Learning and Individual Differences最新文献

{"title":"Academic engagement lowered children's fixed mindset in mathematics: A random intercepts cross-lagged panel model with five waves","authors":"Jia-Ming Yu ,&nbsp;Ru-De Liu ,&nbsp;Yi Ding ,&nbsp;Rui Zhen","doi":"10.1016/j.lindif.2024.102595","DOIUrl":"10.1016/j.lindif.2024.102595","url":null,"abstract":"<div><div>This study used a Random Intercept Cross-Lagged Panel Model (RI-CLPM) and Cross-Lagged Panel Model (CLPM) to examine and compare the temporal associations between fixed mindset and academic engagement in mathematics among elementary school students in China, based on a follow-up survey with five time waves. By disentangling between- and within-person effects, the RI-CLPM fit the data much better than the CLPM. In the between-person effects, fixed mindset was significantly and negatively associated with academic engagement. In the within-person effects, the results showed that students' prior academic engagement lowered later fixed mindset cross all the time waves, but the opposite was not true. We proposed the action-alters-cognition approach based on the findings, and suggested that involving students to engage in learning activities is a more effective way to change their negative beliefs about intelligence.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102595"},"PeriodicalIF":3.8,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142721176","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":"Associations among parents' math anxiety, math-related leisure activities, children's early numeracy interest and skills","authors":"Sum Kwing Cheung ,&nbsp;Catherine McBride ,&nbsp;David J. Purpura ,&nbsp;Audrey Pui Lam Ho ,&nbsp;Melody Chi Ying Ng","doi":"10.1016/j.lindif.2024.102596","DOIUrl":"10.1016/j.lindif.2024.102596","url":null,"abstract":"<div><div>Parents play a pivotal role in early numeracy development. It however remains unknown whether parents' math anxiety and math-related leisure activities concurrently contribute to children's early numeracy skills through numeracy interest. This study thus fills this research gap. One hundred eighty kindergarteners were tested on their numeracy skills; their parents were surveyed about their math anxiety, frequency of math-related leisure activities, and their children's numeracy interest. Using structural equation modeling, we found that, after controlling the effects of children's gender, age and family income on numeracy skills, parents' math anxiety had direct negative links with both numeracy interest and skills, but no mediation was found. Parents' math-related leisure activities were positively associated with numeracy skills via numeracy interest. These findings indicate that additional numeracy support may be provided to children with parents who show high levels of math anxiety and a relative little participation in math-related leisure activities.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study demonstrated that parents' math anxiety was negatively associated with their young children's numeracy interest and skills, respectively. Additionally, their frequency of participation in math-related leisure activities was positively associated with their young children's numeracy skills through numeracy interest. Thus, results suggest that parents' negative attitudes towards math may exert impacts on their young children through the home math environment they create. These findings imply that early childhood educators may provide extra support to parents showing high math anxiety or low participation in math-related leisure activities. Parents should also be reminded not to promote young children's numeracy skills at the expense of their numeracy interest.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102596"},"PeriodicalIF":3.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704329","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":"Advancing holistic educational goals through generative language-based technologies","authors":"Miguel Nussbaum ,&nbsp;Zvi Bekerman","doi":"10.1016/j.lindif.2024.102600","DOIUrl":"10.1016/j.lindif.2024.102600","url":null,"abstract":"<div><div>We explore the transformative potential of generative language-based technologies in educational reform, moving beyond traditional cognitive transmission towards a more holistic and relational learning paradigm. Through Humberto Maturana's theoretical lens, we examine how generative AI can facilitate dynamic, learner-centred environments that emphasize relational understanding and structural coupling. We critique the prevailing focus on cognitive training and advocate for integrating the embodied, interactive nature of learning—encompassing both verbal and non-verbal communication—into educational practices. Generative language-based technologies are positioned as key tools for reshaping educational practices, enabling learners to transcend the constraints of present educational paradigms and foster a more integrated understanding of knowledge. By emphasizing social interactions and environmental engagement, generative language-based technologies promote more meaningful communication and connections. We also address significant challenges these technologies present, including risks to educational equity, ethical concerns, and the potential erosion of cognitive autonomy through over-reliance on AI tools.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102600"},"PeriodicalIF":3.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704325","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":"Longitudinal associations between autonomy support, help seeking, and achievement","authors":"Jianzhong Xu","doi":"10.1016/j.lindif.2024.102583","DOIUrl":"10.1016/j.lindif.2024.102583","url":null,"abstract":"<div><div>Drawing from self-determination theory and self-regulation theory, this study applied cross-lagged panel model to investigate the longitudinal relationships between teacher and parent autonomy support, help seeking, and mathematics achievement. A sample of 1055 eighth-grade students in China participated. With two waves of data collected over the course of one school year, the study revealed positive reciprocal effects between (a) teacher autonomy support and achievement, and (b) teacher autonomy support and help seeking. Furthermore, higher prior help seeking led to higher subsequent parent autonomy support while higher prior achievement resulted in higher subsequent help seeking. This study extends extant literature, by simultaneously examining and differentiating the bidirectional relationships between two sources of autonomy support – teacher and parent – help seeking, and achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102583"},"PeriodicalIF":3.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704327","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":"Domain-specific and domain-general skills as predictors of arithmetic fluency development","authors":"Riikka Mononen ,&nbsp;Johan Korhonen ,&nbsp;Karoline Hægeland ,&nbsp;Matin Younesi ,&nbsp;Silke M. Göbel ,&nbsp;Markku Niemivirta","doi":"10.1016/j.lindif.2024.102585","DOIUrl":"10.1016/j.lindif.2024.102585","url":null,"abstract":"<div><div>We investigated Norwegian children's (<em>n</em> = 262) development in arithmetic fluency from first to third grade. Children's arithmetic fluency was measured at four time points, domain-specific (i.e., symbolic magnitude processing and number sequences) and domain-general skills (i.e., working memory, rapid naming, non-verbal reasoning, and sustained attention) once in the first grade. Based on a series of growth mixture models, one developmental trajectory best described the data. Multigroup latent growth curve models showed that girls and boys developed similarly in their arithmetic fluency over time. Symbolic magnitude processing and number sequence skills predicted both initial level and growth in arithmetic fluency, and working memory predicted only initial level, similarly for boys and girls. Mother's education level predicted the initial level of arithmetic fluency for boys, and rapid naming predicted growth for girls. Our findings highlight the role of domain-specific skills in the development of arithmetic fluency.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102585"},"PeriodicalIF":3.8,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704328","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 choreography of engagement in the language classroom: Exploring the dynamic interplay between learner and teacher engagement","authors":"Giulia Sulis,&nbsp;Sarah Mercer","doi":"10.1016/j.lindif.2024.102586","DOIUrl":"10.1016/j.lindif.2024.102586","url":null,"abstract":"<div><div>While a growing body of research has focused on learner engagement, teacher engagement remains largely underresearched. The purpose of this study is to examine how the engagement of teachers and learners develops in real-time throughout three English language lessons, and how they interrelate over time. Participants in the study were six students from one fourth-year English class at an Austrian middle school and their teacher. Experience Sampling Method (ESM) data were collected through the M-Path app which prompted learners and their teacher to chart their real-time levels of behavioural, emotional, and cognitive engagement at 7-minute intervals throughout three English lessons. ESM data were complemented by classroom observations, video-audio recordings of the lessons, and stimulated recall interviews cued by ESM data for both teacher and learners. Findings revealed the dynamic and multifaceted nature of learner and teacher engagement, and their complex reciprocal interactions.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102586"},"PeriodicalIF":3.8,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704326","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":"Contributions of decoding and listening comprehension to reading comprehension at different levels: Exploring the mediating roles of oral and silent reading fluency","authors":"Hongjun Chen ,&nbsp;Ying Zhao ,&nbsp;Peng Sun ,&nbsp;Haolan Wang ,&nbsp;Yi Zhao ,&nbsp;Xinchun Wu","doi":"10.1016/j.lindif.2024.102582","DOIUrl":"10.1016/j.lindif.2024.102582","url":null,"abstract":"<div><div>Previous research has highlighted the mediating role of oral reading fluency (ORF) between decoding and reading comprehension (RC) in lower grades, but uncertainties remain regarding the roles of listening comprehension (LC) and silent reading fluency (SRF). The purpose of this study was to investigate how decoding and LC influence RC through ORF and SRF. The participants included 449 Chinese students from grades 2, 4, and 6. Decoding and LC were tested at Time 1, with nonverbal intelligence, working memory, and rapid automatized naming as control variables. After half a year, ORF, SRF, and RC were tested at Time 2. The results showed that: (1) The mediating effect of ORF was significant between decoding and in-text comprehension of second and fourth graders, and between decoding and beyond-text comprehension of sixth graders. (2) The SRF mediated the effect of LC on fourth graders' in-text comprehension, as well as the effects of decoding and LC on sixth graders' in-text and beyond-text comprehension. In conclusion, this study highlights the importance of ORF and SRF in the reading development among Chinese students.</div></div><div><h3>Educational relevance statement</h3><div>This study suggests that oral and silent reading fluency mediated the relations between decoding/listening comprehension and reading comprehension, with oral reading fluency showing a significant mediating effect in lower grades and silent reading fluency being more crucial in upper grades. These findings can inform the development of effective interventions that target specific components to improve the overall reading proficiency. The findings demonstrated a developmental trend as children progress through elementary grades, shifting from an emphasis on oral reading to silent reading, and from understanding the actual text to reading beyond the text. Furthermore, the study findings align with the requirements of the Chinese Curriculum Standards for Compulsory Education, in which first and second graders are instructed to read aloud accurately and fluently, whereas third and fourth graders are asked to read silently. The predominant mode in grades 5 and 6 is silent reading, in which students are required to read silently with speed and accuracy. To conclude, educators should tailor their teaching strategies to effectively target these skills at different developmental stages.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102582"},"PeriodicalIF":3.8,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660589","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 effectiveness of game-based literacy app learning in preschool children from diverse backgrounds","authors":"Tina Schiele ,&nbsp;Peter Edelsbrunner ,&nbsp;Anna Mues ,&nbsp;Efsun Birtwistle ,&nbsp;Astrid Wirth ,&nbsp;Frank Niklas","doi":"10.1016/j.lindif.2024.102579","DOIUrl":"10.1016/j.lindif.2024.102579","url":null,"abstract":"<div><div>Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with <em>N</em> = 500 preschoolers (<em>M</em>_<em>Age</em> = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.</div></div><div><h3>Educational relevance and implications statement</h3><div>The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102579"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660675","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":"Social, emotional, and behavioral skills in students with or without specific learning disabilities","authors":"Tommaso Feraco ,&nbsp;Gerardo Pellegrino ,&nbsp;Nicole Casali ,&nbsp;Barbara Carretti ,&nbsp;Chiara Meneghetti","doi":"10.1016/j.lindif.2024.102581","DOIUrl":"10.1016/j.lindif.2024.102581","url":null,"abstract":"<div><div>Social, emotional, and behavioral (SEB) skills are key factors for academic and non-academic outcomes, but no previous studies deepened SEB skills of students with specific learning disabilities (SLD). We used the Behavioral, Emotional, and Social Skills Inventory (BESSI) to systematically investigate i) differences in social engagement, self-management, innovation, emotional resilience, and cooperation skills and ii) the interaction effect between skills and group on academic achievement and life satisfaction. In a sample of 2965 students (1589 females, <em>M</em> = 15.5 years, <em>SD</em> = 2.0), 359 of whom reported a SLD, we found differences in self-management (<em>d = −</em>0.28), innovation (<em>d = −</em>0.25), and social engagement (<em>d = −</em>0.19) skills. Furthermore, higher SEB skills do not guarantee higher academic achievement in the SLD group, while their role is similar in the two groups for life satisfaction. Overall, students with SLD may benefit from interventions to improve knowledge and use of SEB skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102581"},"PeriodicalIF":3.8,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660676","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":"Latent profiles of Chinese students' social-emotional learning competencies and their associations with academic motivation and achievement","authors":"Yi Jiang ,&nbsp;Linjia Zhang ,&nbsp;Chun Chen","doi":"10.1016/j.lindif.2024.102580","DOIUrl":"10.1016/j.lindif.2024.102580","url":null,"abstract":"<div><div>We investigated the latent profiles of social-emotional learning (SEL) competencies among Chinese high school students and their association with academic motivation, achievement, and personal characteristics. Latent profile analysis of a sample of 1530 eleventh graders revealed four distinct profiles: <em>high SEL competencies</em>, <em>average SEL competencies</em>, <em>low SEL competencies</em>, and <em>extremely low SEL competencies</em>. There were significant differences in students' expectancy-value beliefs and achievement goals across these profiles. However, achievement levels did not significantly vary with SEL profiles, suggesting that SEL and academic success might coexist independently in Chinese high school students. The profiles also showed meaningful associations with student characteristics, including gender and growth mindset. Notably, different from studies conducted in the Western context, the underrepresentation of female students in the high SEL competencies group highlights a potential cultural disparity, warranting further investigation. The findings of this study emphasize the importance of integrating SEL curricula into Chinese educational settings to enhance students' social, emotional, and academic development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102580"},"PeriodicalIF":3.8,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592638","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}