Learning and Individual Differences最新文献

{"title":"Relationships between inter- and intra-individual emotions and learning outcomes of vocational students","authors":"Tanja Held ,&nbsp;Mathias Mejeh ,&nbsp;David W. Putwain ,&nbsp;Tina Hascher","doi":"10.1016/j.lindif.2025.102682","DOIUrl":"10.1016/j.lindif.2025.102682","url":null,"abstract":"<div><div>Emotions are significant predictors of learning and academic achievement. However, much of the existing research has predominately focused on understanding inter-individual differences in students' emotions, overlooking the dynamic intra-individual processes that unfold over time. The present study aims to examine differences in inter- and intra-individual relationships of two learning emotions (<em>enjoyment, boredom</em>) and three facets of learning outcomes: <em>concentration</em> as a cognitive aspect of the learning process, <em>learning time</em> as a behavioral aspect, and <em>learning satisfaction</em> as an evaluative aspect. We collected weekly data of 119 vocational students over 14 weeks and used multilevel linear mixed effect models. Results revealed that inter-individual enjoyment positively predicted the three learning outcomes, while intra-individual enjoyment positively predicted concentration and learning time. Inter-individual boredom negatively predicted learning satisfaction, while intra-individual boredom was not a significant predictor. These results highlight the importance of enjoyment for the learning process and point to the more unclear role of boredom. Also, the findings emphasize the importance of differentiating between inter- and intra-individual relations.</div></div><div><h3>Educational relevance statement</h3><div>The present study highlights the crucial role of emotions, specifically enjoyment and boredom, in learning. By investigating 119 vocational students over 14 weeks, we discovered that enjoyment significantly predicts learning outcomes such as concentration and time spent learning, both across different individuals and within the same individual over time. On the other hand, while boredom negatively impacts satisfaction with learning, no significant effects were found within the same individual over time. These findings underscore the importance of fostering positive emotions like enjoyment in educational settings and the need to consider both differences between students and changes within students over time to enhance learning experiences and outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102682"},"PeriodicalIF":3.8,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704630","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":"Getting there is half the journey: An exploration of high schoolers' individual differences and navigation strategies during internet-based digital reading","authors":"Kole A. Norberg ,&nbsp;Hyeju Han ,&nbsp;Byeong-Young Cho ,&nbsp;Scott H. Fraundorf","doi":"10.1016/j.lindif.2025.102676","DOIUrl":"10.1016/j.lindif.2025.102676","url":null,"abstract":"<div><div>We examined how individual differences in epistemic beliefs, metacognition, and academic aptitude predicted successful navigation behaviors during internet-based digital reading. To do this, we first quantified internet navigation behaviors of 257 adolescents and used a random forest to identify which behaviors best explained variance in learning of an ill-structured topic. We found that search term generation, even controlling for sites accessed, was the dominant predictor of learning (i.e., knowledge gain and critical questioning). We argue these navigation behaviors reflect cognitive flexibility and task-centered navigation. Mediation analysis revealed that metacognitive awareness was a driving predictor behind students' successful implementation of these behaviors. Further, cognitive flexibility in navigation was particularly useful for students with <em>less</em> academic proficiency. We conclude that the metacognitive processes that lead adolescent readers to a website may be critical for success in unconstrained, internet-based environments.</div></div><div><h3>Educational relevance statement</h3><div>Digital reading is crucial for 21st century students to acquire, but it is unclear what specific skills or behaviors are most important to teach. In an analysis of high school students' digital reading, we found that the navigation behavior that best predicted learning and comprehension–even more than finding topic-specific sites–was creating topic-specific search queries that go beyond broad relevance to include a tight alignment to the topic. Students' engagement in this type of querying activity was predicted by individual differences in metacognition, suggesting that monitoring comprehension of the topic plays a role in the behavior. Individual differences in students' beliefs in the importance of digital literacy as a skill also predicted learning gains.</div><div>These results suggest that educators may be able to improve digital reading by encouraging students to reflect on their search queries, specifically advising students to consider the scope of the context for learning and how the information they are looking up serves the purpose of the task. Finally, educators may be able to improve student performance in this domain by focusing not just on <em>what</em> is important for digital literacy, but also on <em>why</em> it is important and needs to be honed as its own skill.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102676"},"PeriodicalIF":3.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697694","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":"Joint developmental trajectories of home numeracy activities in China: The predictive role of parental beliefs of children's math skills","authors":"Xingbei Liu ,&nbsp;Bi Ying Hu ,&nbsp;Mengdi Chen ,&nbsp;Lixin Ren ,&nbsp;Xiao Zhang ,&nbsp;Yuewen Chen","doi":"10.1016/j.lindif.2025.102680","DOIUrl":"10.1016/j.lindif.2025.102680","url":null,"abstract":"<div><div>This study investigated the joint developmental paths of parent-child numeracy activities, which encompassed number skills, number books, number games, and number application activities, in 476 Chinese households during the three preschool years of their child. It also explored the connection between these identified paths and parental beliefs regarding the importance of children's mastery of mathematical skills and the corresponding age expectations. The study's findings revealed four latent categories: 1) Low involvement - slowly rising group (38.24 %), 2) High involvement - medium rising group (11.97 %), 3) Low involvement - fast rising group (30.88 %), and 4) High involvement - decreasing group (18.91 %). Compared to the low involvement - fast rising group, parents in the low involvement - slowly rising group perceived their children's mastery of math skills to be less important, while parents in the high involvement - medium rising group and high involvement - decreasing group expected their children to acquire numeracy skills at an earlier age.</div></div><div><h3>Educational relevance statement</h3><div>This study identified four distinct groups of the joint developmental trajectories of Chinese parents' involvement in home numeracy activities using a person-centered approach. We also found the relationship of parental beliefs and expectations toward their children's mastery of math skills with the identification of the four groups. Early intervention measures require educators to communicate the importance of young children's math skills to their parents.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102680"},"PeriodicalIF":3.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697262","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":"Understanding the dynamics of EFL learner affective engagement with receiving peer feedback: A case study from the sociocultural perspective","authors":"Jinfen Xu ,&nbsp;Shanshan Zhang","doi":"10.1016/j.lindif.2025.102662","DOIUrl":"10.1016/j.lindif.2025.102662","url":null,"abstract":"<div><div>The importance of affective component of learner engagement has long been recognized but remains underexplored. This naturalistic case study aims to understand the dynamics of EFL learner affective engagement with receiving peer feedback. A dyad of Chinese EFL learners collaboratively revised an argumentative text written by one of them. Multiple resources including audio-recorded peer response, interviews, feedback notes and revised drafts were collected to analyze the feedback receiver's trajectory of affective engagement and its interaction with the other two dimensions. The results showed that the focal participant's revision journey experienced a rollercoaster of emotions and the dynamics of affective engagement fluctuates with a spectrum of cognitive and behavioral engagement. Positive affective engagement acts as both a precursor and an outcome, with negative affective engagement as a catalyzer. This study substantiated the sociocultural concepts of <em>perezhivanie</em> and the social situation of development.</div></div><div><h3>The educational relevance and implications statement</h3><div>The study underscores the importance of affective element in EFL writing revisions. It highlights how EFL learners' emotional responses to peer feedback can significantly impact their cognitive and behavioral engagement. It implicates that EFL teachers should consider the affective aspect of peer feedback to create a more supportive learning environment. They are also suggested to develop more effective peer feedback mechanisms that are attuned to learners' emotional needs, thereby fostering a more productive learning outcome.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102662"},"PeriodicalIF":3.8,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143697389","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":"Gender disparities in parental linguistic engagement and in children's language development","authors":"Lilas Gurgand ,&nbsp;Hugo Peyre ,&nbsp;Franck Ramus","doi":"10.1016/j.lindif.2025.102679","DOIUrl":"10.1016/j.lindif.2025.102679","url":null,"abstract":"<div><div>Girls tend to outperform boys in language development and literacy, but the reasons behind this remain unclear, particularly whether the family environment plays a role. This study examines gender differences in parental linguistic engagement and its effect on language outcomes. Using data from the French birth cohort Elfe (ranging from 14,000 children for early outcomes to 4000 for later outcomes), parental questionnaires assessed linguistic engagement from ages 1 to 5. Children's language outcomes were measured via the McArthur-Bates CDI at age 2, and language and literacy tests in preschool and first grade. Analyses showed that parents engaged more with girls than boys (standardized β = 0.10 to 0.17), and this engagement partially mediated the relationship between sex and language outcomes (mediation 6 % to 19 %). These findings suggest that parental language engagement contributes to sex differences in language development, with implications for designing interventions that ensure equitable language opportunities for all children.</div></div><div><h3><em>Educational relevance statement</em></h3><div>This study explores how parental linguistic engagement differs between boys and girls and how it influences children's language development. By analyzing data from a large French birth cohort, we found that parents tend to engage more with girls than boys in early childhood, and this increased engagement partly explains why girls often perform better in language and literacy skills. These findings suggest that parental linguistic engagement contributes to gender differences in language development and suggest that targeted interventions may help bridge the gap, ensuring that both boys and girls have equal opportunities to develop strong language skills, which are essential for academic success and lifelong learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102679"},"PeriodicalIF":3.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143644816","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":"How do distance learners self-regulate learning? A latent profile analysis of self-regulated learning and its relationship with self-regulatory efficacy, motivation, need satisfaction, need frustration, academic achievement, and well-being","authors":"Samantha G. Vos,&nbsp;Lisette Wijnia,&nbsp;Rob L. Martens,&nbsp;Renate H.M. de Groot","doi":"10.1016/j.lindif.2025.102678","DOIUrl":"10.1016/j.lindif.2025.102678","url":null,"abstract":"<div><div>Self-regulated learning (SRL) is important for academic success in flexible learning environments such as online distance education. In this study, we explored the relationship between SRL and factors such as self-regulatory efficacy, motivation, psychological need satisfaction, mental well-being, and academic achievement among 1151 distance learners using mixture modeling. Latent profile analysis identified five SRL profiles varying from poor (i.e., Low and Minimal profiles) to proactive SRL (i.e., Social, Moderate, and Independent profiles) based on self-reported SRL strategies (e.g., task understanding and time management). Self-regulatory efficacy was an important differentiator between poor and proactive SRL, while competence frustration correlated with membership in proactive profiles. Relatedness satisfaction predicted membership in the Social SRL profile (49.6 %), emphasizing the importance of online social presence in supporting SRL. Moreover, higher academic achievement and well-being were linked to Low, Social, or Independent profiles rather than Minimal or Moderate ones. These findings highlight how distance learners self-regulate and how the learning context influences SRL.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102678"},"PeriodicalIF":3.8,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143642090","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 longitudinal contribution of working memory and visuomotor integration to early and developing handwriting fluency","authors":"Lidia Truxius ,&nbsp;Michelle N. Maurer ,&nbsp;Judith Sägesser Wyss ,&nbsp;Claudia M. Roebers","doi":"10.1016/j.lindif.2025.102659","DOIUrl":"10.1016/j.lindif.2025.102659","url":null,"abstract":"<div><div>Acquiring fluent handwriting in the first school years is crucial for academic achievement as attentional resources become available for more complex tasks. Yet, the role of cognitive and motor processes in developing handwriting fluency (as opposed to handwriting products) remains unclear. Therefore, this study investigated the longitudinal effects of working memory and visuomotor integration on handwriting fluency (number of inversions in velocity, pen stops, and pen lifts) in 364 children in their first year of handwriting tuition (<em>M</em>_age = 7.0 years) at three measurement points. We used cross-lagged structural equation models. Results revealed that handwriting fluency becomes independent of working memory early in development. Further, handwriting fluency predicted visuomotor integration skills, while visuomotor integration did not predict handwriting fluency. These findings imply that handwriting becomes independent early, and yields benefits for visuomotor integration, highlighting the relevance of early handwriting practice.</div></div><div><h3>Educational relevance statement</h3><div>In our study on early handwriting development, we found that a child's previous handwriting fluency (i.e., pen movement fluency) strongly predicts their current handwriting fluency. While factors like working memory and visuomotor integration are linked to handwriting fluency, they do not necessarily contribute to its improvement over time. This highlights the importance of consistent handwriting practice and educational interventions to enhance handwriting fluency at the beginning of school. Moreover, fostering handwriting fluency can also potentially payback for developing fundamental motor skills (i.e., visuomotor integration).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102659"},"PeriodicalIF":3.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628574","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 task-specific anxiety, enjoyment, and use of planned content across discourse stages of second language learners' spoken task performances","authors":"Scott Aubrey","doi":"10.1016/j.lindif.2025.102677","DOIUrl":"10.1016/j.lindif.2025.102677","url":null,"abstract":"<div><div>This study examined the relationship between task-specific emotions and learners' use of planned content at two stages of a spoken task performance (i.e., problem and solution stage). Twenty-eight upper-intermediate English-as-a-second language learners from Hong Kong engaged in 10-minutes of collaborative pre-task planning before performing a 3-minute monologue. Planned content used during task performances was measured by coding for idea units that appeared in task performances and pre-task planning, and emotions were gauged using the idiodynamic method. Results showed that 1) levels of both emotions increased non-significantly across the two stages, 2) a significantly larger proportion of planned content was used during the solution stage than the problem stage, and 3) there was a positive correlation between enjoyment during the problem and solution stage and planned content used at the solution stage. Stimulated recall data revealed that learner factors, task factors, and performance factors played roles in influencing task emotions.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102677"},"PeriodicalIF":3.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628686","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":"Primary school students' profiles of self-regulatory efficacy sources—Transitions and association with self-regulatory efficacy","authors":"Minna Ikävalko ,&nbsp;Anna Widlund ,&nbsp;Jaana Viljaranta ,&nbsp;Rebecca Lazarides ,&nbsp;Matthew C. Lambert ,&nbsp;Erkko T. Sointu","doi":"10.1016/j.lindif.2025.102675","DOIUrl":"10.1016/j.lindif.2025.102675","url":null,"abstract":"<div><div>This study investigated stability and changes in primary school students' (N = 345) profiles of self-regulatory efficacy sources including mastery and vicarious experience, social persuasion, and psychological and emotional arousal within one school year, and how profile memberships associate with gender, support for learning, and self-regulatory efficacy. Latent profile and transition analyses identified four profiles among students: <em>Highly positive</em>, <em>Average</em>, <em>Stressed</em>, and <em>Highly positive but stressed</em>. All profiles showed stability during the school year, yet some students transitioned into more maladaptive profiles. Gender was significantly associated with some profile memberships and transitions, while support for learning was not. Students who remained <em>Highly positive</em> showed higher self-regulatory efficacy, while students remaining in profiles showing stress reported lower levels of self-regulatory efficacy. Additionally, transitioning to a more maladaptive profile within the school year was related to lower self-regulatory efficacy.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study identified four different profiles among primary school students based on their self-regulatory efficacy sources: <em>Highly positive</em>, <em>Average</em>, <em>Stressed</em>, and <em>Highly positive but stressed</em>. Most students showed a positive combination of self-regulatory efficacy sources, but some students' profiles were more maladaptive, characterized by relatively high levels of stress. While most of the students remained in their initial profile during the school year, some transitions into maladaptive profiles did occur. These stabilities and transitions, in general, predicted students' self-regulatory efficacy, so that students showing more positive and stable profiles reported higher self-regulatory efficacy, whereas students belonging or transitioning to more stressed profiles reported lower self-regulatory efficacy. These findings suggest that experiencing stress may be harmful for student's self-efficacy, even when they otherwise have positive bases (that is, sources) for self-efficacy.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102675"},"PeriodicalIF":3.8,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628685","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":"Students' motivational orientations and their study well-being across different disciplines","authors":"Satu Laitinen ,&nbsp;Eero Laakkonen ,&nbsp;Tiina Tuominen ,&nbsp;Ari Kaukiainen","doi":"10.1016/j.lindif.2025.102674","DOIUrl":"10.1016/j.lindif.2025.102674","url":null,"abstract":"<div><div>The study aimed to analyze motivational orientation among 1st to 5th year students from different disciplines. Students were clustered according to motivation scores, and the relationships between the disciplines and the students' perceptions of their study well-being were examined. The study was conducted with two cohorts from a sample of 2347 students. Students completed a questionnaire exploring motivational orientation and study well-being, including engagement, burnout, and self-compassion. The latent profile approach facilitated examination of motivational orientation profiles and the extent to which perceived study well-being was related to motivational group identification. From the results, the students were classified into three motivation groups: mastery-oriented, moderation-oriented, and avoidance-oriented. The seven faculties showed significant differences relative to the motivational profile groups. Multinomial logistic regression analysis revealed differences between motivation group variables and study well-being factors.</div></div><div><h3>Educational relevance and implication</h3><div>The findings shed light on the interplay between motivational orientations, study-related well-being, and academic disciplines, highlighting variations among higher education students in these aspects. The results indicate that the academic discipline plays a significant role in determining students' motivational profiles and study-related well-being, where motivational orientation and study well-being inventories could prove to be a very useful tool for identifying students' motivation and learning processes and the extent to which such processes are related to study well-being. Another finding of this study is the need to create teaching and learning environments that support the interests of the individual, and consequently, their study-related well-being; for instance, educators may support students to develop metacognitive awareness, and coping skills that will help them to manage learning situations, or curriculum changes may reduce the study workload, refine goals and support students in developing organizing skills, enhancing their overall well-being and academic success. Additionally, improved study and career guidance will enable each student to identify their motivation and its components, as well as develop the motivation needed to meet the demands of their discipline; for example, face-to-face and web-based guidance can help students strengthen how they manage their time and effort dedicated to studying, promoting improved study skills. Students with unclear or low study-related motivation, or who experience study-related burnout, will particularly benefit from this kind of support, which should be integrated early on in study programs to help students approach course challenges.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102674"},"PeriodicalIF":3.8,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143628682","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}