement is intensified in contexts of stronger family discrimination and restricted civil liberties but weakened when physical integrity is constrained. Conversely, the gap-widening effect of intrinsic value is attenuated under limited access to resources. Findings underscore the need for gender-responsive educational policies that address both individual processes and institutional conditions.</div></div><div><h3>Educational impact and implications statement</h3><div>This study demonstrates that mathematics-related motivation and achievement interact with gender inequality in social institutions to shape adolescents' STEM career expectations. While intrinsic value tends to widen gender gaps, high levels of academic achievement can act as an equalizer, underscoring the importance of supporting female students' achievement pathways. The moderating role of gender inequality in social institutions indicates that classroom interventions alone are insufficient; broader societal efforts to reduce restrictions on physical integrity are also essential to advance gender equity in STEM career expectations. The weakening of motivational effects under limited resources and assets highlights the need to ensure equitable access to STEM career opportunities. Together, these insights call for gender-responsive strategies and policies that enhance academic achievement, address structural barriers, and foster inclusive environments that encourage both female and male students to pursue STEM careers.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102815"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362855","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":"Parental response to failure, teachers' goal-oriented instructional practices, and chinese adolescents' mastery motivation in math learning: A longitudinal multilevel examination","authors":"Tong Zhou ,&nbsp;Xi Chen ,&nbsp;Jingyao Bai ,&nbsp;Hongyu Fan ,&nbsp;Junsheng Liu","doi":"10.1016/j.lindif.2025.102810","DOIUrl":"10.1016/j.lindif.2025.102810","url":null,"abstract":"<div><div>This two-wave longitudinal study examined the unique and interactive effects of parents' and teachers' practices on Chinese adolescents' mastery motivation. Participants included 2093 middle school students (<em>M</em> _age = 14.01 years, <em>SD</em> = 0.71), their parents, and mathematics teachers. Data were collected via self-report questionnaires completed by parents, teachers and adolescents over six months. Multilevel modeling showed that parental person responses to failure negatively predicted adolescents' persistence at T2, while process responses had a positive effect. For negative reactions to failure, maternal person responses positively predicted negative reactions to failure only in classrooms with high levels of teacher's mastery-oriented practices. No such effect appeared in classrooms with low levels of these practices. Additionally, paternal person responses positively predicted adolescents' negative reactions to failure, whereas paternal process responses negatively predicted adolescents' negative reactions to failure. The implications of the results for parents' and teachers' practices on facilitating adolescents' math learning are discussed.</div></div><div><h3>Educational relevance statement</h3><div>This study provides new insights into the combined impact of parental and teacher practices on the development of adolescents' mastery motivation when they encounter setbacks in math learning. Using longitudinal multilevel approach, findings indicate that parental process responses foster persistence in adolescents, whereas person responses diminish their persistence when faced with failure. Additionally, when teachers focus on mastery-oriented practices in schools, but mothers emphasize person response at home, adolescents are more likely to have negative reactions to failure. Notably, only maternal person response was found to interact with teacher practices, while paternal responses showed consistent effects on adolescents' mastery motivation regardless of teacher practices. These results suggest that school-based interventions should actively involve both parents. For mothers, it is important to enhance the alignment between their practices at home with classroom practices. For fathers, it is important to improve their awareness of their influential role in adolescents' academic socialization. Encouraging consistent use of process responses across home and school may be key to fostering adolescents' resilience and motivation in the face of academic setbacks.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102810"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268817","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":"Tailoring interleaved practice: Does adaptive sequencing boost the interleaving effect?","authors":"Lea Nemeth ,&nbsp;Johannes Osterberg ,&nbsp;Frank Lipowsky","doi":"10.1016/j.lindif.2025.102804","DOIUrl":"10.1016/j.lindif.2025.102804","url":null,"abstract":"<div><div>Adaptive learning tailors instruction to learners' needs. An open question is whether potential benefits for learning also apply to adapting the sequencing of study materials. Interleaving exemplars benefits learning by fostering discriminative contrast between categories. Therefore, adapting the sequence in interleaved practice to individual learners' specific confusion patterns could boost its benefits. To test this assumption, 259 participants learned to classify paintings by six artists under blocked, random interleaved, or adaptive interleaved schedules. Blocking produced better performance and higher category learning judgments (CLJs) during study. Both interleaving conditions yielded better learning outcomes immediately and after a delay, though not higher post-study CLJs. No significant differences emerged between random and adaptive interleaving. The benefit of both interleaved conditions was independent of working memory capacity. Adaptive interleaving increased transitions between similar styles but did not reduce confusion errors. These results suggest that adaptive sequencing may not provide additional benefits beyond random interleaving.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102804"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159641","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":"Tracking self-regulated learning in action: How individual differences shape positive and negative regulation across three types of tasks","authors":"Ernesto Panadero ,&nbsp;Alazne Fernández-Ortube ,&nbsp;David Zamorano ,&nbsp;Leire Pinedo ,&nbsp;Iván Sánchez-Iglesias ,&nbsp;Lucía Barrenetxea-Mínguez","doi":"10.1016/j.lindif.2025.102808","DOIUrl":"10.1016/j.lindif.2025.102808","url":null,"abstract":"<div><div>Self-regulated learning (SRL) is essential for academic success yet few studies have explored how individual-level variables (e.g., prior academic achievement, self-reported SRL skills) relate to both adaptive (positive) and maladaptive (negative) SRL behaviors across different types of tasks. This study investigated the extent to which self-reported SRL skills and prior academic achievement predict both positive and negative SRL behaviors captured through think-aloud protocols, as well as task performance, across three cognitively distinct academic tasks (reading, oral analysis, and written analysis) within a repeated-measures design. Results showed that higher self-reported positive SRL and prior academic achievement predicted greater use of positive SRL strategies and better performance, whereas negative SRL behaviors appeared more sensitive to task demands than to individual traits. These findings highlight the value of distinguishing between positive and negative SRL and of integrating self-report and process data to better understand the dynamics of SRL and inform targeted educational interventions.</div></div><div><h3>Educational relevance statement</h3><div>This paper is educationally relevant because it shows that learning strategies should adapt to different tasks and stages providing evidence that self-regulated learning is context-dependent and dynamic, varying across tasks and individuals. Its findings inform the design of more responsive pedagogical interventions and valid assessment tools that capture students’ regulation processes in real learning contexts, emphasizing the role of prior achievement and strategy use in adaptive regulation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102808"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268316","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":"Why not have the best of both worlds? How to use direct instruction principles in inquiry-based instructional design","authors":"Ton de Jong ,&nbsp;Martha Georgiou ,&nbsp;Hasan Ozgur Kapici ,&nbsp;Martin Schwichow ,&nbsp;Talitha Christine Visser","doi":"10.1016/j.lindif.2025.102785","DOIUrl":"10.1016/j.lindif.2025.102785","url":null,"abstract":"<div><div>This paper explores how principles drawn from direct instruction can inform the design of inquiry-based instruction, moving beyond traditional debates that pit one method against the other. Inquiry-based instruction encourages students to infer and construct knowledge through activities such as hypothesis generation, experimentation, data analysis, and drawing conclusions, while direct instruction involves explicit guidance, modeling, and structured practice, so as to minimize errors. Both methods have unique strengths: inquiry-based instruction fosters conceptual understanding and higher-order thinking, while direct instruction ensures mastery of foundational skills such as problem solving. Recent work has tried combinations of these approaches, using designs where inquiry cycles are supported by just-in-time direct instruction or alternating methods to try to optimize learning; this paper presents another approach and attempts to apply direct instruction principles within guided inquiry learning. Examples from disciplines such as mathematics, biology, chemistry, and physics as presented within the Go-Lab ecosystem illustrate how blending these methods can support students' active engagement while ensuring robust knowledge development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102785"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060752","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":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment","authors":"Marvin Fendt,&nbsp;Xenia Muth,&nbsp;Peter Adriaan Edelsbrunner","doi":"10.1016/j.lindif.2025.102782","DOIUrl":"10.1016/j.lindif.2025.102782","url":null,"abstract":"<div><div>Critical evaluation of source credibility is essential in today’s digital landscape but often requires explicit instruction. Our meta-analysis synthesizes findings from 64 controlled experimental studies to assess the effectiveness of four different intervention approaches (i.e., historical thinking, multiple document literacy, sourcing, and lateral reading) to foster source credibility assessment. Source credibility assessment interventions were overall effective (<span><math><mrow><mi>g</mi><mo>=</mo><mn>0</mn><mo>.</mo><mn>42</mn><mo>,</mo><mi>p</mi><mo>&lt;</mo><mo>.</mo><mn>001</mn></mrow></math></span>), with lateral reading showing the largest effects. We found considerable heterogeneity (95% Prediction Interval [−0.33, 1.17]), indicating that expected effect sizes in a random study from among the population of studies reviewed range from small negative to large positive effects. Greater effects were observed with graduated participants compared to other educational backgrounds, as well as in university and school settings, regardless of age and gender composition. Additionally, interventions that used the open Internet demonstrated enhanced effectiveness. We conclude that (1) lateral reading is particularly suited to the digital information landscape, (2) repeated practice may enhance intervention effectiveness, and (3) ecological validity is highly important for intervention effectiveness.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102782"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050463","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":"Suggestions for culturally inclusive learning: Integrating diversity in educational research and promoting inclusive social and emotional learning support for all","authors":"Cheyeon Ha ,&nbsp;Sophia H.J. Hwang ,&nbsp;Rebecca Baelen ,&nbsp;Anabela C. Santos ,&nbsp;Dana Murano ,&nbsp;Johari Harris ,&nbsp;Paul Goren ,&nbsp;Kimberly A. Schonert-Reichl","doi":"10.1016/j.lindif.2025.102787","DOIUrl":"10.1016/j.lindif.2025.102787","url":null,"abstract":"<div><div>As articulated in the United Nations Sustainable Development Goal (SDG), achieving inclusive and equitable quality education is a global imperative (United Nations, 2015, 2025), and inclusive approaches such as social and emotional learning (SEL) represent a vital pathway toward realizing this vision in future education. However, there is still a shortage of empirical studies that examine the implementation of such learning support programs in K-12 schools to validate their intended outcomes. We emphasize the critical need of inclusive SEL in schools and propose ways that future educational approaches can more effectively foster the positive development of diverse learners. Specifically, we explored how inclusive SELthat integrates multicultural perspectives and emphasizes individual differences, can contribute to a paradigm shift in future education. Ultimately, we integrate theoretical perspectives to illustrate how these school-based SEL programs can contribute to methodological advancements and a deeper understanding of individual learning differences in future educational research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102787"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107698","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":"Cross-lagged relations between phonological awareness, rapid automatized naming, and english word reading among native Chinese-speaking children","authors":"Haibo Zhang ,&nbsp;George K. Georgiou ,&nbsp;Rui Chen ,&nbsp;Gai Zhao ,&nbsp;Yuyin Ding ,&nbsp;Yao Deng ,&nbsp;Sha Tao","doi":"10.1016/j.lindif.2025.102789","DOIUrl":"10.1016/j.lindif.2025.102789","url":null,"abstract":"<div><div>This study aimed to examine the cross-lagged relations between English phonological awareness (EPA), English rapid automatized naming (ERAN), and word reading among native Chinese-speaking children, and the cross-linguistic effects of Chinese phonological awareness (CPA) and Chinese rapid automatized naming (CRAN) on English reading. Participants were 132 Mandarin-speaking Chinese children from Grades 2 to 5 (70 boys, 62 girls; <em>M</em>_age = 9.32 years, <em>SD</em> = 1.07) who were followed for a year. At baseline (T1) and follow-up (T2), they were assessed on EPA, ERAN, and English word reading. At T1, they were also assessed on CPA and CRAN. Cross-lagged model analysis revealed that T1 English word reading predicted T2 EPA and ERAN. There were no cross-linguistic effects of CPA and CRAN on English word reading. These findings suggest that for native Chinese-speaking children, English metalinguistic skills are influenced by their English word reading abilities and not the opposite.</div></div><div><h3>Educational relevance and implications statement</h3><div>For children who do not have exposure to English at home prior to going to school and learning English, their metalinguistic skills do not develop in the same way as they do for native English speakers, where metalinguistic abilities typically precede reading development. Instead, their metalinguistic skills may be “delayed” and develop after reading. Additionally, the lack of cross-linguistic effects from Chinese metalinguistic cognition to English reading suggests the need for language-specific screening tools to accurately identify potential reading difficulties in bilingual contexts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102789"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107701","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":"What matters for students' social and emotional skills: The associations with student, parent, and teacher growth mindsets?","authors":"Jing Zhang ,&nbsp;Hansheng Zhang ,&nbsp;Kaiyue Shang ,&nbsp;Zhongjing Huang","doi":"10.1016/j.lindif.2025.102799","DOIUrl":"10.1016/j.lindif.2025.102799","url":null,"abstract":"<div><div>Students' social and emotional skills are related to one's success in life. However, the association between students', parents', and teachers' mindsets and these skills remains underexplored. Our study utilizes data from 7268 Chinese adolescents aged 10 and 15 from the OECD Survey on Social and Emotional Skills, analyzing the relationship between mindsets and skills acquisition. The findings reveal that students' own mindsets are associated with their social and emotional skills, and that the mindsets of parents and teachers are also related to these skills. Practical implications are discussed, along with some insights into future education of social and emotional skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102799"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159640","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}