Learning and Individual Differences最新文献

{"title":"Reading in print and digitally: Profiling and intervening in undergraduates' multimodal text processing, comprehension, and calibration","authors":"Lauren M. Singer Trakhman,&nbsp;Patricia A. Alexander,&nbsp;Jannah Fusenig","doi":"10.1016/j.lindif.2025.102627","DOIUrl":"10.1016/j.lindif.2025.102627","url":null,"abstract":"<div><div>This study reports on two experiments exploring differences in comprehension when students read multimodal documents (i.e., text and visual) in print and digital mediums. In Study I, 70 undergraduates read excerpts from an introductory geology textbook in print and on a computer screen. Data from comprehension and judgment of performance measures indicated that students comprehended better and spent more time reading in print than they did on screen. Based on processing behaviors, reading times, and judgments of performance accuracy (i.e., calibration), three clusters were identified. In Study II, 65 participants from Study I took part in an intervention aimed at improving students' comprehension and calibration when reading digitally. Students then read a multimodal text on the topic of volcanoes on screen. Analyses demonstrated that participants' comprehension scores and duration of reading were significantly improved over their performance in Study 1. However, calibration accuracy scores worsened for these participants following the intervention.</div></div><div><h3>Educational relevance statement</h3><div>Two studies examined how well students comprehended when reading in print and digitally, and how well they judged their performance in each medium. Based on reading time, reading behaviors, and comprehension scores, students read longer and understood more when they read in print. However, their performance judgments were poor under both mediums. After participating in an intervention aimed at improving comprehension and accuracy judgments for the digital medium, students' comprehension and the time they spent reading improved, but not their performance judgments.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102627"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182852","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 effects of the topic-specific and topic-general prior knowledge on learning from multiple complementary texts","authors":"Bailing Lyu,&nbsp;Matthew T. McCrudden","doi":"10.1016/j.lindif.2024.102624","DOIUrl":"10.1016/j.lindif.2024.102624","url":null,"abstract":"<div><div>This study examined how the amount and specificity of prior knowledge affected learning from multiple complementary texts. The amount of prior knowledge refers to the quantity of knowledge relevant to a text topic. Topic-specific prior knowledge refers to the knowledge of content explicitly presented in a text, whereas topic-general prior knowledge refers to knowledge related to information in a text but not explicitly presented in the text. Undergraduates (<em>n</em> = 59) completed measures of topic-specific and topic-general prior knowledge and typed their thoughts while reading two texts. Participants also completed measures of comprehension and transfer after reading. The amount and specificity of prior knowledge influenced learning from both texts. Additionally, learning from the first text mediated the impact of topic-specific knowledge on learning from the second text.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102624"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181496","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":"Perceived goal structures and student outcomes: Consistency of motivational experiences within and across classrooms","authors":"Rasa Erentaitė ,&nbsp;Rimantas Vosylis","doi":"10.1016/j.lindif.2024.102594","DOIUrl":"10.1016/j.lindif.2024.102594","url":null,"abstract":"<div><div>Our study investigates whether motivation experiences are consistent between and within classrooms, focusing on students' perceptions of goal structures, personal achievement goals, and grades. We used multilevel structural equation modeling with data collected from 1268 ninth-grade students (51.7 % females; average age = 14.87; standard deviation = 0.39) placed in 72 classes. Our findings show that students' perceptions of goal structures vary across classrooms, and that shared mastery goal perceptions are positively associated with average classroom grades. Within classrooms, when individual students perceive more mastery-related messages, their personal achievement goals (both mastery and performance) are higher. However, only mastery goals, out of the two student achievement goal orientations, are positively linked with grades and mediate between mastery goal structures and grades. Moreover, students from less affluent families have lower scores on both goal orientations and observe fewer performance-oriented messages in their learning environment; boys report lower mastery orientation. Student background effects on grades are partly explained by achievement goals, suggesting that unequal motivational experiences may partly account for achievement gaps related to social inequalities.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102594"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182060","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":"Individual differences in fluid intelligence moderate the interleaving effect for perceptual category learning","authors":"Steven C. Pan ,&nbsp;Liwen Yu ,&nbsp;Yilin Hong ,&nbsp;Marcus J. Wong ,&nbsp;Ganeash Selvarajan ,&nbsp;Michelle E. Kaku","doi":"10.1016/j.lindif.2024.102603","DOIUrl":"10.1016/j.lindif.2024.102603","url":null,"abstract":"<div><div>The <em>interleaving effect</em> refers to the finding that repeatedly switching between categories during study or practice enhances learning relative to focusing on only one category at a time. Two studies investigated whether this effect is moderated by individual differences in fluid intelligence (gF), episodic memory (EM) ability, and/or working memory capacity (WMC). In Study 1 (undergraduate students) and Study 2 (adult online participants), higher gF scores were associated with larger interleaving effects for perceptual categories (artists' painting styles). Additionally, higher EM ability was associated with larger interleaving effects for perceptual categories in Study 1, whereas an analogous pattern was observed for WMC in Study 2. There were no indications that the investigated cognitive abilities moderated the interleaving effect for text-based categories (psychological disorders). Overall, these findings suggest that higher-ability learners benefit especially from interleaving in the case of perceptual category learning, with attendant theoretical and pedagogical implications.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102603"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143183047","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":"Media multitasking reading habits are negatively associated to text comprehension and metacomprehension","authors":"Mario Romero ,&nbsp;Lidia Altamura ,&nbsp;Ladislao Salmerón ,&nbsp;Pablo Delgado","doi":"10.1016/j.lindif.2024.102593","DOIUrl":"10.1016/j.lindif.2024.102593","url":null,"abstract":"<div><div>Research on the relationship between media multitasking and text comprehension has largely focused on the consequences of multitasking concurrently to a reading episode. Little is known about the relation between media multitasking habits and text comprehension and metacomprehension. We conducted three experiments involving different student samples (undergraduates and secondary-school students). Participants read expository texts varying in length, difficulty, and the reading medium. Experiment 3 varied the presence of a distraction task. After reading, the students predicted their performance in a subsequent text comprehension test and then completed the test. Main results showed a negative association between media multitasking habits and text comprehension across all the experiments, even after controlling for students' sustained attention and short-term verbal memory capacity, reading comprehension skills, and prior knowledge. The association between media multitasking habits and metacomprehension varied across experiments. We discuss potential mechanisms underlying these relationships and suggest lines to further explore this phenomenon.</div></div><div><h3>Educational relevance and implications</h3><div>Our study identified a consistent negative association between the media multitasking reading habits of secondary-school and undergraduate students' and their text comprehension and metacomprehension. The relationship between undergraduate students' metacomprehension and media multitasking habits was more pronounced when reading long texts on screen (vs. in print). We found that text difficulty and engaging in a secondary off-task activity while reading did not significantly influence any of the associations. Although our results do not imply causation due to their correlational nature, they do support the idea of motivating and training students to minimize multitasking behaviour during reading to avoid potential detrimental effects on their reading comprehension skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102593"},"PeriodicalIF":3.8,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182059","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' study activities before and after exam deadlines as predictors of performance in STEM courses: A multi-source data analysis","authors":"Luise von Keyserlingk ,&nbsp;Fani Lauermann ,&nbsp;Qiujie Li ,&nbsp;Renzhe Yu ,&nbsp;Charlott Rubach ,&nbsp;Richard Arum ,&nbsp;Jutta Heckhausen","doi":"10.1016/j.lindif.2024.102598","DOIUrl":"10.1016/j.lindif.2024.102598","url":null,"abstract":"<div><div>Many college students struggle with regulating the time and effort they invest in classes. We used digital trace data from a learning management system to examine students' behavioral engagement and associations with course performance in four chemistry courses (<em>N</em> = 1596). Results from Study 1a show that behavioral engagement declined across the course, except for high spikes in exam weeks. Students with higher regularity and continued engagement after midterm exams obtained higher course grades, whereas steep increases in study activities shortly before exams did not predict performance. Using a selective subsample of students (<em>n</em> = 51, with 510 observations over time) who identified chemistry as a challenging course, Study 1b explores whether intentions to regulate learning behaviors with goal-directed control strategies lead to changes in behavioral engagement. Intentions to use control strategies lead to short-term changes in behavioral engagement, but students did not implement planned adjustments to their study behaviors in the long run.</div></div><div><h3>Educational relevance statement</h3><div>This study shows that consistent behavioral engagement in a learning management system over the course of a semester and early increases in learning activities before critical course exams predicted students' academic success in chemistry college courses. Students showed increased behavioral engagement immediately before course exams, but such short-term increases did not lead to better course performance. Instead, regular course engagement, as indicated by click activity in a learning management system, was significantly related to students' end-of-term course performance. Findings from a small and selective subsample of students who perceived the course as particularly challenging (study 1b) further suggest that students' intentions to change their behavioral engagement for the following exam(s) predicted only short-term changes in observed engagement in the learning management system. Thus, these students might benefit from further support to effectively regulate their learning behaviors. Studies 1a and 1b suggest that digital trace data from the course's learning management system can be informative in identifying struggling students, particularly using trace data from weeks around exams.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102598"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142756915","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":"The structure of adult thinking: A network approach to (meta)cognitive processing","authors":"Gabe Avakian Orona ,&nbsp;Jacquelynne S. Eccles ,&nbsp;Sabrina Solanki ,&nbsp;David A. Copp ,&nbsp;Quoc-Viet Dang ,&nbsp;Richard Arum","doi":"10.1016/j.lindif.2024.102584","DOIUrl":"10.1016/j.lindif.2024.102584","url":null,"abstract":"<div><div>Complex cognitive processes have been broadly categorized into three general domains: first-order cognition (i.e., thinking directed to solve problems), metacognition (i.e., thinking about one's thinking during problem-solving), and epistemic cognition (i.e., thinking about the epistemic nature of problems and beliefs about criteria for knowledge justification). Few, if any studies, have empirically examined the conditional dependencies between a large inventory of components simultaneously. This paper aims to contribute the first set of preliminary explorations into the interrelationships between different thinking and reasoning components that represent key aspects of emerging adult cognitive processing using a psychological network approach. In two cross-sectional studies (combined <em>N</em> = 1496), data was collected from undergraduate students enrolled at a large public university. Scrutiny of the networks suggests that thinking dispositions and competency with probability are key bridges between metacognitive abilities and epistemic beliefs. Implications for instruction are discussed.</div></div><div><h3>Educational relevance statement</h3><div>It remains a perennial aim of all education systems to improve the thinking and reasoning of students. But which complex cognitive processes are worthwhile targets, and how do they fit among the plethora of metacognitive, self-regulatory, and epistemological belief aspects of students? The present set of studies is the first to apply a network approach to a broad array of cognitive components to uncover the central student-level variables that can be targeted with instruction. Based on the findings of the two studies presented, instruction aimed at epistemic dispositions could potentially assist in the development of complex cognition because of their centrality to networks of effective reasoning processes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102584"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743247","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":"Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension","authors":"Angelica Ronconi,&nbsp;Gianmarco Altoè,&nbsp;Lucia Mason","doi":"10.1016/j.lindif.2024.102604","DOIUrl":"10.1016/j.lindif.2024.102604","url":null,"abstract":"<div><div>This study investigated the impact of reading texts on paper versus on screen on lower-secondary school students' perception of cognitive load, epistemic emotions, and text comprehension, while considering contextual and individual factors, that is, the strategy of highlighting and the motivational variable of reading self-efficacy. In a mixed-design experiment, 191 seventh graders read two informational texts, one in print and the other on screen. Half of the participants only read the texts, while the other half highlighted them to support comprehension. Students self-reported their perception of cognitive load and epistemic emotions immediately after reading. Text comprehension was assessed using literal and inferential multiple-choice questions. The study also examined whether the supportive role of self-efficacy varied across reading media. Findings suggest that adolescents' digital reading reduced cognitive load without affecting their text comprehension. However, limited benefits of highlighting and reading self-efficacy emerged in digital reading.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102604"},"PeriodicalIF":3.8,"publicationDate":"2024-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142743248","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":"The relationship between positive and painful emotions and cognitive load during an algebra learning task","authors":"Benjamin S. Hawthorne ,&nbsp;Gavin R. Slemp ,&nbsp;Dianne A. Vella-Brodrick ,&nbsp;John Hattie","doi":"10.1016/j.lindif.2024.102597","DOIUrl":"10.1016/j.lindif.2024.102597","url":null,"abstract":"<div><div>The mechanism through which emotional states impact learning is not yet fully understood. Through the lens of cognitive load theory, this study examines the relationship between emotional valence and learning during an algebra-based mathematics task and explores cognitive load as a potential mechanism through which emotions impact learning. Using structural equation modelling and path analysis of Australian Year 7 and 8 Secondary School students completing an algebraic learning task, we test a hypothesised model whereby extraneous cognitive load mediates the relationship between positive emotions, painful emotions, and learning. This model was tested against an alternative model with emotions mediating the relationship between extraneous cognitive load and learning. Results demonstrate that extraneous cognitive load mediates the relationship between painful emotions and learning. Alternatively, positive emotions were related to learning but not mediated by extraneous cognitive load. Implications of these findings for teachers and educators are also discussed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102597"},"PeriodicalIF":3.8,"publicationDate":"2024-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721177","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":"Idiographic learning analytics: Mapping of the ethical issues","authors":"Kamila Misiejuk ,&nbsp;Jeanette Samuelsen ,&nbsp;Rogers Kaliisa ,&nbsp;Paul Prinsloo","doi":"10.1016/j.lindif.2024.102599","DOIUrl":"10.1016/j.lindif.2024.102599","url":null,"abstract":"<div><div>This paper examines the ethical implications of idiographic learning analytics (LA), a personalized approach to learning where individual student data serves as the primary reference frame for analysis. By focusing on the unique characteristics of each learner, idiographic LA offers tailored educational experiences that could potentially enhance learning outcomes. This personalized approach offers new possibilities to mitigate common ethical challenges in nomothetic LA. This study explores the ethical dimensions of idiographic LA by integrating theories and lessons learned from implementing idiographic approaches in the fields of quantified self, recommender systems, intelligent tutoring systems, and artificial intelligence personalization. We employ a consequentialist ethical perspective to assess the implications of idiographic practices in education, highlighting potential benefits and risks and mapping the main ethical issues differentiating idiographic LA from nomothetic LA. The paper provides several points of consideration to ensure ethical implementations of idiographic LA.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102599"},"PeriodicalIF":3.8,"publicationDate":"2024-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721178","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}