Learning and Instruction最新文献

{"title":"Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD","authors":"Adi Brann,&nbsp;Yael Sidi","doi":"10.1016/j.learninstruc.2024.102051","DOIUrl":"10.1016/j.learninstruc.2024.102051","url":null,"abstract":"<div><h3>Background</h3><div>Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.</div></div><div><h3>Sample</h3><div>The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.</div></div><div><h3>Method</h3><div>Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.</div></div><div><h3>Results</h3><div>In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.</div></div><div><h3>Conclusions</h3><div>Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102051"},"PeriodicalIF":4.7,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages","authors":"Steven C. Pan ,&nbsp;Sergio Rodríguez Flores ,&nbsp;Michelle E. Kaku ,&nbsp;Wing Hei Esmee Lai","doi":"10.1016/j.learninstruc.2024.102045","DOIUrl":"10.1016/j.learninstruc.2024.102045","url":null,"abstract":"<div><h3>Background</h3><div><em>Interleaved practice</em> (or <em>interleaving</em>), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.</div></div><div><h3>Aims</h3><div>This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.</div></div><div><h3>Sample</h3><div>Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).</div></div><div><h3>Methods</h3><div>In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).</div></div><div><h3>Results</h3><div>Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.</div></div><div><h3>Conclusions</h3><div>Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102045"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retrieval supports word learning in children with Down syndrome","authors":"Laura Boundy,&nbsp;Emily Croft,&nbsp;Kelly Burgoyne","doi":"10.1016/j.learninstruc.2024.102048","DOIUrl":"10.1016/j.learninstruc.2024.102048","url":null,"abstract":"<div><h3>Background</h3><div>Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.</div></div><div><h3>Aims</h3><div>This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.</div></div><div><h3>Sample</h3><div>The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.</div></div><div><h3>Methods</h3><div>Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.</div></div><div><h3>Results</h3><div>Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.</div></div><div><h3>Conclusions</h3><div>Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102048"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nine partner languages, one path: Minority language reading proficiency development among German two-way immersion students","authors":"Sandra Preusler ,&nbsp;Steffen Zitzmann ,&nbsp;Jürgen Baumert ,&nbsp;Jens Möller","doi":"10.1016/j.learninstruc.2024.102047","DOIUrl":"10.1016/j.learninstruc.2024.102047","url":null,"abstract":"<div><h3>Background</h3><div>At the State Europe School of Berlin (SESB) students with different language backgrounds learn together in two languages of instruction: German and one of nine partner languages (English, French, Greek, Italian, Polish, Portuguese, Russian, Spanish, and Turkish).</div></div><div><h3>Aims</h3><div>This study investigates the reading proficiency trajectories in the minority or partner language among students in a two-way immersion (TWI) program.</div></div><div><h3>Sample</h3><div>Participants were 977 TWI students.</div></div><div><h3>Methods</h3><div>The study included longitudinal large-scale assessments in Grades 4 to 6. Latent growth curve models were utilized for analysis.</div></div><div><h3>Results</h3><div>The analyses revealed significant progress in partner language reading skills across all language combinations. However, notable differences in initial proficiency levels and developmental trajectories were observed between partner languages, even after controlling for background variables such as socioeconomic status and cognitive abilities. Furthermore, the results demonstrate that students' initial German reading proficiency positively influenced their reading proficiency in the partner language.</div></div><div><h3>Conclusions</h3><div>Overall, the study demonstrates the effectiveness of the TWI program in promoting partner language proficiency development in TWI programs, particularly within the unique context of a diverse linguistic environment. This research provides valuable insights into how students develop reading skills in a multilingual environment.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102047"},"PeriodicalIF":4.7,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142593946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of SI-PASS on a high-risk course – A randomized controlled trial","authors":"Ninon Puttaert ,&nbsp;Dylan Dachet ,&nbsp;Ariane Baye ,&nbsp;Etienne Quertemont ,&nbsp;Laurent Leduc ,&nbsp;Anne-Sophie Nyssen ,&nbsp;Dominique Verpoorten","doi":"10.1016/j.learninstruc.2024.102042","DOIUrl":"10.1016/j.learninstruc.2024.102042","url":null,"abstract":"<div><h3>Background</h3><div>SI-PASS is a structured academic support program employing successful later-year students to facilitate peer-learning sessions attached to high-risk courses, specifically here statistics for psychology at ULiège. The research translates as: How much does this method improve academic performance and impact socio-affective perceptions in first-year students?</div></div><div><h3>Aims</h3><div>This study compares academic performance and socio-affective variables of first-year students in the experimental condition and the control condition.</div></div><div><h3>Sample</h3><div>Participants were 245 freshmen for the experimental trial, and 985 for the quasi-experimental trial.</div></div><div><h3>Methods</h3><div>Participants were assigned to either participate to the SI-PASS scheme or not during the first semester following a randomized controlled trial with stratified random assignment method. Then, the whole cohort enlisted for the course was analyzed to validate supplementary hypotheses.</div></div><div><h3>Results</h3><div>The first step of the study reveals no difference between both groups on academic performance, unless the level of attendance is considered; nor does it identify any significant impact on socio-affective variables. The second step consisted in the comparison of the experimental group and the group of students who chose not to volunteer for SI-PASS and resulted in significant improvement in academic performance in favor of SI-PASS.</div></div><div><h3>Conclusions</h3><div>This delivered significant results in favor of the program but only when attendance is considered, thus offering empirical evidence that a genuine experimental design is likely to mitigate the effects found in a tradition of quasi-experimental designs. These results are valuable for the SI-PASS community, where randomized trials are still scarce, and for higher education institutions seeking evidence-based assistance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102042"},"PeriodicalIF":4.7,"publicationDate":"2024-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142572550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Distilling playful stances to learning: Looking across cultures, contexts, roles and generations","authors":"Nora Scheuer,&nbsp;Teresa Cremin","doi":"10.1016/j.learninstruc.2024.102039","DOIUrl":"10.1016/j.learninstruc.2024.102039","url":null,"abstract":"<div><div>The potential of play for socio-cognitive development and learning has received scholarly attention for many decades. Nonetheless, the role of play in education and the nurturing of playful approaches is mostly restricted to studies of the early years, extra curricular learning spaces, and introductory or accessory phases in learning cycles and educational practices. This demarcation becomes more acute as the achievement-centred demands and globalised standards of competitive societies increasingly permeate educational systems and practices. In this scenario, play and playfulness appear as a neglected or encapsulated area, divorced from the contemporary global agenda of learning and instruction. Rather than advocating a return to the roots or calling for more space for play in academic schedules, this Special Issue seeks to advance the international agenda around playfulness and show that through re-envisioning the concept, new insights can be garnered in contemporary times. Eleven contributions from north to south and east to west deploy fine-grained methodologies to delve into how and why playfulness can enhance children's, teachers', youth's and adults' learning at school, university and in more open spaces. The collection of papers contributes a more precise understanding of the specific qualities that sustain the experience of playfulness and, on that basis, enable creative, agentic and pleasurable ways of learning in ecologically relevant fields.</div><div>The issue surfaces new directions for research, that include for example extending the focus of playfulness to secondary and higher education contexts as well as wider populations. Specifically such work could seek ways that alleviate the academic pressures and prioritisation of knowledge reproduction as well as flesh out how playfulness can sustain and enrich the learning horizons of those with neurodivergent trajectories and needs. In order to advance a more nuanced understanding of the affordances of playfulness in learning, we also need to disentangle how different senses and experiences of play contribute to different ways and rhythms of learning. And develop a deeper appreciation of the multiple ways in which imagination and reality feed each other in playful learning, both across and beyond educational curricula.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"97 ","pages":"Article 102039"},"PeriodicalIF":4.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143704915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How to teach Bayesian reasoning: An empirical study comparing four different probability training courses","authors":"Nicole Steib ,&nbsp;Theresa Büchter ,&nbsp;Andreas Eichler ,&nbsp;Karin Binder ,&nbsp;Stefan Krauss ,&nbsp;Katharina Böcherer-Linder ,&nbsp;Markus Vogel ,&nbsp;Sven Hilbert","doi":"10.1016/j.learninstruc.2024.102032","DOIUrl":"10.1016/j.learninstruc.2024.102032","url":null,"abstract":"<div><h3>Background</h3><div>Bayesian reasoning is understood as the updating of hypotheses based on new evidence (e.g., the likelihood of an infection based on medical test results). As experts and students alike often struggle with Bayesian reasoning, previous research has emphasised the importance of identifying supportive strategies for instruction.</div></div><div><h3>Aims</h3><div>This study examines the learning of Bayesian reasoning by comparing five experimental conditions: two “level-2” training courses (double tree and unit square, each based on natural frequencies), two “level-1” training courses (natural frequencies only and a school-specific visualisation “probability tree”), and a “level-0” control group (no training course). Ultimately, the aim is to enable experts to make the right decision in high-stake situations.</div></div><div><h3>Sample</h3><div><em>N</em> = 515 students (in law or medicine)</div></div><div><h3>Method</h3><div>In a pre-post-follow-up training study, participants’ judgments regarding Bayesian reasoning were investigated in five experimental conditions. Furthermore, prior mathematical achievement was used for predicting Bayesian reasoning skills with a linear mixed model.</div></div><div><h3>Results</h3><div>All training courses increase Bayesian reasoning, yet learning with the double tree shows best results. Interactions with prior mathematical achievement generally imply that students with higher prior mathematical achievement learn more, yet with notable differences: instruction with the unit square is better suited for high achievers than for low achievers, while the double tree training course is the only one equally suited to all levels of prior mathematical achievement.</div></div><div><h3>Conclusion</h3><div>The best learning of Bayesian reasoning occurs with strategies not yet commonly used in school.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102032"},"PeriodicalIF":4.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Context counts: Unveiling the impact of achievement level on teachers’ text assessment","authors":"Frederike Strahl ,&nbsp;Thorben Jansen ,&nbsp;Jörg Kilian ,&nbsp;Raja Reble ,&nbsp;Rebecca Schneider ,&nbsp;Jens Möller","doi":"10.1016/j.learninstruc.2024.102046","DOIUrl":"10.1016/j.learninstruc.2024.102046","url":null,"abstract":"<div><h3>Background</h3><div>Teachers' assessments of student writing proficiency are essential for adaptive instruction and providing feedback. However, studies have revealed a lack of objectivity in text quality ratings of the same text in different contexts, although texts of identical quality should receive identical teacher judgments.</div></div><div><h3>Aims</h3><div>Our two studies – one experimental and one more ecologically valid – address whether the achievement level impacts teachers’ individual text assessments even when relevant explicit criteria are used.</div></div><div><h3>Samples</h3><div>In Study 1, participants were 102 student teachers from a university in Germany. In Study 2, participants were 136 student teachers and 91 experienced teachers from Germany.</div></div><div><h3>Methods</h3><div>In Study 1, participants were randomly assigned to two groups. Student teachers in the high-achievement level group assessed three high-quality texts and one standard text with average quality. Student teachers in the low-achievement level group assessed three low-quality texts and the same standard text with average quality. Participants in Study 2 assessed ten texts randomly drawn from a large corpus.</div></div><div><h3>Results</h3><div>The comparison of the standard text in Study 1 showed that student teachers in the high-level achievement group assessed it more negatively on a holistic scale and three analytic scales compared to the low-level achievement group. Multi-level data analysis in Study 2 revealed a negative influence of the quality of the achievement level on the text assessment for experienced and for student teachers.</div></div><div><h3>Conclusions</h3><div>We discuss how the achievement level can bias teachers’ judgments of specific student performances when concrete assessment criteria should be used.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102046"},"PeriodicalIF":4.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142573159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding teacher judgments of student motivation: The role of (un-)available cues","authors":"Jan Beck ,&nbsp;Stephan Dutke ,&nbsp;Till Utesch","doi":"10.1016/j.learninstruc.2024.102029","DOIUrl":"10.1016/j.learninstruc.2024.102029","url":null,"abstract":"<div><h3>Background</h3><div>Accurately judging student motivation enables individualized and student-centered instruction. However, teachers in school tend to judge student motivation inaccurately. Low availability of motivation-related cues, like mastery-approach goals and work-avoidance goals, may explain neglecting these cues in judging motivation. Instead, gender and academic achievement might be overly utilized because they are easily available.</div></div><div><h3>Aim</h3><div>To test teachers’ utilization of highly and equally available cues when judging student motivation.</div></div><div><h3>Methods</h3><div>In the first vignette experiment, pre-service and in-service teachers (<em>N</em> = 205) judged eight fictitious students’ motivation sequentially. Teachers received either achievement goal cues (EG1) or additionally gender and academic achievement cues (EG2), creating an information-adequate environment. In Experiment 2, newly recruited pre-service and in-service teachers (<em>N</em> = 213) evaluated the same vignettes in the same groups, but vignettes were presented simultaneously, and cues had to be memorized, resulting in an information-rich environment. Teachers then formed judgments based solely on their memory without further access to the vignettes.</div></div><div><h3>Results</h3><div>When teachers judged student motivation sequentially, they strongly used mastery-approach goals and work-avoidance goals—regardless of whether other cues were available. In memory-based judgments, teachers primarily used gender and academic achievement.</div></div><div><h3>Conclusions</h3><div>Results demonstrate that in information-rich environments where cues have to be memorized, teachers tend to overlook motivation-relevant cues. Instead, they focus more on cues that do not inherently indicate motivation. These findings suggest that teachers could benefit from assessment environments, like formative assessment, that allow for the direct processing of available cues to better judge student motivation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102029"},"PeriodicalIF":4.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competitive orientations in academically talented youth: Associations with psychosocial and school-related variables","authors":"Frank C. Worrell,&nbsp;Hua Luo","doi":"10.1016/j.learninstruc.2024.102038","DOIUrl":"10.1016/j.learninstruc.2024.102038","url":null,"abstract":"<div><h3>Objectives</h3><div>There are contrasting views of competition in educational settings and recent research has suggested that individuals have different competitive orientations. In this study, we assessed competitive orientations in a sample of high achieving adolescents in the United States. We also examined the association of competitive orientations to self-reported academic and psychosocial outcomes.</div></div><div><h3>Method</h3><div>Participants consisted of 420 academically talented students attending a summer program. Academic outcomes included academic self-efficacy, academic engagement, school belonging, and positive views of teachers; psychosocial outcomes included work ethic, hope, and curiosity. The 15-item version of the Multidimensional Competitive Orientation Inventory was used to measure competitive orientations.</div></div><div><h3>Results</h3><div>Results supported the psychometric integrity of five competitive orientations: Self-Developmental, Hypercompetitive, Anxiety-Driven, Fear of Losing, and Lack of Interest. The Self-Developmental competitive orientation was positively associated with most of the outcome variables, but the Hypercompetitive orientation was not, and the other three orientations were negatively related to outcomes. Latent profile analyses yielded four profiles labeled Self-Developmental, Uninterested Anxious, Avoidant, and Conflicted Competitors. The Self-Developmental and the Conflicted Competitors reported higher scores than the Avoidant Competitors on the majority of outcomes, and higher scores than the Uninterested Anxious group on half of the outcomes.</div></div><div><h3>Conclusion</h3><div>The results suggest that competitive orientations can be measured with integrity in high achieving students and play a role in how these students engage in the world. We contend that competitive orientations should be considered in studies of competition and competitive contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102038"},"PeriodicalIF":4.7,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142552870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}