Learning and Instruction最新文献

{"title":"Emotional dynamics and regulation in collaborative learning","authors":"Tiina Törmänen ,&nbsp;Mohammed Saqr ,&nbsp;Sonsoles López-Pernas ,&nbsp;Kristiina Mänty ,&nbsp;Jasmiina Suoraniemi ,&nbsp;Niklas Heikkala ,&nbsp;Hanna Järvenoja","doi":"10.1016/j.learninstruc.2025.102188","DOIUrl":"10.1016/j.learninstruc.2025.102188","url":null,"abstract":"<div><h3>Background</h3><div>Research has evidenced that students exhibit diverse and fluctuating emotional responses to various stimulus events during collaborative learning, but the empirical evidence on the connections between stimulus events, students’ emotional reactions, and implemented emotion regulation strategies in a collaborative learning context is still scarce.</div></div><div><h3>Aims</h3><div>This study aims to explore how group members collaboratively construct emotion regulation in social interaction. Specifically, it investigates students’ emotional reactions in various stimulus events and the related emotion regulation strategies.</div></div><div><h3>Sample</h3><div>Ninety-five secondary school students performed a collaborative science task in 31 small groups.</div></div><div><h3>Methods</h3><div>The groups' collaboration was videotaped to observe stimulus events, the valence of the students' related emotional reactions, and the emergence of emotion regulation strategies in group members' verbal interactions. Students’ electrodermal activity was recorded to capture their emotional activation. Temporal networks, Markov models, and sequence analysis were used to explore the dynamics between stimulus events, emotional reactions, and emotion regulation strategies.</div></div><div><h3>Results</h3><div>The results showed that the groups’ emotional dynamics centered around three entities: regulating negative emotions caused by task-related and external stimuli by showing empathy and situation modification, supporting each other to manage emotional responses provoked by social stimuli, and enhancing positive emotions in the group using humor and reciprocal positive reactions.</div></div><div><h3>Conclusions</h3><div>This study contributes to the understanding of emotions and emotion regulation in collaborative learning, with implications for educational practice. By employing multimodal multichannel data along with novel learning analytics methods, the study contributes to the advancement of methods used to investigate emotions in learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102188"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721272","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":"Decoding the success of collaboration in computational thinking","authors":"Stella Xin Yin ,&nbsp;Dion Hoe-Lian Goh ,&nbsp;Choon Lang Quek","doi":"10.1016/j.learninstruc.2025.102232","DOIUrl":"10.1016/j.learninstruc.2025.102232","url":null,"abstract":"<div><h3>Background</h3><div>Computational Thinking (CT) is a key component of information literacy and future employment skills. While pair programming (PP) has been recognized as an effective collaborative strategy for CT education, the motivational mechanism behind remains underexplored.</div></div><div><h3>Aims</h3><div>We aim to examine how self-efficacy, engagement, and collaboration preference influence CT skills and learning satisfaction. Further, we compare the relationships among these motivational factors between PP and individual learning contexts.</div></div><div><h3>Sample</h3><div>Participants were 79 fifth-grade elementary school students. Forty of participants were randomly paired and assigned to the PP group and 39 were assigned to the individual learning group.</div></div><div><h3>Methods</h3><div>We implemented a four-week intervention. Students in the PP group collaborated on CT tasks, while students in the individual learning group completed the tasks individually.</div></div><div><h3>Results</h3><div>Experiment results demonstrated that PP significantly improved students' self-efficacy compared to individual learning. In both groups, students with high self-efficacy beliefs were more engaged in CT learning, consequently leading to better performance in CT tests and higher learning satisfaction. Notably, the positive effects of self-efficacy and collaboration preference on cognitive engagement were stronger in the PP group. Moreover, positive PP experiences reinforced students’ preference for future collaborative learning.</div></div><div><h3>Conclusions</h3><div>These insights contribute to motivation research in CT education and provide practical implications for designing more engaging and effective PP activities in developing CT skills.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102232"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157523","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 creativity in self-regulated learning and its association with academic performance","authors":"Xiaowen Wang ,&nbsp;Huiguang Ren ,&nbsp;Roni Reiter-Palmon ,&nbsp;Weiguo Pang","doi":"10.1016/j.learninstruc.2025.102224","DOIUrl":"10.1016/j.learninstruc.2025.102224","url":null,"abstract":"<div><h3>Background</h3><div>Despite global acknowledgment of the importance of fostering creativity in education, there is a gap in understanding creativity in learning process.</div></div><div><h3>Aims</h3><div>This study examines how creativity manifests in students’ use of learning strategies within self-regulated learning (SRL) and how it relates to self-efficacy and academic performance. Specifically, we explore the relations between four indicators of creativity (fluency, flexibility, originality, and usefulness) and self-monitoring, and examine how these indicators influence self-efficacy and academic performance.</div></div><div><h3>Sample</h3><div>Participants were 100 undergraduate students (<em>M</em>_age = 19.48 years; <em>SD</em> = 0.86; 70 % female) from a first-year psychological statistics class.</div></div><div><h3>Methods</h3><div>Using a diary approach over 14 days before the final exam, participants documented their learning strategies and assessed their self-monitoring and academic self-efficacy daily. Final exam scores were recorded as academic performance. Creativity in the application of learning strategies was codified into four indicators: fluency (number of strategies used), flexibility (number of strategy categories and category switches), originality (uniqueness of strategies), and usefulness (perceived effectiveness of strategies).</div></div><div><h3>Results</h3><div>Dynamic structural equation models indicated that fluency and flexibility (category number) positively predicted next-day self-monitoring, while self-monitoring predicted next-day flexibility (category switch) and usefulness. Regression analyses showed significant positive relations between fluency, flexibility (category number and switch), usefulness, and academic performance. Academic self-efficacy mediated the relation between fluency, flexibility (category number), originality, usefulness, and academic performance.</div></div><div><h3>Conclusion</h3><div>This study illuminates the creative dimension in the application of learning strategies within SRL, highlighting how creativity dynamically interacts with self-monitoring and self-efficacy to enhance academic performance.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102224"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104224","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":"The moderating role of the teacher-child relationship in the association between peer rejection and language competence in early childhood education","authors":"Femke van der Wilt ,&nbsp;Jantine Spilt ,&nbsp;Sharisse van Driel ,&nbsp;Hilde Colpin (Prof)","doi":"10.1016/j.learninstruc.2025.102217","DOIUrl":"10.1016/j.learninstruc.2025.102217","url":null,"abstract":"<div><h3>Background</h3><div>Early language competence is an important predictor of children's academic and social success, as it underpins cognitive, communicative, and interpersonal skills.</div></div><div><h3>Aims</h3><div>In the present study, the relation between peer rejection and language competence was investigated in early childhood education. In addition, it was assessed whether the teacher-child relationship moderates this relation.</div></div><div><h3>Sample(s)</h3><div>In total, <em>N</em> = 328 children and seventeen teachers participated in the study. Children went to Dutch primary schools and were aged four to six years.</div></div><div><h3>Methods</h3><div>The extent to which children were rejected by peers was measured with a nomination procedure and children's level of language competence was assessed with a subscale of the Nijmegen Test for Pragmatics. The teacher-child relationship was measured by two subscales of the Student-Teacher Relationship Scale, indicating the level of teacher-child closeness and teacher-child conflict.</div></div><div><h3>Results</h3><div>Outcomes of multilevel analyses demonstrated that peer rejection is related to language competence for below-median levels of teacher-child closeness (not above-median) and for above-median levels of teacher-child conflict (not below-median).</div></div><div><h3>Conclusions</h3><div>These findings extend previous research into the relation between peer rejection and language competence and indicate the need of investigating both teacher-child – and peer relationships to better understand their joint influence on language development.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102217"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144906675","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":"Bilingual word learning: Recognizing novel words in context","authors":"Justin Lauro ,&nbsp;Pâmela Freitas Pereira Toassi ,&nbsp;Ana Beatriz Arêas da Luz Fontes","doi":"10.1016/j.learninstruc.2025.102230","DOIUrl":"10.1016/j.learninstruc.2025.102230","url":null,"abstract":"<div><h3>Background</h3><div>This study examined the effects of semantic and language variability on novel word learning in bilinguals. We investigated whether varied semantic contexts improve novel word learning in both the dominant and non-dominant language, particularly for novel words across a range of cross-language orthographic overlap.</div></div><div><h3>Methods</h3><div>Two within-subjects experiments were conducted with English-Spanish (n = 48) and Brazilian Portuguese-English bilinguals (n = 68). Participants studied rare words in repeated or varied semantic contexts across different language conditions (dominant-only, non-dominant-only, or both languages). Reading times for sentences during the study session, accuracy and response times in a semantic relatedness task, measured word learning.</div></div><div><h3>Results</h3><div>Sentence reading times decreased with each presentation, especially in repeated contexts and when words were presented in the dominant language. Cross-language orthographic overlap significantly moderated reading times of the whole sentence when novel target words were studied in both languages (translation equivalents). The post-test semantic relatedness task presented more complex findings. English-Spanish bilinguals benefited more from words studied in varied semantic contexts, while Brazilian Portuguese-English bilinguals showed an advantage for repeated contexts, likely due to differing task completion strategies and language use patterns between the groups.</div></div><div><h3>Conclusions</h3><div>While some findings aligned with the Context Variability Hypothesis, other findings revealed more nuanced effects of semantic and language variability. Findings were interpreted within an instance-based theoretical framework of word learning. Language variability across study encounters may provide additional retrieval cues, facilitating novel word learning in bilinguals. However, the effects are moderated by task demands and specific language-pairs.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102230"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145117691","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 Practice in Stepwise Worked Examples Improves Learning","authors":"Gesa S.E. van den Broek,&nbsp;Margot van Wermeskerken,&nbsp;Tamara van Gog","doi":"10.1016/j.learninstruc.2025.102196","DOIUrl":"10.1016/j.learninstruc.2025.102196","url":null,"abstract":"<div><h3>Background</h3><div>Prior research showed no benefits of including retrieval opportunities in example-based learning. However, these studies had students solve entire practice problems, often without a restudy opportunity after (failed) retrieval.</div></div><div><h3>Aim</h3><div>We tested a new approach: the stepwise presentation of examples with prompts to retrieve and execute each upcoming solution step, before it is revealed to offer feedback. We hypothesized that such stepwise retrieval and execution of problem-solving steps would increase mental effort during study and improve recall and problem-solving performance on a delayed test compared to example study without retrieval prompts.</div></div><div><h3>Participants</h3><div>164 adults, recruited on Prolific (<em>M</em>_age = 22.9 years; 95/66/3 female/male/other).</div></div><div><h3>Methods</h3><div>Participants studied six examples (two triplets of isomorphic examples). They were randomly assigned to either the (1) <em>no prompt</em> (control) condition, in which all examples were presented stepwise in a self-paced manner, or (2) the <em>retrieval prompt</em> condition, in which the second and third example of each triplet contained prompts for participants to describe (aloud) each upcoming (sub)step before it was presented.</div></div><div><h3>Results</h3><div>Participants in the retrieval prompt condition spent more time studying (on average 31 min versus 13 min in the control condition), did not report higher mental effort during example study, but showed significantly better recall and problem-solving test performance on a test after one week than participants in the control condition. Test performance correlated positively with retrieval success during studying but not with study times.</div></div><div><h3>Conclusion</h3><div>Retrieval prompts can enhance example-based learning, when using a stepwise approach.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102196"},"PeriodicalIF":4.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704641","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 the interaction of writer individual differences in predicting L2 students’ writing achievements","authors":"Jianhua Zhang ,&nbsp;Lawrence Jun Zhang","doi":"10.1016/j.learninstruc.2025.102214","DOIUrl":"10.1016/j.learninstruc.2025.102214","url":null,"abstract":"<div><h3>Background</h3><div>There are ample studies on the effects of learner individual differences on L2 learning. However, the literature is almost void on the complex interactions among writer individual differences (WIDs) and their effects on L2 students' writing performance.</div></div><div><h3>Aims</h3><div>This study was designed to explore the interactions between WIDs in predicting L2 students’ writing performance.</div></div><div><h3>Samples</h3><div>We conducted this study with a convenience sample of 391 voluntary L2 student participants from two Chinese universities.</div></div><div><h3>Methods</h3><div>We required the participants to complete cognitive tests designed to measure their language aptitude and working memory capacity, four questionnaires to gauge their self-perceived L2 grit, writing achievement goals, writing self-efficacy, and self-regulated learning (SRL) writing strategies, and two writing tasks to measure their writing performance.</div></div><div><h3>Results</h3><div>Through structural equation modeling, we identified shared and task-specific mediated paths. For both tasks, L2 grit and writing self-efficacy mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on the quality of L2 writing; writing achievement, L2 grit and writing achievement goals mediate the influence of vocabulary learning ability on L2 writing quality; writing self-efficacy mediated the impact of L2 grit on L2 writing quality. Additionally, in the argumentative task, SRL writing strategies mediated the influence of writing achievement goals on L2 writing quality, whereas, in the narrative task, L2 grit mediated the respective impacts of vocabulary learning ability, working memory, and writing achievement goals on L2 quality, and writing self-efficacy mediated the influence of working memory on L2 writing quality.</div></div><div><h3>Conclusion</h3><div>The results reveal complex mediation process illuminating how WIDs influence L2 writing performance through various mediators.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102214"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144925098","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":"Unravelling the quality of processes of learning from errors: Insights from students' written error reflections in factoring tasks","authors":"Enming Zhang","doi":"10.1016/j.learninstruc.2025.102199","DOIUrl":"10.1016/j.learninstruc.2025.102199","url":null,"abstract":"<div><h3>Background</h3><div>Errors can provide valuable opportunities for deep learning outcomes, but these opportunities are often missed when the quality of processes of learning from errors is low. This quality can be inferred from students' level of cognitive engagement indicated by their written error reflections; however, research directly analyzing such reflections remains limited.</div></div><div><h3>Aims</h3><div>This study identifies patterns in students' error reflections and explores their relationship with academic achievement.</div></div><div><h3>Sample</h3><div>Participants were 118 eighth-grade students.</div></div><div><h3>Methods</h3><div>Students wrote reflections on presumed errors in two factoring problems with minimal prompts. Reflections were counted for frequency (involving categories of error detection, error correction, and out of scope) and scored for depth (involving descriptors of transferability, awareness, and correctness). These six coded features were used for clustering analysis to identify reflection patterns, and analysis of variance was used to explore their relationship with academic achievement.</div></div><div><h3>Results</h3><div>Overall, students produced moderate-frequency but low-depth reflections. Clustering analysis revealed five distinct patterns, labeled as ineffective thinker, disengaged learner, error detector, informative classifier, and insightful reflector, inferring a range from low-to high-quality processes of learning from errors. Low-quality-related patterns typically included superficial reflections like vague, overly general, or meaningless thoughts, while high-quality-related ones demonstrated required reflections on error detection and correction, with some including transferable insights about when or why to use specific knowledge. Patterns associated with higher-quality processes were also linked to higher academic achievement.</div></div><div><h3>Conclusions</h3><div>This study enhances our understanding of how students learn from errors, providing implications for improving relevant instructional strategies.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102199"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144721273","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":"Examining myside bias on a controversial historical event after engagement in dialogic argumentation: Insights from a think aloud study","authors":"Kalypso Iordanou ,&nbsp;Constantina Fotiou ,&nbsp;Athina Manoli ,&nbsp;Michalinos Zembylas","doi":"10.1016/j.learninstruc.2025.102209","DOIUrl":"10.1016/j.learninstruc.2025.102209","url":null,"abstract":"<div><div>The main objective of this exploratory study was to examine students' reasoning – particularly myside bias – on a controversial historical event using rich think aloud data, before and after being engaged in extensive dialogic argumentation on a non-historical topic. Elementary school students engaged in a nine-session argument-based intervention. For 30 students — a subset of the 116 participants who engaged in the intervention and who constitute the focus of this study — myside bias was assessed before and after their engagement in the intervention, using the think-aloud methodology. Students were asked to read two accounts about a recent war in their country—an own-side account from a historian of their ethnic group and an other-side account from a historian of the adversary ethnic group—and to think aloud. The analysis of the think-aloud protocols shows that participants responded differently when reading the own-side account vs. the other-side one. In particular, participants expressed significantly more statements that supported the other-side when reading the other-side's account than when reading their own-side's account. This shows that engaging with the other-side account, as revealed by the think-aloud process, can promote a deeper understanding of the other side. Moreover, they made more evaluative comments post-assessment than pre-assessment. However, their evaluative comments were still in favor of their own position, which shows how resilient myside bias is to change. Overall, our findings suggest that the think-aloud methodology is a valuable tool for identifying (changes in) myside bias and the conditions that facilitate it.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102209"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890933","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":"Examining a weekly cost reduction intervention in calculus","authors":"Patrick N. Beymer ,&nbsp;Yeo-eun Kim ,&nbsp;Elise C. Allen ,&nbsp;Emily Q. Rosenzweig","doi":"10.1016/j.learninstruc.2025.102211","DOIUrl":"10.1016/j.learninstruc.2025.102211","url":null,"abstract":"<div><h3>Background</h3><div>Though cost perceptions are thought to be key motivational beliefs that can undermine academic engagement, little research has designed or tested interventions to reduce cost perceptions for students.</div></div><div><h3>Aims</h3><div>We developed, implemented, and evaluated a weekly cost reduction intervention utilizing motivational regulation strategies to reduce cost.</div></div><div><h3>Sample</h3><div>Participants were 449 undergraduate calculus students.</div></div><div><h3>Methods</h3><div>Using a pre-registered randomized controlled trial, students were assigned to a cost reduction condition or control condition for 13 consecutive weeks. In the cost reduction condition, students reflected on a list of motivational regulation strategies and wrote about how they would use a specific strategy the following week.</div></div><div><h3>Results</h3><div>The intervention significantly reduced weekly task effort cost, weekly emotional cost, final task effort cost, final loss of valued alternatives cost, and final emotional cost on average for all students. However, interaction analyses revealed that benefits were often limited to specific groups, aligning with tentative pre-registered hypotheses. Racially marginalized students in the intervention reported lower weekly emotional cost, higher weekly interest, lower final task effort cost, and lower final emotional cost, compared to racially marginalized students in the control condition; these effects did not appear among non-racially-marginalized students. Additionally, students with lower high school GPAs in the intervention reported higher STEM career intentions and only students with higher high school GPAs reported lower weekly outside effort cost compared to their counterparts in the control condition.</div></div><div><h3>Conclusions</h3><div>The statistically significant effects demonstrate the potential of weekly cost reduction interventions for helping some students with their learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"100 ","pages":"Article 102211"},"PeriodicalIF":4.9,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144842826","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}