npj Science of Learning最新文献

Sleep duration and subject-specific academic performance among adolescents in China. 中国青少年睡眠时间与学科学习成绩的关系

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-09-30 DOI: 10.1038/s41539-025-00361-y

Maohua Wang, Zhuo Chen, Ni Han, Hao Yao

{"title":"Sleep duration and subject-specific academic performance among adolescents in China.","authors":"Maohua Wang, Zhuo Chen, Ni Han, Hao Yao","doi":"10.1038/s41539-025-00361-y","DOIUrl":"10.1038/s41539-025-00361-y","url":null,"abstract":"This study draws on data from 54,102 eighth-grade students across 717 middle schools in Shanghai, China, to examine the relationship between sleep duration and academic performance across subjects. Sleep duration was self-reported as average nightly sleep on school days, and academic performance was assessed through standardized subject tests administered in the same semester. Using OLS regression, threshold models, and Shapley value decomposition, we found that around 8 h of sleep was most strongly associated with higher academic performance, particularly in mathematics and science. The positive association was more evident among lower-achieving students. Girls generally required slightly longer sleep than boys to achieve their best performance in most subjects, except mathematics. Additionally, homework time and electronic device use were significantly linked to reduced sleep duration. These findings underscore the importance of adequate sleep in supporting adolescent learning and suggest that interventions should address sleep habits alongside academic demands in high-pressure educational contexts.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"71"},"PeriodicalIF":3.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12485100/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing the theory crisis in statistical learning research. 解决统计学习研究中的理论危机。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-09-29 DOI: 10.1038/s41539-025-00359-6

Christopher M Conway, Holly E Jenkins, Alice E Milne, Sonia Singh, Benjamin Wilson

引用次数: 0

Do it yourself: discerning the effects of self-directed activity on conceptual learning. 自己动手：辨别自我导向活动对概念学习的影响。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-09-29 DOI: 10.1038/s41539-025-00364-9

Garvin Brod, Elfriede Holstein, Leonie Weindorf, Joseph Colantonio, Elizabeth Bonawitz, Maria Theobald

引用次数: 0

Effect of cognitive control strategies on young children's attention and emotion during coding learning. 认知控制策略对幼儿编码学习中注意力和情绪的影响。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-09-29 DOI: 10.1038/s41539-025-00360-z

Chanjuan Fu, Xiaoxin Hao, Xinyue Shi, Hanxin Qian, Shanyun He, Fengji Geng

{"title":"Effect of cognitive control strategies on young children's attention and emotion during coding learning.","authors":"Chanjuan Fu, Xiaoxin Hao, Xinyue Shi, Hanxin Qian, Shanyun He, Fengji Geng","doi":"10.1038/s41539-025-00360-z","DOIUrl":"10.1038/s41539-025-00360-z","url":null,"abstract":"This study investigates the effect of cognitive control strategies on young children's emotional and attentional states during coding learning. We conducted a quasi-experimental study with 46 children aged 5-6 years, dividing them into an experimental group using cognitive control strategies (planning, monitoring, reflecting) and a control group without these strategies. Video recordings from three lessons, representing the early, middle, and late stages of the coding course provided to the two groups, were analyzed to assess attention and emotion every three seconds. High-resolution data analyses indicated that cognitive control strategies helped children maintain attention and remain in a neutral emotional state during learning activities with good ecological validity. Additionally, cognitive control strategies enhanced learning outcomes, which were significantly related to attention measured during learning. These findings suggest that integrating cognitive control strategies in early education can improve attention, emotional regulation, and learning outcomes.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"67"},"PeriodicalIF":3.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12480013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Commensality and academic performance: measuring peer acceptance among college students. 共通性与学习成绩：大学生同伴接受度的测量。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-09-29 DOI: 10.1038/s41539-025-00357-8

Jinxi Wen, Wenjing Lyu, Jin Liu, Li Yang

{"title":"Commensality and academic performance: measuring peer acceptance among college students.","authors":"Jinxi Wen, Wenjing Lyu, Jin Liu, Li Yang","doi":"10.1038/s41539-025-00357-8","DOIUrl":"10.1038/s41539-025-00357-8","url":null,"abstract":"Peer relationships play a critical role in academic performance, yet their link in higher education remains underexplored. This study introduces commensality-shared mealtimes-as a novel proxy for peer acceptance and examines its relationship with academic outcomes across student groups. Using 2,717,938 transaction records from 3355 first-year undergraduates at a prestigious Chinese university, we developed \"commensality value\" metrics to quantitatively measure peer relationships. Regression analyses reveal that peer acceptance, particularly from peers who are more physically distant, is positively correlated with academic performance. This correlation is stronger among male students, politically active students, former class leaders, and those with politically active parents. These findings highlight the potential benefits of strong peer relationships and suggest that promoting environments that encourage peer commensality could be a valuable strategy for universities to explore. By bridging gaps in the literature, this study introduces innovative metrics and advances the understanding of the peer academic success.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"69"},"PeriodicalIF":3.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12479995/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Unlocking math potential in students from lower SES backgrounds - using instructional scaffolds to improve performance. 释放社会经济地位较低学生的数学潜力——利用教学支架提高成绩。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-09-23 DOI: 10.1038/s41539-025-00358-7

Katharina M Bach, Frank Reinhold, Sarah I Hofer

{"title":"Unlocking math potential in students from lower SES backgrounds - using instructional scaffolds to improve performance.","authors":"Katharina M Bach, Frank Reinhold, Sarah I Hofer","doi":"10.1038/s41539-025-00358-7","DOIUrl":"10.1038/s41539-025-00358-7","url":null,"abstract":"Socioeconomic status (SES) influences school success. Students with lower SES may face challenges that this study aims to address through instructional scaffolding. To be effective, such support needs to consider students' individual strengths and weaknesses. In this study, 321 sixth-grade students used an e-textbook about fractions. They were randomly assigned to receive either adaptive task difficulty, explanatory feedback, or dynamic visualizations as scaffolds or no scaffolding. We assessed their fraction knowledge at pre- and post-test and eigth cognitive and motivational-affective characteristics. Latent profile analyses identified three profiles. Students with lower SES (below the nationwide average) are commonly associated with a profile that has unfavorable learning prerequisites. A linear mixed model revealed that adaptive task difficulty significantly benefited students in this profile. Implementing adaptive task difficulty in math classes might mitigate challenges associated with lower SES, enhancing educational success and equity by addressing individual prerequisites and learning needs.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"66"},"PeriodicalIF":3.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12457687/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145132216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Updating social evaluation during sleep. 在睡眠中更新社会评价。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-08-30 DOI: 10.1038/s41539-025-00356-9

Haoyun Zhao, Xiao Lin, Kai Yuan, Xiaoqing Hu, Xikai Wang, Waxun Su, Qiandong Wang, Lin Lu

{"title":"Updating social evaluation during sleep.","authors":"Haoyun Zhao, Xiao Lin, Kai Yuan, Xiaoqing Hu, Xikai Wang, Waxun Su, Qiandong Wang, Lin Lu","doi":"10.1038/s41539-025-00356-9","DOIUrl":"10.1038/s41539-025-00356-9","url":null,"abstract":"Sleep is instrumental in the formation of long-lasting memories, including social evaluations and social knowledge. The modification of social evaluations holds profound significance for understanding and shaping societal dynamics. Here, we investigated how sleep could contribute to updating the social evaluation of a person generally perceived as unattractive. We found that, compared with uncued names, auditory cueing (by playing the acoustic name+positive trait pairs) during sleep increased the perceived attractiveness of the mental representations of faces associated with the cued names. Notably, the number of slow oscillations detected during sleep was significantly positively correlated with the attractiveness ratings of the faces corresponding to the cued names. Importantly, a control experiment revealed that mere name exposure without positive traits during sleep did not enhance mental facial representations. These results highlight sleep's active role in updating social evaluations and suggest that sleep-mediated social evaluation updating can be applied in various social contexts.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"65"},"PeriodicalIF":3.0,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12398527/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Offline consolidation mechanisms of the retrieval practice effect: an analysis based on EEG signal characteristics. 检索练习效果的离线巩固机制：基于脑电信号特征的分析。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-08-28 DOI: 10.1038/s41539-025-00349-8

Jing Zhang, Xiaoning Huo, Hongbo Lv, Jiahua Xu, Xiaofeng Ma

引用次数: 0

Divergent effects of mindsets on performance trajectories. 心态对绩效轨迹的发散效应。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-08-28 DOI: 10.1038/s41539-025-00355-w

Melody M Chao, Allen H Huang, Anirban Mukhopadhyay, Janghoon Shon

{"title":"Divergent effects of mindsets on performance trajectories.","authors":"Melody M Chao, Allen H Huang, Anirban Mukhopadhyay, Janghoon Shon","doi":"10.1038/s41539-025-00355-w","DOIUrl":"10.1038/s41539-025-00355-w","url":null,"abstract":"Recent initiatives worldwide have promoted the \"growth mindset\" to improve educational outcomes. However, the effectiveness of this approach remains controversial. This research presents novel perspectives by investigating the natural effects of growth mindsets on students' academic performance trajectories from university entrance to completion. Longitudinal analyses involving 915 students, 6,918 student-term, and 33,607 student-course observations, reveal previously unexplored relationships. Transcending the dichotomized debate of whether growth mindsets are effective, our findings reveal that students with stronger growth mindsets initially outperform their fixed mindset counterparts; however, this advantage diminishes over time. Additionally, students with growth mindsets are more adept at navigating unfamiliar academic territories. Importantly, both growth and fixed mindsets are associated with higher academic achievement, but a lack of clear mindset is linked to poorer outcomes. Our study underscores the importance of considering these factors in educational institutions that aim to foster growth mindsets to enhance human capital development.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"64"},"PeriodicalIF":3.0,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12394573/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Household- and school-level parental education and academic self-concept development in elementary school. 家庭和学校层面的父母教育与小学学业自我概念的发展。

IF 3 1区心理学

npj Science of Learning Pub Date : 2025-08-26 DOI: 10.1038/s41539-025-00354-x

Nil Horoz, Nienke van Atteveldt, Joost Oude Groeniger, Tanja A J Houweling, Frank J van Lenthe, TuongVan Vu, Hans M Koot, J Marieke Buil

{"title":"Household- and school-level parental education and academic self-concept development in elementary school.","authors":"Nil Horoz, Nienke van Atteveldt, Joost Oude Groeniger, Tanja A J Houweling, Frank J van Lenthe, TuongVan Vu, Hans M Koot, J Marieke Buil","doi":"10.1038/s41539-025-00354-x","DOIUrl":"10.1038/s41539-025-00354-x","url":null,"abstract":"This longitudinal study examined the main effect associations and cross-level interactions of household- and school-level parental education on academic self-concept (ASC) development from fourth to sixth grade of elementary school. Furthermore, the mediating roles of child- and school-level academic achievement (AA) in these associations were examined. Children (N = 679, ages 10-12) from 18 elementary schools were followed annually. ASC levels were relatively high and stable from fourth to sixth grade. Results showed that lower household-level parental education was indirectly associated with lower child-level ASC through lower child-level AA. Lower school-level AA and tentatively higher school-level ASC scores were found in lower parental education schools compared to higher parental education schools. School-level AA was not associated with school-level ASC. Furthermore, results showed initial support that, in terms of ASC, children of lower-educated parents may benefit slightly more from attending lower parental education schools than attending higher parental education schools.","PeriodicalId":48503,"journal":{"name":"npj Science of Learning","volume":"10 1","pages":"62"},"PeriodicalIF":3.0,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12379102/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144974763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0