Learning and Individual Differences最新文献

{"title":"Global motivation to learn and adult learning: A nomological network analysis and a four-year longitudinal study","authors":"Julia Gorges","doi":"10.1016/j.lindif.2025.102763","DOIUrl":"10.1016/j.lindif.2025.102763","url":null,"abstract":"<div><div>This study investigated motivation to learn (MtL), conceptualized at a global level of abstraction, and participation in adult learning and training (PAE). In Study 1 (<em>N</em> = 747, 65.1 % female; age: <em>M</em>[<em>SD</em>] = 43.21[12.09] years), the nomological network of global MtL revealed strong correlations with mastery goal orientation, intrinsic task value, need for cognition, and self-concept of ability. Cross-sectional associations with (past and planned) PAE were small to moderate. Based on the representative German PIAAC longitudinal study covering four years between 2012 and 2016 (<em>N</em>₂₀₁₂ = <em>4191, N</em>₂₀₁₅ <em>= 2502, N</em>₂₀₁₆ = <em>2370</em>) and using structural equation modeling, results from Study 2 support the hypothesis that global MtL affects PAE while controlling for level of education, employment, literacy, age, and sex. The results are discussed with respect to theoretical implications for the development of motivation theory and practical implications for the promotion of lifelong learning.</div></div><div><h3>Educational impact and implications statement</h3><div>This study examined adults' motivation to learn (MtL) at a global level of abstraction, overcoming previous limitations of focusing on specific educational settings or learning content. Global MtL may help to explain patterns of participation in adult education and training, particularly in relation to social inequalities. In addition, MtL may be malleable and thus amenable to targeted interventions, providing a starting point for promoting lifelong learning in adult populations.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102763"},"PeriodicalIF":3.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144713510","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":"Thinking dispositions and epistemic cognition: Combined influences when reading to learn","authors":"Christian Tarchi ,&nbsp;Jason Braasch ,&nbsp;Anna Paola Fallaci ,&nbsp;Elisa Guidi","doi":"10.1016/j.lindif.2025.102783","DOIUrl":"10.1016/j.lindif.2025.102783","url":null,"abstract":"<div><div>This theoretical paper explores the evolving concept of critical thinking in the context of contemporary education. Critical thinking has long been a central educational goal, emphasizing the ability to evaluate information critically and make informed judgments. This study examines the interplay between three key constructs: thinking dispositions (i.e., habits of mind influencing reasoning), intellectual virtues (i.e., admirable traits of character supporting reasoning), and epistemic cognition (i.e., processes through which individuals understand, evaluate, and justify knowledge claims and beliefs), particularly in reading comprehension. By analyzing extant research and theoretical frameworks, including the AIR model, we argue that fostering sophisticated thinking dispositions and intellectual virtues—such as actively-openminded thinking (AOT) and intellectual humility (IH)—enhances epistemic reading practices. We propose a profile-oriented approach, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of AOT/IH would approach a task involving the comprehension of multiple texts.</div></div><div><h3>Educational relevance statement</h3><div>Our focus is on the ways that people's thinking dispositions and intellectual virtues may interact to inform different epistemic approaches to complex learning scenarios, even in individuals with high levels of competence. We propose a profile-oriented approach to complex learning situations, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of actively-openmindedness and intellectual humility would approach a task involving the comprehension, evaluation, integration, and use of multiple texts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102783"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922559","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 role of learners' cognitive abilities in L2 collocation learning from proactively or interactively enhanced textual input","authors":"Jookyoung Jung ,&nbsp;Andrea Révész ,&nbsp;Matt Stainer ,&nbsp;Ana Pellicer-Sánchez ,&nbsp;Danni Shi ,&nbsp;Yoojin Chung","doi":"10.1016/j.lindif.2025.102759","DOIUrl":"10.1016/j.lindif.2025.102759","url":null,"abstract":"<div><div>Sixty Chinese ESL learners read three English texts that contained 12 target collocations presented in one of three conditions: no highlighting, proactive highlighting (target collocations highlighted before reading), or interactive highlighting (target collocations highlighted upon gaze detection). Immediate and delayed collocation form recall and recognition tests were administered to measure learning gains. Participants' cognitive abilities were assessed in terms of their explicit language aptitude (LLAMA B and F tests), implicit learning ability (serial reaction time task), and working memory (operation span task and Chinese nonword span task). We found that both proactive and interactive highlighting mitigated the role of LLAMA B scores in recalling target collocation forms. Interactive highlighting was also effective in neutralizing the role of LLAMA B and nonword span scores in recognizing the target collocation forms. However, learners with higher LLAMA F and operation spans benefited more from interactive highlighting when learning new target collocation forms.</div></div><div><h3>Educational relevance statement</h3><div>This study examined if the effectiveness of textual enhancement may change depending on second language (L2) learners' language aptitude and working memory in the context of learning new L2 collocations from reading. For this study, two types of textual enhancement techniques were developed, i.e., proactive highlighting (target collocations highlighted in advance of reading) and interactive highlighting (target collocations highlighted upon gaze detection) (<span><span>Reder, 1973</span></span>; <span><span>Révész et al., 2023</span></span>). The findings of this study revealed the pedagogical efficacy of the textual enhancement technique as a way to mitigate the influence of learners' vocabulary learning aptitude (as assessed with LLAMA B test) in learning new collocations from L2 reading. The interactive highlighting was also shown to be effective in reducing the impact of learners' vocabulary learning aptitude and phonological memory (as measured with Chinese nonword span task) in L2 collocation learning. Additionally, this study found that those with higher language analytic skills (as assessed with LLAMA F test) and executive functions (as measured with operation span task) benefited more from interactive highlighting. These findings suggest that textual enhancement, especially interactive highlighting, may be a useful pedagogical strategy for L2 learners with limited vocabulary and phonological memory, helping them acquire new collocations through reading. Further research will be needed to confirm whether gaze-contingent enhancement might disadvantage learners with lower analytical skills and complex working memory capacity.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102759"},"PeriodicalIF":3.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703929","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 fifth graders' math motivation – stability and change across the school year","authors":"Mathilda Sandman ,&nbsp;Anna Widlund ,&nbsp;Jaana Viljaranta ,&nbsp;Johan Korhonen","doi":"10.1016/j.lindif.2025.102784","DOIUrl":"10.1016/j.lindif.2025.102784","url":null,"abstract":"<div><div>This study explores stability and change in mathematics motivational profiles (expectancies, values, costs) among fifth graders (<em>N</em> = 583) across one school year. Latent profile and transition analyses distinguished five profiles: <em>High cost</em> (low self-concept and interest, exceptionally high costs), <em>Less motivated</em> (low self-concept and interest, high costs), <em>Indifferent</em> (lowered interest, elevated costs), <em>Moderately motivated</em> (moderate motivation) and <em>Positively motivated</em> (high self-concept and interest, low costs).</div><div>While many students reported stable patterns of motivational beliefs, 40 % experienced positive or negative shifts in their profile membership. <em>Positively motivated</em> students, overrepresented by boys, performed highest in mathematics. Conversely, more girls belonged to the <em>High cost</em> profile, which performed the lowest. Neither gender nor performance was related to changes in profile membership. These findings highlight that students' motivational beliefs are malleable even within short periods, and that schools should not only support motivation but also try to prevent math-related costs among this age group.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study gives an insight into fifth graders' math motivation by identifying motivational profiles that consider both positive and negative aspects of motivation. Furthermore, examined how these profiles change over one school year as well as their relations to math performance and gender. We identified five different motivational patterns among fifth graders and saw that the most prominent dimensions of motivation were self-concept, interest, and costs (emotional and effort cost). Therefore, effort should be put, already in primary school, toward strengthening students' beliefs in their abilities, increasing interest, and limiting the negative experiences of math to prevent declines in motivation.</div><div>As often proven before, students with positive motivation (i.e., high self-concept, interest, and low costs) performed better in math tests than students with negative motivation (i.e., low self-concept, interest, and high costs). Students were also seen to transition from one profile to either a more positive or negative profile during one school year, indicating that it is possible for educators to enhance motivation, but also that declines in motivation can occur during short time periods. Additionally, special emphasis should be put on enhancing girls' motivation, as they were at greater risk of being negatively motivated.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102784"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003684","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 trajectory of student agentic engagement in mathematics: The role of individual variables","authors":"Valentina Grazia ,&nbsp;Chiara Giberti ,&nbsp;Consuelo Mameli","doi":"10.1016/j.lindif.2025.102766","DOIUrl":"10.1016/j.lindif.2025.102766","url":null,"abstract":"<div><div>This study investigates the longitudinal trajectory of agentic engagement in mathematics over a school year and the influence on it of individual factors, namely student gender and personality traits. Data were collected from more than 400 sixth graders in Northern Italy, by use of the Agentic Engagement Scale and the Big Five Questionnaire for Children. Latent growth curve modeling revealed a significant decline in agentic engagement over time. Initial levels of agentic engagement did not differ between male and female students; however, female students exhibited a steeper decline over time. Personality traits, specifically openness and extraversion, were positively associated with higher initial levels of agentic engagement but did not influence its trajectory. These findings are discussed by highlighting that, while individual characteristics such as gender and personality play a role, the development of agentic engagement cannot be fully understood without considering also the influence of the learning environment.</div></div><div><h3>Educational relevance statement</h3><div>This study tested the trajectory of agentic engagement in mathematics over a school year in 6th grade, a novel direction of inquiry in the field, while also testing the role of individual variables such as gender and personality traits. The results highlight a concerning declining trend in agentic engagement, which was steeper for female students with respect to their male counterparts, with no significant effect of personality traits. Thus, these findings bring the attention, by exclusion rather than confirmation, on the importance of the learning environment, suggesting urgent reflections on the contemporary topic of students' active participation in learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102766"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771850","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":"Early literacy and executive function profiles in Spanish-English emergent bilinguals","authors":"Ye Shen","doi":"10.1016/j.lindif.2025.102775","DOIUrl":"10.1016/j.lindif.2025.102775","url":null,"abstract":"<div><div>This study investigated the interplay between early literacy and executive function (EF) skills in influencing English reading development among Spanish-English emergent bilinguals. Using a person-centered approach, I identified three distinct bilingual early literacy and EF profiles: (1) Average Bilingual Literacy with High Cognitive Flexibility but Low Working Memory, (2) Below-Average Bilingual Literacy and EF with Low Cognitive Flexibility, and (3) High Spanish Literacy with High EF, especially Working Memory. Children in the High Spanish Literacy with High EF, especially Working Memory profile consistently outperformed other groups in English reading, underscoring the contributions of Spanish reading skills and EF, particularly working memory, to English reading. Further, older children and those with higher parental education were more likely to be in profiles with stronger literacy and EF skills. Findings underscore the interplay between cognitive, literacy, and environmental factors in bilingual children's reading development and have implications for early literacy instruction and intervention.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study examines how early literacy skills in Spanish and English, along with executive function abilities, influence emergent bilingual children's reading development. I identified distinct profiles of emergent bilinguals based on their literacy and cognitive skills in kindergarten, with those characterized by having stronger early literacy and cognitive skills consistently outperforming other groups. This highlights the crucial role of strong literacy and cognitive skills, especially working memory and early Spanish reading proficiency in supporting English reading growth. Additionally, I found that older children and those with higher parental education were more likely to belong to profiles with stronger literacy and executive function skills. These findings emphasize the importance of fostering bilingual children's heritage language literacy, as early Spanish reading skills contribute to long-term English reading success and provide crucial insights into designing instructional approaches that build on bilingual children's strengths to support their literacy development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102775"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886630","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":"Personal relevance and interest: exploring the relationships among three types of perceived personal relevance and middle school students' interest in a math lesson","authors":"Zhixing Guo,&nbsp;Luke Kutszik Fryer","doi":"10.1016/j.lindif.2025.102733","DOIUrl":"10.1016/j.lindif.2025.102733","url":null,"abstract":"<div><div>John Dewey proposed genuine interest as the alignment of the individual's sense of self with a particular concept or object, thereby leading to self-initiated engagement. Self-related information processing has also been pointed out in recent years to be an important component in interest development. However, what role self-relevance plays in students' interest has less often been explored in real classroom settings. The current study examined the role of students' three types of personal relevance (i.e., <em>personal association, personal usefulness, relevance as identification</em>) to the knowledge/skills taught in a math lesson in their interest in the lesson. Among 435 first-year Chinese middle school students, the longitudinal SEM demonstrated that students' three types of perceived personal relevance to the knowledge/skills taught in a math lesson positively predicted their interest with large effect sizes. <em>Personal usefulness</em> exhibited the largest predictive effects on students' interest in the current context. Implications are discussed in the end.</div></div><div><h3>Educational relevance and implications of the research</h3><div>Our study demonstrated that middle school students' three types of perceived personal relevance (i.e., <em>personal association, personal usefulness, relevance as identification</em>) to the knowledge/skills taught in a math lesson play an essential role in students' interest in the math lesson. The findings offer a way to understand middle school students' interest in a math lesson through the lens of three types of personal relevance. Educators may consider supporting different types of personal relevance when designing learning content and activities to elicit middle school students' interest in a math lesson.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102733"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223357","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 relationship between mathematics learning engagement and children's mathematics achievement: Different roles of children's mathematics anxiety and positive parenting style","authors":"Han Xiao ,&nbsp;Jingyuan Yang ,&nbsp;Jingyi Zhang ,&nbsp;Huanyu Li ,&nbsp;Xiao Yu","doi":"10.1016/j.lindif.2025.102747","DOIUrl":"10.1016/j.lindif.2025.102747","url":null,"abstract":"<div><div>To clarify how individual factors (i.e., mathematics learning engagement and mathematics anxiety) and family environmental factors (i.e., parenting style) longitudinally contribute to children's mathematics achievement, 323 Chinese primary school children (<em>M</em>age = 10.02 ± 0.88, 58.51 % girls) were measured at 3 times (June 2021, December 2021 and June 2022). After controlling for gender, age, and T1 mathematics achievement, children's T1 mathematics anxiety played a fully mediating role between T1 mathematics learning engagement and T2 (T3) mathematics achievement. T2 mathematics anxiety and T2 mathematics achievement played fully longitudinal chain mediating roles between T1 mathematics learning engagement and T3 mathematics achievement. Moreover, T2 positive parenting style moderated the path from children's T1 mathematics learning engagement to T2 mathematics anxiety, demonstrating the stress sensitization model of moderation. With China's new educational legislation, these findings provide a glimpse into the crucial mechanisms in the long-term associations related to children's mathematics learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102747"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144548429","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":"Exploring individual's emotional and autonomous learning profiles in AI-enhanced data-driven language learning: An expanded sor perspective","authors":"Honggang Liu ,&nbsp;Jiqun Fan ,&nbsp;Miaoyue Xia","doi":"10.1016/j.lindif.2025.102753","DOIUrl":"10.1016/j.lindif.2025.102753","url":null,"abstract":"<div><div>Artificial Intelligence (AI) technology has significantly empowered English as a Foreign Language (EFL) education, effectively addressed the individual needs of learners and advanced research into individual differences under Data-Driven Learning (DDL). Artificial Intelligence (AI) has not only transformed pedagogical approaches in EFL education but has also opened new avenues for Data-Driven Learning (DDL) research, particularly in examining learner individuality through advanced data analytics. In AI-enhanced DDL, studies examining learners' emotional profiles through data are notably rare, and the mechanisms by which emotional differences impact language skill development and academic achievement require further investigation. To address this gap, the current study focuses on 753 undergraduate non-English major students from three universities in East China. It investigates the mediating role of learners' autonomy and changes in learning attitudes on the pathways affecting academic engagement and continuance intention. The study extends the application of the SOR theory within AI-enhanced education, elucidating the psychological and emotional pathways through which external stimuli influence individual academic performance. Additionally, it provides insights into students' emotional regulation in AI-enhanced data-driven learning.</div></div><div><h3>Educational relevance and implications</h3><div>Data-Driven Learning (DDL) is an instructional approach that leverages large datasets, typically from corpora, to facilitate individualized language learning, which is also a significant direction for the application of AI in education. By leveraging AI technologies to analyze personal learning data, especially psychological and emotional data, learners can more efficiently plan their self-directed learning. The current study explores the important role of psychological and emotional factors in AI-enhanced DDL under the context of Artificial Intelligence in Education (AIED), drawing on the Stimulus-Organism-Response (S-O-R) theory and Self-Determination Theory (SDT). The findings of this study provide pedagogical insights for teachers in AIED contexts, enhance learners' individual regulatory capabilities during self-directed learning, and offer practical guidance for the development and optimization of AIED-related software.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102753"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595905","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":"Did 5G radiation really kill birds? Training lower secondary students in epistemic strategies to counter online misinformation","authors":"Philipp L. Marten,&nbsp;Sandra Aßmann,&nbsp;Carolin Baumgarten-Kelm,&nbsp;Marc Stadtler","doi":"10.1016/j.lindif.2025.102685","DOIUrl":"10.1016/j.lindif.2025.102685","url":null,"abstract":"<div><div>The prevalence of misinformation calls for new approaches to enhance students' critical reading skills. This study examined the effectiveness of a training to promote the combined use of two epistemic strategies—sourcing and corroboration—to strengthen online information evaluation skills. A total of 210 seventh- and eighth-graders received either the strategy training or a control training on misinformation. Contrast analyses revealed that strategy-trained students outperformed their peers in discerning credible sources and in debunking information from social media posts through corroboration. They also demonstrated superior metastrategic knowledge on both strategies. Training gains in source discernment and debunking, but not metastrategic knowledge, were stable over a period of approximately 4 weeks after the intervention. Additional analyses of five reader characteristics indicated that higher reading proficiency positively predicted responding to the strategy training. Findings suggest that cultivating sourcing and corroboration may be more effective than a training providing conceptual knowledge about misinformation.</div></div><div><h3>Educational relevance and implications statement</h3><div>In an era characterized by the rampant spread of misinformation, educators face an urgent need for readily accessible educational resources that are both theoretically grounded and empirically validated. This study addresses this requirement by introducing a compact 3.5-hour training workshop focusing on two key epistemic strategies: sourcing and corroboration. Implemented in an out-of-school lab, the workshop yielded promising results in terms of enhancing lower secondary students' abilities to discern credible sources and debunk false information on social media platforms. Further research is needed to explore avenues for augmenting learners' metastrategic knowledge to a similar degree. All educational materials are published as Open Educational Resources (OER) at <span><span>www.telekom-stiftung.de/qapito</span><svg><path></path></svg></span> so that the materials are accessible at a low threshold.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102685"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213254","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}