Learning and Instruction最新文献

{"title":"Individual differences in the executive functions of perfectionism profiles","authors":"Yan Zhou,&nbsp;Ye Yang,&nbsp;Cheng Guo","doi":"10.1016/j.learninstruc.2026.102318","DOIUrl":"10.1016/j.learninstruc.2026.102318","url":null,"abstract":"<div><h3>Background</h3><div>Previous research has indicated that perfectionism traits demonstrate close associations with EFs, and their association patterns differ among individuals. However, there is a lack of research examining these from the perspective of heterogeneity and examined different aspects of EFs.</div></div><div><h3>Aims</h3><div>Based on the heterogeneity of perfectionism, we examined the individual differences of rating-based Executive Functions (EFs) in typical daily life and task-based EFs in optimal situation after performance-feedback.</div></div><div><h3>Sample(s) and methods</h3><div>In Study 1, 1230 college students completed self-reported rating scales of perfectionism and rating-based EFs. In Study 2, we manipulated multiple success and failure feedback in the laboratory and then recorded performance of task-based EFs of 196 participants.</div></div><div><h3>Results</h3><div>Latent profile analysis identified four distinct perfectionism profiles, named non-perfectionism, concerned-perfectionism, strived-perfectionism, and mixed-perfectionism. And they exhibit individual differences in rating-based EFs. Additionally, results indicated significant individual differences in task-based inhibitory control (IC) and cognitive flexibility (CF), whereas no significant individual differences existed in working memory (WM). Repeated failure feedback enhanced IC of concerned-perfectionists and strived-perfectionists, both repeated success feedback and failure feedback enhanced the CF of four perfectionism profiles.</div></div><div><h3>Conclusions</h3><div>These results reveal individual differences in different aspects of EFs across perfectionism profiles, as well as the potential of performance feedback in facilitating EFs.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"102 ","pages":"Article 102318"},"PeriodicalIF":4.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145924792","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":"Comparisons in everyday life: Effects on academic self-concepts","authors":"Alexandra Petrak ,&nbsp;Jens Möller ,&nbsp;Fabian Wolff","doi":"10.1016/j.learninstruc.2025.102257","DOIUrl":"10.1016/j.learninstruc.2025.102257","url":null,"abstract":"<div><h3>Background</h3><div>Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison).</div></div><div><h3>Aim</h3><div>The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life.</div></div><div><h3>Samples</h3><div>In Study 1, a total of <em>N</em> = 130 university students (Study 1), and in Study 2, a total of <em>N</em> = 226 high school students (Study 2) participated.</div></div><div><h3>Methods</h3><div>A diary approach was used to examine the spontaneous occurrence of students’ everyday social, temporal, dimensional and criterial comparisons. Participants noted all comparisons they made concerning university/school over one week, as well as their antecedents and the consequences of these comparisons on their academic self-concepts.</div></div><div><h3>Results</h3><div>All four comparison types were shown to be prevalent in daily life and to affect change in students’ self-concepts. Downward comparisons mostly increased, and upward comparisons mostly decreased academic self-concept. Social comparisons were the most common comparison type (social &gt; temporal &gt; dimensional &gt; criterial) in both samples. Moreover, self-evaluation was the most important motivational trigger in both samples. For university students, social interactions were the most common situational trigger for comparisons, whereas for high school students, performance feedback triggered comparisons more frequently.</div></div><div><h3>Conclusions</h3><div>The results expand our understanding of academic self-concept development in everyday lives and contribute to the development of a comprehensive theory of comparison processes in academic contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102257"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145466254","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":"Intensive experience sampling to uncover the dynamics: How do creativity anxiety and goal orientations shape students’ creative process?","authors":"Yida Yu ,&nbsp;Keyi Qin ,&nbsp;Fanglei Xu ,&nbsp;Xiaomeng Yang ,&nbsp;Qishan Zheng ,&nbsp;Anqi Zhu ,&nbsp;Biying Hu ,&nbsp;Chuanhua Gu","doi":"10.1016/j.learninstruc.2025.102265","DOIUrl":"10.1016/j.learninstruc.2025.102265","url":null,"abstract":"<div><h3>Background</h3><div>Creativity anxiety (CA), defined as a specific type of anxiety experienced in situations requiring creative thinking, has been identified as a barrier to creativity. However, the underlying mechanisms by which CA influences the creative process and performance remain limited.</div></div><div><h3>Aims</h3><div>This study aimed to uncover how state CA shapes students’ creative process and eventually their creative performance, including goal orientations and effort allocation as mechanisms.</div></div><div><h3>Sample</h3><div>Participants were 128 undergraduate students (<em>M</em>_<em>age</em> = 21.01, <em>SD</em>_<em>age</em> = 1.49; 44.54 % male; Ethnicity: 95.31 % Han Chinese, 3.12 % Hui Chinese, 1.56 % Tujia Chinese).</div></div><div><h3>Methods</h3><div>Ecological momentary assessment was employed over five consecutive days. Students completed six creative tasks each day and self-assessed their state CA, goal orientations, and effort allocation. Before this period, they provided demographic information and trait measures. Residual dynamic structural equation models were used to test the relationship between these variables.</div></div><div><h3>Results</h3><div>Students with higher levels of state CA tend to focus more on performance-approach and performance-avoidance goals; in turn, their focus on performance-approach goals further directs them to allocate more effort to conduct more exploitation acts, which improved the novelty but hampered the usefulness of their ideas. Students who showed a higher activation of mastery goals devoted more exploration and exploitation effort while performing creative tasks.</div></div><div><h3>Conclusions</h3><div>State CA, along with goal orientations, shape how students allocate their effort to different processes that may affect the novelty and usefulness aspects of creative performance. These insights offer practical implications for fostering creativity in educational contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102265"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525473","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":"Exploring teacher language use and early literacy achievement","authors":"Yucheng Cao ,&nbsp;Minkyung Cho ,&nbsp;Young-Suk Grace Kim","doi":"10.1016/j.learninstruc.2025.102256","DOIUrl":"10.1016/j.learninstruc.2025.102256","url":null,"abstract":"<div><h3>Background</h3><div>Teacher language is crucial to early literacy development, yet limited research has explored how its linguistic complexity and instructional functions evolve over time and relate to student achievement.</div></div><div><h3>Aims</h3><div>This study explored changes in the linguistic complexity and instructional functions of teacher talk and their associations with student literacy outcomes.</div></div><div><h3>Samples</h3><div>28 first-grade teachers and their 361 students across 6 schools.</div></div><div><h3>Methods</h3><div>Utilizing multilevel modeling to address the nested data structure, we analyzed teacher talk collected across the school year, focusing on lexical diversity and syntactic complexity (e.g., type-token ratio, verbs per utterance) and categorized instructional functions. Student outcomes included word reading, reading comprehension, and listening comprehension, with baseline scores and demographic covariates controlled.</div></div><div><h3>Results</h3><div>The overall volume of teacher talk decreased, while lexical diversity and syntactic complexity increased, reflecting more sophisticated language use from fall to spring. Linguistic features did not significantly predict students’ reading and listening outcomes after controlling for baseline scores and demographic covariates. However, instructional functions showed more complex associations. Management-related talk positively predicted reading comprehension, while praise, explanation, and closed-ended questions were negatively associated with literacy outcomes, particularly for students with lower initial skills. Interaction effects indicated that code-based talk supported word reading primarily for lower-skilled students, while meaning-based talk was negatively associated with literacy outcomes in the same group.</div></div><div><h3>Conclusions</h3><div>The findings suggest that not all teacher talk equally supports literacy development, highlighting the importance of considering contextual factors and their dynamic roles in shaping students’ literacy outcomes in future research.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102256"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145363809","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":"Discussion of the articles in the special issue ‘Resilience in learning: In search of protective factors and compensatory mechanisms’","authors":"Rauno Parrila","doi":"10.1016/j.learninstruc.2025.102251","DOIUrl":"10.1016/j.learninstruc.2025.102251","url":null,"abstract":"","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102251"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145693802","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":"Productive talk during book reading: Effects on language skills","authors":"Sharisse van Driel ,&nbsp;Debby ten Hove ,&nbsp;Chiel van der Veen ,&nbsp;Femke van der Wilt","doi":"10.1016/j.learninstruc.2025.102262","DOIUrl":"10.1016/j.learninstruc.2025.102262","url":null,"abstract":"<div><h3>Background</h3><div>Although interactive book reading can promote young children's language competence, teachers find it challenging to implement this type of book reading in their classroom.</div></div><div><h3>Aims</h3><div>The present study investigated the effect of an intervention directed at productive classroom talk during interactive book reading on young children's language competence.</div></div><div><h3>Sample</h3><div>A total of <em>N</em> = 403 children aged four to six years from 21 early childhood classrooms participated.</div></div><div><h3>Methods</h3><div>For six weeks, children's teachers read a picture book twice a week. Teachers who were assigned to the control group read the books in their usual manner whereas teachers in the intervention group were encouraged to implement productive classroom talk during interactive book reading. Before and after the six weeks of book reading, children were individually assessed on their oral communicative competence, word comprehension, and narrative skills.</div></div><div><h3>Results</h3><div>Outcomes of multilevel analyses indicated that children's language competence improved over time. However, no significant differences were found in this improvement between children in the intervention group and children in the control group.</div></div><div><h3>Conclusion</h3><div>Using productive classroom talk during interactive book reading did not result in greater improvements in children's language competence compared to ‘general’ interactive book reading.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102262"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525425","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":"Effects of instructional design, instructional preferences, and cognitive load on problem solving and knowledge acquisition in a computer-based office simulation","authors":"Sabrina Ludwig ,&nbsp;Andreas Rausch ,&nbsp;Michelle Taub","doi":"10.1016/j.learninstruc.2025.102255","DOIUrl":"10.1016/j.learninstruc.2025.102255","url":null,"abstract":"<div><h3>Background</h3><div>Instructional designs based on problem solving and self-regulation have been extensively studied in the context of computer-based learning environments. However, the question of how problem-solving phases should be embedded in instructional designs remains. Several studies, especially in STEM, suggest that ‘direct instruction followed by problem-solving (DI-PS)’ benefits procedural knowledge acquisition while the instructional design ‘problem-solving followed by direct instruction’ (PS-DI) benefits conceptual knowledge.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the effects of DI-PS and PS-DI, learners’ instructional preferences, and cognitive load on problem-solving and knowledge acquisition in a computer-based office simulation.</div></div><div><h3>Sample(s)</h3><div>Eighty-one German undergraduate business education students participated in a pre-post-test experimental study, randomly assigned to either the DI-PS or PS-DI condition. The students worked on a supplier selection task within a computer-based office simulation.</div></div><div><h3>Methods</h3><div>Knowledge tests and questionnaires were employed to measure knowledge acquisition, cognitive load, and learning preferences. Log data analyses as well as variance and regression analyses were conducted.</div></div><div><h3>Results</h3><div>Results showed that PS-DI led to higher conceptual knowledge gains, whereas DI-PS tended to yield slightly higher problem-solving performance. Both groups improved in conceptual and procedural knowledge, yet no statistically significant differences between the sequencing conditions emerged. The PS-DI group reported higher intrinsic cognitive load during the problem-solving phase. Moreover, the DI-PS group reported higher retrospective satisfaction with the instructional design than the PS-DI group, aligning with existing literature on instructional preferences.</div></div><div><h3>Conclusions</h3><div>These findings provide insights for improving learning designs, personalised recommendations, and adaptive support in computer-based learning environments to enhance learners' performance. Further research is needed to examine long-term learning and transfer.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102255"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579108","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":"Civic Education Outcomes After Emergency Lockdowns: International Evidence from the COVID-19 Pandemic","authors":"Alec I. Kennedy,&nbsp;Ana María Mejía-Rodríguez,&nbsp;Rolf Strietholt","doi":"10.1016/j.learninstruc.2025.102243","DOIUrl":"10.1016/j.learninstruc.2025.102243","url":null,"abstract":"<div><h3>Background:</h3><div>In early 2020, nations around the globe responded to the rapidly developing COVID-19 pandemic by implementing emergency containment measures to slow the spread of the virus. Educational systems were widely impacted as they made the difficult decision to close schools affecting over 1.5 billion students globally.</div></div><div><h3>Aims:</h3><div>This study aims to characterize the relationship between COVID-19 lockdown stringency and changes in several secondary student civic education outcomes.</div></div><div><h3>Sample:</h3><div>We use data on more than 100,000 grade 8 students from 15 educational systems that participated across multiple cycles of the International Civic and Citizenship Education Study (ICCS).</div></div><div><h3>Methods:</h3><div>We utilize multiple regression models with country- and cycle-fixed effects to estimate the relationship between the duration and stringency of COVID-19 containment measures and changes in grade 8 student civic education outcomes.</div></div><div><h3>Results:</h3><div>We find that longer school closures and greater lockdown stringency were associated with greater declines in average civic knowledge and trust in civic institutions. They were also associated with increases (or smaller decreases) in intentions to protest or expectations to participate in politics. Less consistent evidence was found regarding the relationship with expected participation in elections.</div></div><div><h3>Conclusions:</h3><div>The findings provide valuable insights into the associations between lockdown measures and early secondary student civic education outcomes, highly relevant for understanding how the pandemic and related policies may have influenced the future citizens of the world.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102243"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145693801","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":"Validating automated assessments of teaching effectiveness using multimodal data","authors":"Tim Fütterer ,&nbsp;Ruikun Hou ,&nbsp;Babette Bühler ,&nbsp;Efe Bozkir ,&nbsp;Courtney Bell ,&nbsp;Enkelejda Kasneci ,&nbsp;Peter Gerjets ,&nbsp;Ulrich Trautwein","doi":"10.1016/j.learninstruc.2025.102264","DOIUrl":"10.1016/j.learninstruc.2025.102264","url":null,"abstract":"<div><h3>Background</h3><div>For enhancing student learning in classrooms, high-quality teaching is essential. Research highlighted core dimensions of effective teaching, including classroom management, student support, and cognitive activation. However, traditional methods of assessing teaching effectiveness dimensions (e.g., student surveys) have limitations, including rating biases and resource intensiveness.</div></div><div><h3>Aims</h3><div>To overcome these challenges, we explored machine learning (ML) algorithms for the automated assessment of teaching effectiveness.</div></div><div><h3>Sample</h3><div>The study analyzed multimodal data—such as video, audio, and transcripts—from the Global Teaching Insights study, which included video recordings and transcripts from 46 teachers and 1,132 students in Germany.</div></div><div><h3>Method</h3><div>Scores for 18 teaching effectiveness subdimensions from three core dimensions were automatically generated by training attention-based ML models on multimodal features extracted from pretrained encoders. These ML-generated scores were compared with scores provided by human experts. A content validity study was conducted, where human experts evaluated the plausibility of ML-generated scores against human-generated scores. Structural equation models were used to assess the relationship between teaching effectiveness subdimensions and students’ tested achievement.</div></div><div><h3>Results</h3><div>ML-generated scores were more reliable for some subdimensions (e.g., nature of discourse), and they were also plausible and content valid. ML-generated scores achieved higher absolute accuracy than human scores in 11 of 18 subdimensions. Limitations include reliance on human ratings as ground truth and inconsistent predictive validity, underscoring the need for refined models to generate actionable insights, such as real-time feedback systems.</div></div><div><h3>Conclusions</h3><div>The findings provide valuable insights for the development of automated feedback, enhancing the practical application of teaching effectiveness assessments.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102264"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525475","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 schools rebound from pandemic learning loss: Longitudinal findings from mandatory large-scale assessments","authors":"Johannes Schult ,&nbsp;Benjamin Fauth ,&nbsp;Rebecca Schneider ,&nbsp;Marlit A. Lindner","doi":"10.1016/j.learninstruc.2025.102263","DOIUrl":"10.1016/j.learninstruc.2025.102263","url":null,"abstract":"<div><h3>Background</h3><div>COVID-19-related restrictions on schooling resulted in learning losses, which were larger for socially and economically disadvantaged students. While recent empirical results point towards a recovery of learning loss in some subjects, it is unclear which school-related context factors may have impacted the recovery from the pandemic.</div></div><div><h3>Aims</h3><div>We investigate proxy indicators for three school factors, (a) socio-cultural composition, (b) proportion of students with migration background, and (c) the duration of school closures, and how they relate to differential learning gains in repeated measures from grade 5 to grade 8 for a pre-pandemic cohort compared to measures in pandemic-affected cohorts.</div></div><div><h3>Samples</h3><div>We analyzed educational large-scale assessment data, covering all public schools in one German state (total <em>n</em> &gt; 200,000 students, <em>k</em> &gt; 1000 schools). Competence test data in reading and mathematics were available for a pre-pandemic cohort (2015–2019: assessed in 5th grade in 2015 and in 8th grade in 2019) and for two cohorts affected by the pandemic (2018–2022 and 2019–2023).</div></div><div><h3>Results</h3><div>Difference-in-difference-in-difference analyses showed no significant moderator effects for the three risk factors at the school-level (i.e., socio-cultural capital, proportion of non-German speaking students, lost school days) regarding the recovery from learning losses (i.e., similar learning gains from grade 5 to 8 across cohorts).</div></div><div><h3>Conclusions</h3><div>The null effects tentatively suggest that the social divide between schools did not widen in the aftermath of school closures. On average, schools seemed to recover from restrictions on schooling regardless of the schools’ social composition.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"101 ","pages":"Article 102263"},"PeriodicalIF":4.9,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145525476","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}