Learning and Instruction最新文献

{"title":"Tests of moderation of the big-fish-little-pond effect across students with and without special educational needs in regular versus special education schools","authors":"Annette Lohbeck ,&nbsp;William Gilbert ,&nbsp;Aleksander Kocaj ,&nbsp;Malte Jansen ,&nbsp;Alexandre J.S. Morin","doi":"10.1016/j.learninstruc.2024.101966","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101966","url":null,"abstract":"<div><h3>Background</h3><p>Inclusive education has become increasingly popular based on the assumption that it has multiple benefits for students with special educational needs (SEN). However, contradictions remain regarding the widespread nature of these benefits, particularly when it comes to academic motivation.</p></div><div><h3>Aims</h3><p>In this large-scale cross-sectional study, we relied on the Big-Fish-Little-Pond Effect (BFLPE) to assess the links between inclusive education and students’ academic self-concepts and learning interests in the mathematics and verbal domains.</p></div><div><h3>Sample</h3><p>The sample consisted of 21,219 German elementary school children in Grade 4 who were enrolled in three groups: students without SEN attending regular schools (<em>n</em>_<em>1</em> = 19,069), students with SEN attending regular schools (<em>n</em>_<em>2</em> = 933), and students with SEN attending special education schools (<em>n</em>_<em>3</em> = 1214).</p></div><div><h3>Methods</h3><p>Doubly latent multi-group multilevel structural equation models and tests of latent interaction were performed to test the BFLPE.</p></div><div><h3>Results</h3><p>Results supported the BFLPE for both outcomes and domains. However, no BFLPE was identified for learning interest in the verbal domain among students with SEN attending special education schools, although the size of this effect did not differ significantly from that observed among students without SEN. In regular schools, the BFLPE was almost two times stronger among students with SEN than among their peers without SEN.</p></div><div><h3>Conclusions</h3><p>Results support the generalizability of the BFLPE to students with SEN, while casting doubts on the motivational benefits of inclusive education for these students. Interventions targeted at attenuating the BFLPE should thus be tailored for both regular and special education schools.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101966"},"PeriodicalIF":4.7,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141435131","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":"Mobile application-based phonetic training facilitates Chinese-English learners’ learning of L2","authors":"Juan Yang ,&nbsp;Yangyang Li ,&nbsp;Ling Wang ,&nbsp;Bo Sun ,&nbsp;Jiajia He ,&nbsp;Zhijie Liang ,&nbsp;Daifa Wang","doi":"10.1016/j.learninstruc.2024.101967","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101967","url":null,"abstract":"<div><h3>Background</h3><p>Numerous studies have claimed that high variability phonetic training (HVPT) has significant efficacy in improving learners’ phonological decoding ability. Although mobile learning (ML) based HVPT program integrated with sound instructional design also demonstrated the effectiveness, its reliability and validity need to be further verified.</p></div><div><h3>Aims</h3><p>This study evaluated the training's efficacy in improving Chinese learners' perception and production of English words by comparing learners' brain activation changes and network connectivity changes because of the training.</p></div><div><h3>Samples</h3><p>Participants were 40 undergraduate students.</p></div><div><h3>Methods</h3><p>This study developed a Wechat application to implement a self-regulated high-variability-phonetic-training (HVPT) for 20 university students; employed a modified phonics screening test (MPST) as a benchmark test to assess learners’ phonetic decoding ability before and after the training; designed a quasi-experiment (control/experimental design) for 40 participants; most importantly, this study used a functional near infrared spectroscopy (fNIRS) device to monitor brain activation and networks synchronisation for participants in both groups before and after training.</p></div><div><h3>Results</h3><p>The results showed that learners' performance on 5-phoneme pseudowords was significantly improved. The training inhibited learners’ right fusiform gyrus. A significant correlation was observed between enhanced RMTG and increased testing scores.</p></div><div><h3>Conclusion</h3><p>The transfer effect of Mobile MVPT on long pseudowords is significant, suggesting its efficacy in helping learners apply the phonetic patterns perceived from the training to segmentally analyse new difficult words.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101967"},"PeriodicalIF":4.7,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S095947522400094X/pdfft?md5=f0c3ca974f5cf8f036ea9f9a737478eb&pid=1-s2.0-S095947522400094X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141435146","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":"Critique generation promotes the critical reading of multiple texts","authors":"Alexandra List,&nbsp;Lily A. Russell,&nbsp;Eugene Zheng Yao,&nbsp;Gala S. Campos Oaxaca,&nbsp;Hongcui Du","doi":"10.1016/j.learninstruc.2024.101927","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101927","url":null,"abstract":"<div><h3>Background</h3><p>This study is focused on students’ abilities to critically evaluate or critique the content in texts. Beyond comprehension, critique is an essential, yet underexamined, learning process in an increasingly complex and persistently inequitable world.</p></div><div><h3>Aims</h3><p>Students were randomly assigned to a comprehension condition (i.e., asking them to summarize each text after reading), a critique condition (i.e., asking them to critique each text after reading), or to a control group, to examine whether these task assignments improved critical reading performance.</p></div><div><h3>Sample</h3><p>The sample consisted of 172 online participants.</p></div><div><h3>Methods</h3><p>Participants completed individual difference measures; read three texts, in accordance with their experimental condition; and completed measures of critical reading, comprehension, and source recall. The texts used in this study were designed to provide limited and women-blaming arguments for declining birth rates, with these flaws intentionally introduced to foster critique.</p></div><div><h3>Results</h3><p>Students assigned to the critique condition performed better on one of the critical reading questions, as compared to students in the comprehension condition, but not on the other question, and not as compared to students in the control group. The extent of students’ critique generation during reading significantly predicted performance on both critical reading questions as well as source recall performance.</p></div><div><h3>Conclusions</h3><p>We link critique generation during processing with critical reading performance; however, we do not find that explicitly directing students to engage in critique is necessarily the most fruitful means of fostering critical reading. The range of critiques that students generated when reasoning about flawed texts are analyzed and directions for future intervention introduced.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101927"},"PeriodicalIF":6.2,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141429465","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":"Playful enactive interventions can enhance agency, empathy and social integration in children","authors":"Paola D’ Adamo,&nbsp;Mariana Lozada","doi":"10.1016/j.learninstruc.2024.101960","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101960","url":null,"abstract":"<div><h3>Theoretical framework</h3><p>Play is vital for children's healthy development and growth. According to the enactive framework, play can foster socialization, self-regulation and cognitive processing. When children become active participants in pleasurable activities, they engage with their environment in diverse ways, engendering new meanings and transforming existing ones. Previous studies have shown that social integration and agency can be cultivated from an early age.</p></div><div><h3>Purpose or motivation</h3><p>In the current study we review prior research, taking into consideration the enactive approach. From this perspective, we revalue play as a particularly fruitful activity, which enables embodied interactions between peers, contributing to participatory sense-making processes. This study examines the impact of playful enactive interventions on transformative agency and social integration.</p></div><div><h3>Methods</h3><p>The study involved 161 children aged 6–8 years, who attended four schools in Bariloche, Argentina. We conducted enactive interventions which propitiated playful affective instances through non-competitive play and self-awareness practices. Quantitative and qualitative analyses were performed to evaluate changes in social integration and agency in children.</p></div><div><h3>Results</h3><p>The children showed changes both in the social domain - including peer relationships, empathy and classroom climate - and in their capacity for agency and emotional regulation. In addition, most children reported that they continued to use the self-awareness practices in stressful situations outside of school.</p></div><div><h3>Conclusion</h3><p>The present study reveals that playful enactive interventions can foster agency and empathy during childhood. Embodied experiences within playful contexts may have enabled participatory sense-making processes that contributed to the recreation of peer relationships.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101960"},"PeriodicalIF":6.2,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141422704","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 story problems strengthen arithmetic problem-solving strategy sophistication: Evidence from a learning trajectory teaching experiment in kindergarten","authors":"Traci Shizu Kutaka ,&nbsp;Pavel Chernyavskiy ,&nbsp;Menglong Cong ,&nbsp;Kayla McCreadie ,&nbsp;Julie Sarama ,&nbsp;Douglas H. Clements","doi":"10.1016/j.learninstruc.2024.101964","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101964","url":null,"abstract":"<div><h3>Background</h3><p>The sophistication of young children's arithmetic problem-solving strategies can be influenced through experience and instructional intervention. One potential pathway is through encountering story problems where the location of the unknown quantity varies.</p></div><div><h3>Aims</h3><p>The goal of the present study is to characterize how arithmetic problem-solving strategy sophistication can evolve through opportunities to solve story problems.</p></div><div><h3>Sample</h3><p>We used microgenetic principles to guide the coding of arithmetic problem-solving behavior (8843 attempts) across three timescales (time within-session, attempt to solve, and between sessions) for nine story problem structures (N = 40, 19 girls). Data come from a teaching experiment conducted in a Mountain West US state in Spring 2018.</p></div><div><h3>Methods</h3><p>We employed a Bayesian hierarchical ordinal regression with a nine-level response variable. The model contained fixed effects for session, attempt, story problem structure; a smooth time within session effect; and random effects for student, instructor, and equation.</p></div><div><h3>Results</h3><p>Our analysis indicates which transitions from less to more sophisticated strategies are better supported by additional attempts to solve the same problem vs. additional instructional sessions. Strategy sophistication also varied by the location of the unknown quantity (result unknown, find difference, start unknown), but not operation (join, separate, part-whole).</p></div><div><h3>Conclusions</h3><p>If confirmed by other studies, including experiments, what teachers offer children in terms of learning opportunities (more attempts within the same problem or more problems across work sessions) should vary based on the transition they are making.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101964"},"PeriodicalIF":6.2,"publicationDate":"2024-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141332944","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":"Straighten your back, open your arms! Effects of instructor's body postures in educational videos on students' interest and motivation","authors":"Sören J. Traulsen,&nbsp;Lysann Zander","doi":"10.1016/j.learninstruc.2024.101959","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101959","url":null,"abstract":"<div><h3>Background</h3><p>Research on on-screen instructor videos in education highlighted the role of embodied social cues for students' interest and motivation. As essential components of nonverbal communication variations of instructors' body postures may enhance teaching and stimulate learning by affecting students' perception and attitudes.</p></div><div><h3>Aims</h3><p>We investigate how an instructor's posture influence students' perceptions of and their attitudes towards an instructor in a video, as well as their interest and motivation regarding the topic.</p></div><div><h3>Sample</h3><p>University students participated online in a pilot (<em>N</em> = 194), a complementary (audio track-comparison; <em>N</em> = 53), and a preregistered (<em>N</em> = 434) experiment.</p></div><div><h3>Methods</h3><p>Participants were randomly assigned to watch one of four videos in which the instructor's posture was varied regarding verticality (upright vs. slumped) and horizontality (open vs. closed). We assessed students' perceptions of the instructor's enthusiasm, agency, and communion, liking and respect for the instructor, situational interest and motivation.</p></div><div><h3>Results</h3><p>While perceived enthusiasm, agency, communion, and students' liking were affected by the vertical and the horizontal dimension, students' respect was only influenced by the horizontal dimension. Regarding situational interest and motivation, we found indirect-only mediation effects of both posture dimensions mediated through perceived enthusiasm. Further mediation analyses indicated that the vertical dimension affected respect indirectly and the horizontal dimension affected liking, both mediated through perceptions of agency and communion.</p></div><div><h3>Conclusions</h3><p>Our study demonstrates that instructor's body postures as embodied social cues in educational videos affect students' perceptions of and attitudes towards the instructor, which in turn, shape students' interest and motivation.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101959"},"PeriodicalIF":6.2,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000860/pdfft?md5=73604faac3fc603de51bd283cd12168d&pid=1-s2.0-S0959475224000860-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141314689","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":"Fostering collaboration in simulations: How advanced learners benefit from collaboration scripts and reflection","authors":"Constanze Richters ,&nbsp;Matthias Stadler ,&nbsp;Anika Radkowitsch ,&nbsp;Felix Behrmann ,&nbsp;Marc Weidenbusch ,&nbsp;Martin R. Fischer ,&nbsp;Ralf Schmidmaier ,&nbsp;Frank Fischer","doi":"10.1016/j.learninstruc.2024.101912","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101912","url":null,"abstract":"<div><h3>Background</h3><p>Individual reflection and interdisciplinary collaboration can be critical for high-quality diagnostic outcomes. However, empirical findings on using instructional approaches to facilitate reflection and collaboration in collaborative diagnostic reasoning are inconclusive and limited. Previous studies on structured reflection and collaboration scripts have failed to consider learners’ prior knowledge, but the benefits of different types of instructional support, which offer varying levels of external guidance, tend to differ across prior knowledge levels.</p></div><div><h3>Aims</h3><p>We aim to investigate individual and synergistic effects of structured reflection and collaboration scripts on collaborative diagnostic reasoning while considering knowledge in a simulation and to explore how individual reflection and collaborative engagement contribute to diagnostic outcomes.</p></div><div><h3>Sample</h3><p>Participants were 151 advanced medical students.</p></div><div><h3>Methods</h3><p>Participants received structured reflection, collaboration scripts, both, or no support while diagnosing fictitious patient cases with an agent-based radiologist.</p></div><div><h3>Results</h3><p>Structured reflection improved collaborative diagnostic reasoning performance for learners with extensive prior knowledge but impeded performance for learners with little prior knowledge. The opposite was found for collaboration scripts. <span>Furthermore</span>, learners with extensive prior knowledge benefited more from a combination of both kinds of support than learners with little prior knowledge. Whereas no main effect of instructional support on the diagnostic outcome was found, simply working with the collaborator had a positive effect.</p></div><div><h3>Conclusions</h3><p>Different types of instructional support in simulations are differentially effective for learners with little and extensive prior knowledge. Extensive knowledge is needed for effective learning through reflection. But for high-quality diagnostic outcomes in simulated collaborative settings, collaborative engagement is more important than individual reflection.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101912"},"PeriodicalIF":6.2,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141308584","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":"Playing together: Parents and children reading materials and spaces in a museum playscape","authors":"Karen Wohlwend ,&nbsp;Yanlin Chen","doi":"10.1016/j.learninstruc.2024.101936","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101936","url":null,"abstract":"<div><h3>Background</h3><p>Current literacy play research highlights the need for a better understanding of teaching possibilities for multimodal learning in children's play in immersive environments.</p></div><div><h3>Purpose</h3><p>To examine how parents respond to young children's reading and playing of action texts communicated by designs in toys in a museum playscape.</p></div><div><h3>Participants</h3><p>41 children, 1YO-8YO, participated in the study, including 27 girls and 14 boys.</p></div><div><h3>Methods</h3><p>Children wore chest-mounted GoPro cameras to capture their toy-handling and interactions with caregivers. First-person video data captured children's interactions with exhibit elements and adult guidance. Geosemiotic analysis of exhibit spaces, toy designs, and parent-child interactions located instances of intense toy-handling for multimodal analysis of parents' guided play that helped children enact expected actions with toys.</p></div><div><h3>Results</h3><p>Semiotic analysis of the designs of materials and space revealed artifactual and spatial action texts that children embodied multimodally through play. Familiar toys enabled free play and independent playing of action texts. Unfamiliar action texts in toys sparked guided play in two ways: 1) parental coaching from the side and 2) co-playing as parents enacted a play role to join the pretense. Parent's guided play connected medical toys to family's health practices to mediate children's recognition and playing of an action text's expected roles and practices.</p></div><div><h3>Conclusion</h3><p>When adults join children's embodied pretense in immersive play environments, co-playing interactions can flatten adult/child power relations while play coaching can reinscribe expectations for children's compliant direction-following. Further play research is needed in settings and disciplines beyond early childhood, language, and literacy education.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101936"},"PeriodicalIF":6.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141291702","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":"Digital education through guided pretend play","authors":"Lena Hollenstein (Dr),&nbsp;Franziska Vogt (Prof Dr)","doi":"10.1016/j.learninstruc.2024.101945","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101945","url":null,"abstract":"<div><h3>Background</h3><p>The importance of play for children and its potential for learning are widely recognized. However, it is contested whether teachers should guide play, particularly pretend play, and how guided pretend play supports children's agency and learning. In this study, pretend play is employed in (unplugged) digital education and the teacher's guidance and children's involvement are examined to answer the following questions: what roles do teachers take on during guided pretend play and how do they enable children's learning about digitalization and digital transformation?</p></div><div><h3>Aims</h3><p>This qualitative study examines how teachers guide pretend play in ways that support learning, focusing on the topic of digitalization and digital transformation.</p></div><div><h3>Sample</h3><p>Fifteen teachers took part in the study and implemented the pretend play suggestions in their kindergartens with children aged from four to six years.</p></div><div><h3>Method</h3><p>The pretend play was filmed. The video data were structured and sequences of teachers joining in the pretend play and guiding from within were selected. These sequences were analysed in-depth using multimodal interaction analysis.</p></div><div><h3>Results</h3><p>The results indicate that teachers guide pretend play from within by taking on different roles (play leader or co-player). Teachers model within pretend play, for example, by assigning tasks or thinking aloud, and provide scaffolding, encouraging children's learning about digitalization and digital transformation.</p></div><div><h3>Conclusion</h3><p>Through co-playing and leading, teachers support a prolonged and in-depth joint focus, as well as the agency of the children. Such guided play is termed “sustained shared playing” and has great potential for learning.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101945"},"PeriodicalIF":6.2,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0959475224000720/pdfft?md5=1241149cb7aef84664b9234da187d829&pid=1-s2.0-S0959475224000720-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141290564","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":"Student characteristics and effort during test-taking","authors":"Lex Borghans ,&nbsp;Ron Diris ,&nbsp;Mariana Tavares","doi":"10.1016/j.learninstruc.2024.101924","DOIUrl":"https://doi.org/10.1016/j.learninstruc.2024.101924","url":null,"abstract":"<div><h3>Background</h3><p>Achievement tests are designed as measurement tools for student knowledge and learning, but also reflect student effort during the test. Understanding better what determines differences in (different dimensions of) effort can help in understanding what measured achievement differences reflect.</p></div><div><h3>Aim</h3><p>We analyze how test-taking effort relates to students’ demographic characteristics, past attainment and personality traits.</p></div><div><h3>Data</h3><p>13,791 9th grade students in the Netherlands, administered in 2012, 2014 and 2016, answering a total of 449,956 observations.</p></div><div><h3>Methods</h3><p>We distinguish between two measures of effort: solution behavior and response time given solution behavior. We estimate multi-level cross-classified models that include individual and test characteristics as predictors. We further include interaction terms between question position and individual characteristics, to identify how effort decline across the test differs by student type.</p></div><div><h3>Results</h3><p>Girls, high achievers, more agreeable, more conscientious and less extravert students exert more effort. Differences by past achievement are especially large and further increase along the test, while differences in other characteristics tend to be more stable. Effort differences by socioeconomic status are relatively small.</p></div><div><h3>Conclusions</h3><p>Systematic differences between different types of students can partly reflect differences in test effort across these groups. Thus, test effort should be considered when analyzing achievement gaps and differences across learning outcomes. Tests with different test lengths imply different measures of educational inequality through differential effort declines.</p></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"93 ","pages":"Article 101924"},"PeriodicalIF":6.2,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141285893","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}