Learning and Individual Differences最新文献

{"title":"The role of study and leisure values in students’ decisions in study-leisure conflicts: A latent difference score model","authors":"Xiaolin Guo ,&nbsp;Yifan Zhang ,&nbsp;Liang Luo","doi":"10.1016/j.lindif.2024.102543","DOIUrl":"10.1016/j.lindif.2024.102543","url":null,"abstract":"<div><p>Students often face decisions between academic and leisure activities, especially when they have academic activities that need to be completed but are disturbed by leisure activities at the same time. The relative strength of study and leisure values has been theorized to be related to students' decisions in study-leisure conflicts, yet previous studies have focused mainly on the role of the absolute strength of study or leisure values. This study aims to test the relationship between the relative strength of study and leisure values and early adolescent students' decisions in study-leisure conflicts and systematically consider multiple value components defined in expectancy-value theory. Data were collected from 2564 Chinese seventh graders and analysed by latent difference score modelling. The results showed that students with higher study interest value, higher study attainment value, higher study utility value, or lower study cost relative to leisure value components tended to choose academic activities in study-leisure conflicts. Moreover, when considering the four value components simultaneously, the relative strength of study and leisure attainment values had the strongest effect on decisions in study-leisure conflicts. These findings provide a new perspective and new evidence for the relationship between students' study and leisure values and decisions in study-leisure conflicts.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102543"},"PeriodicalIF":3.8,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099199","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":"Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL","authors":"Sanna Järvelä ,&nbsp;Allyson Hadwin","doi":"10.1016/j.lindif.2024.102526","DOIUrl":"10.1016/j.lindif.2024.102526","url":null,"abstract":"<div><p>This paper introduces a theory-driven trigger regulation framework for advancing multimodal analytical approaches to research about self-regulated learning. Events and/or situations that may inhibit learning processes and, thus, require regulatory responses are defined as <em>trigger events</em>. Empirically identifying trigger signals in multimodal data as markers for the regulation of cognition, motivation, emotion, and behavior has great potential for advancing the field. We propose a trigger <em>regulation framework</em> and explain how it can be leveraged in multimodal research for detecting trigger signals focusing analysis on meaningful regulatory responses. This conceptual framework offers potential to guide methodological and analytical advances in research to examine the situated nature of regulatory responses and within-person individual differences in SRL as they play out during complex task work and teamwork.</p></div><div><h3>Educational relevance and implications statement</h3><p>The trigger regulation framework contributes to advancing multimodal approaches to the study of SRL. It presents a theory driven analytical approach for detecting, modeling, and interpreting adaptive and maladaptive regulation during individual or collaborative work. Grounding analytical approaches to multimodal data analysis in this framework has potential to increase the quality and accuracy of research findings and interpretations and inform the development of interventions and AI systems.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102526"},"PeriodicalIF":3.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001195/pdfft?md5=4acfebc6493b07582d24c7f7ea09c473&pid=1-s2.0-S1041608024001195-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099197","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":"Secondary school students' appraisal profiles and their relations with academic emotions in mathematics","authors":"Xin Chen ,&nbsp;Frederick K.S. Leung","doi":"10.1016/j.lindif.2024.102545","DOIUrl":"10.1016/j.lindif.2024.102545","url":null,"abstract":"<div><p>This study adopted a person-centered method to investigate the latent profiles of students' cognitive appraisals based on control-value theory, providing a picture of their academic emotional landscape. Students' appraisal profiles regarding academic emotions were also compared. The data were collected from 1762 students (50.7 % male; <em>M</em>_age = 13.88, <em>SD</em> = 0.84) in 68 mathematics classrooms across 11 secondary schools in Jiangsu, China. Latent profile analysis identified four patterns based on academic control and value: extrinsic value orientation (4.9 %) and low (13.4 %), medium (41.3 %), and high appraisal profiles (40.4 %). Students in the high appraisal profile showed the highest level of positive emotions and the lowest level of negative emotions, followed by those with the medium appraisal profile. Those in the extrinsic value orientation profile, however, displayed the lowest level of positive emotions and the highest level of negative emotions. The four profiles also showed significant correlations with the students' background characteristics.</p></div><div><h3>Educational relevance statement</h3><p>This study aims to explore possible subgroups of control and value appraisals and their relationships with academic emotions in mathematics classrooms. This study suggests that students in the high appraisal profile (i.e., high academic control and value) tend to report high levels of positive emotions and low levels of negative emotions, followed by students in the medium profile (i.e., medium academic control and value). Additionally, students in the extrinsic value orientation profile (i.e., high extrinsic value but low academic control and intrinsic value) performed worse than the students in other three appraisal profiles both emotionally and academically. Therefore, it is crucial to foster students' competence beliefs and intrinsic value in mathematics to enhance their positive learning experiences.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102545"},"PeriodicalIF":3.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099196","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 the heterogeneous development of intrinsic value in language arts among secondary school students through growth mixture modelling","authors":"Swantje Bolli ,&nbsp;Rebecca Lazarides ,&nbsp;Andrea Westphal ,&nbsp;Miriam Vock","doi":"10.1016/j.lindif.2024.102544","DOIUrl":"10.1016/j.lindif.2024.102544","url":null,"abstract":"<div><p>Research indicates that, on average, students' intrinsic value in language arts declines throughout school. According to <em>situated expectancy-value theory</em>, however, not all students follow the same developmental trajectory. This study examined interindividual differences in this development from Grades 5–7 using growth mixture modelling (<em>N</em> = 1325 German students). We further studied how gender, socioeconomic status, prior achievement, and classroom climate predicted trajectory class membership. We identified five intrinsic value trajectory classes, with most, but not all, students best classified into a declining class. Classes' initial value levels differed. Girls were more likely than boys to be grouped into a trajectory class characterized by a high or moderate initial value that slightly decreased, as were students who perceived their classroom climate as more positive. Class membership was associated with subsequent achievement. Our findings underscore the necessity for educators and researchers to recognize intrinsic value heterogeneity within classrooms.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102544"},"PeriodicalIF":3.8,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142099198","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":"Achievement goals of the social peer-group and the entire class: Relationships with Students' individual achievement goals","authors":"Alla Hemi ,&nbsp;Nir Madjar ,&nbsp;Martin Daumiller ,&nbsp;Yisrael Rich","doi":"10.1016/j.lindif.2024.102524","DOIUrl":"10.1016/j.lindif.2024.102524","url":null,"abstract":"<div><p>The importance of students' goal pursuit is well documented, yet little is known about how motivations of significant peers relate to students' individual goals. Accordingly, we investigated relationships between student's perceptions of peers' goals, peers' reported goals, and individual achievement goals of 472 Israeli high-school students in 26 classrooms. Both goals of the social peer-group (i.e., group of classmates a student spends much time with), and all classmates' goals were related to individual goals. Individual mastery goals had stronger links with social peer-group's mastery goals than with all classmates' mastery goals. Perceived peer goals were significantly related to individual goals after accounting for classmates' and social group's goals, suggesting that both perceived and actual reports are informative, likely targeting different processes of peer-group influence. Simultaneous examination of all classmates' and of particular social groups' goals suggests that focusing on certain groups rather than the entire classroom is beneficial when promoting mastery.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102524"},"PeriodicalIF":3.8,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142087912","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":"English as a foreign language learners' metacognitive experiences and writing development: Unraveling the process of learning EFL writing","authors":"Qiyu Sun ,&nbsp;Lawrence Jun Zhang ,&nbsp;Susan Carter","doi":"10.1016/j.lindif.2024.102540","DOIUrl":"10.1016/j.lindif.2024.102540","url":null,"abstract":"<div><p>Much research has investigated students' metacognitive growth focusing on their metacognitive knowledge and metacognitive strategies as individual differences in learning to write in a second/foreign language (L2). Yet to date, changes in metacognitive experiences when learning to write, a subcategory of metacognition, have been insufficiently scrutinized. To bridge this gap, we employed a mixed-methods approach to examine learners' development in English as a foreign language (EFL), capturing their metacognitive experiences longitudinally. Specifically, we investigated the changes in 390 EFL learners' metacognitive experiences in writing and their writing development over one semester. A questionnaire was used to measure these learners' metacognitive experiences over two writing tasks, capturing metacognitive judgments, metacognitive feelings, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. We selected 12 participants for follow-up semi-structured interviews. We processed the quantitative data using Latent Profile Analysis (LPA) to identify these EFL learners' metacognitive experience profiles. Findings of LPA using Mplus 8.3 revealed two metacognitive experiences profiles, characterized by intensive and less intensive metacognitive experiences. Further quantitative analysis using paired samples <em>t</em>-tests in SPSS 24.0 indicated that EFL learners' metacognitive experiences changed in alignment with their writing development in terms of lexical complexity, syntactic complexity, fluency, and overall writing scores. Qualitative findings from thematic analysis using NVivo 12 identified two factors affecting the changes in EFL learners' metacognitive experiences, including their involvement in writing and development in linguistic competence. As is evident, the quantitative and qualitative findings point to a more nuanced and precise understanding of the changes in these EFL learners' metacognitive experiences in learning to write.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102540"},"PeriodicalIF":3.8,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S104160802400133X/pdfft?md5=7f8b5bcd735efea2f3240af2e3a33fd8&pid=1-s2.0-S104160802400133X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076257","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 moderation of culture dimensions on the relationships between expectancy-value factors and reading achievement","authors":"Yuyang Cai ,&nbsp;Jia Lin","doi":"10.1016/j.lindif.2024.102542","DOIUrl":"10.1016/j.lindif.2024.102542","url":null,"abstract":"<div><p>The expectancy-value theory (EVT) explains the relationship between reading achievement and expectancy-value factors (i.e., self-concept and task value). As an extension of EVT, the situated expectancy-value theory (SEVT) emphasizes the influence of situational context. Adopting a multi-level modeling approach and drawing on Hofstede's (2011) Cultural Dimensions Theory, we investigated the relationship between SEVT factors (i.e., reading enjoyment and self-concept) and reading achievement using the PISA 2018 dataset. We focused on the moderation effects of six cultural dimensions (e.g., collectivism-individualism) on the relationship between reading enjoyment, self-concept, and reading achievement, along with socioeconomics factors (i.e., country income inequality, country affluence) as country-level covariates. Our findings confirm that (1) there is a positive relationship between the expectancy-value factors and reading achievement and (2) reading self-concept but not enjoyment is a stronger predictor of reading achievement in countries that highly value individualism, egalitarianism, and short-term orientation. Besides, reading enjoyment is more strongly linked to reading achievement in wealthy countries.</p></div><div><h3>Educational relevance statement</h3><p>The findings of this study have important implications for teaching and educational policy-making. Since self-concept and enjoyment strongly correlate with reading achievement, the intervention in students' reading enjoyment and self-concept should be an important consideration in reading classes. In addition, the strength of the association between expectancy-value factors and reading achievement depends on the cultural and socioeconomic characteristics. While it is difficult to change a country's cultural norms and socioeconomic situation fundamentally, reforms can be made to create a school and family environment that affords the motivation “seeds” to grow. Particularly, policymakers need to consider how to promote egalitarianism, respect personal goal pursuit and autonomy, emphasize both long-term and short-term goals during teaching and learning. Finally, in developing countries, boosting education investment can provide additional resources to foster the literacy development of students with a passion for reading, ultimately enhancing their reading achievement.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102542"},"PeriodicalIF":3.8,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076258","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":"Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM","authors":"Alexandra A. Lee ,&nbsp;Delaram A. Totonchi ,&nbsp;Stacy J. Priniski ,&nbsp;Minhye Lee ,&nbsp;Tony Perez ,&nbsp;Lisa Linnenbrink-Garcia","doi":"10.1016/j.lindif.2024.102525","DOIUrl":"10.1016/j.lindif.2024.102525","url":null,"abstract":"<div><p>This study examined whether performance goal orientations and mindset beliefs explicate the negative relation of ethnic stereotype threat with achievement and whether these processes vary depending on students' membership in a historically minoritized group. Multigroup analyses of undergraduate chemistry students (<em>N</em> = 1376) indicated that perceived ethnic stereotype threat was associated with lower achievement regardless of whether students were from underrepresented minority groups (URM). For URM students, compared to White students, ethnic stereotype threat more strongly predicted performance-avoidance goals. Further, fixed mindset beliefs moderated the relation of ethnic stereotype threat with performance goals for White students only. The relations of stereotype threat with performance goals were stronger for White students with a greater fixed mindset. Findings imply that while ethnic stereotype threat has the potential to detrimentally impact both URM and White students, motivational beliefs may exert somewhat distinct influences within each group, shaping the outcomes of stereotype threat.</p></div><div><h3>Educational relevance</h3><p>In our society, there are pervasive stereotypes about who can achieve success in competitive fields. Science learning contexts are no exception. In these contexts, and particularly among racially-marginalized students, anxieties about performing poorly and confirming stereotypes are prevalent, resulting in lower achievement for this student group (i.e., stereotype threat). In this study, we examined the consequences of ethnic stereotype threat for racially-marginalized and White students separately. Results revealed that ethnic stereotype threat led to lower science grades for both racially-marginalized and White students. For racially-marginalized students, ethnic stereotype threat also steered them toward goals focused less on growth and learning and more on avoiding looking incompetent to others (i.e., performance-avoidance goals). Further, for White students, a stronger belief that intelligence is fixed and cannot be improved (i.e., fixed mindset belief) exacerbated the negative effects of stereotype threat on their goal orientations, leading them to prioritize appearing intelligent and avoiding seeming incompetent to others. This research highlights the impact of ethnic stereotype threat on marginalized and non-marginalized students' motivational beliefs and achievement.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102525"},"PeriodicalIF":3.8,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142049297","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 adolescents' social-emotional skills, school engagement, and school burnout","authors":"Ida Huttunen,&nbsp;Katja Upadyaya,&nbsp;Katariina Salmela-Aro","doi":"10.1016/j.lindif.2024.102537","DOIUrl":"10.1016/j.lindif.2024.102537","url":null,"abstract":"<div><p>This longitudinal study investigated to what extent five key social-emotional skills persistence, academic buoyancy, curiosity, social engagement, and lack of loneliness were associated with adolescents' school engagement and burnout at two timepoints. Furthermore, the role of gender and socioeconomic status were examined. The data were collected from 1021 adolescents (ages 12–14) in the fall of 2021 and 2022. The results were analyzed using structural equation modeling (SEM) and revealed that, in general, social-emotional skills were associated with higher school engagement and lower burnout among adolescents. Curiosity showed a strong relationship with school engagement. Moreover, persistence was associated with an increase in school engagement among adolescents with low-average socioeconomic status. High academic buoyancy and lack of loneliness were associated with decrease in burnout over the school years. The study implies that recognizing the variety of adolescent's social-emotional skills may help to better support adolescents' school engagement and protect them from burnout.</p></div><div><h3>Educational relevance and implications statement</h3><p>According to the study findings, social-emotional skills, such as persistence and curiosity, were associated with higher school motivation and lower burnout of adolescents. These results suggest that interventions aiming to develop adolescents' social-emotional skills may promote adolescents' motivation. Supporting adolescents' social relationships in school may also protect adolescents from burning out. To better support adolescent students' motivation and well-being at school it is important to recognize the diversity of individual adolescents' needs and strengths in social-emotional skills. Therefore, sufficient education and training would be needed for teachers concerning the variety of social-emotional skills.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102537"},"PeriodicalIF":3.8,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001304/pdfft?md5=28c8bf87617cdfd6ffbb76914240a7bf&pid=1-s2.0-S1041608024001304-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142049296","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":"Creativity, theory of mind and loneliness – The links between cognitive and social abilities of school-age children","authors":"Joanna Smogorzewska ,&nbsp;Grzegorz Szumski ,&nbsp;Paweł Grygiel ,&nbsp;Sandra Bosacki ,&nbsp;Maciej Karwowski","doi":"10.1016/j.lindif.2024.102541","DOIUrl":"10.1016/j.lindif.2024.102541","url":null,"abstract":"<div><p>In this study, we explored the relationships among children's creative imagery abilities, their theory of mind (ToM) and loneliness. A large sample (<em>N</em> = 743) of primary school-age children (<em>M</em> age = 9.3 years, <em>SD</em> = 0.45 years) solved two performance tasks (creative imagery and ToM) and provided self-reported frequencies of feelings of loneliness. We tested the fit of a structural equation model with aspects of creative abilities (creative imagery and fluency) as predictors of ToM and examined the links between ToM and the quality of relationships with peers and the frequency of feelings of loneliness. The obtained relationships indicate a positive association between creative imagery and ToM and a negative link between ToM and feelings of loneliness. Consequently, the indirect effect of “creative imagery – ToM – loneliness” was negative, which suggests that creative imagery might serve as a factor that reduces the feeling of loneliness among children due to their ToM. We discuss the potential consequences of these findings and propose future avenues that could be explored to untangle the mechanisms behind the identified links.</p></div><div><h3>Educational relevance and implications statement</h3><p>In the study, we analysed the relationships among creative abilities, ToM and feelings of loneliness among children of primary school age. Our results show that richer creative imagery is positively associated with abilities to understand others. Moreover, children with advanced ToM feel less lonely at school among peers than those without such levels of ToM. Consequently, we posit that creative imagery might bring some overlooked benefits for children's social functioning, thanks to the role it plays for ToM.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"115 ","pages":"Article 102541"},"PeriodicalIF":3.8,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142044691","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}