Pub Date : 2024-06-11DOI: 10.1007/s10212-024-00848-z
V. Kubiszewski, Alexia Carrizales
{"title":"Effects of school-wide positive behavioral interventions and supports on students’ perceptions of teachers’ practices","authors":"V. Kubiszewski, Alexia Carrizales","doi":"10.1007/s10212-024-00848-z","DOIUrl":"https://doi.org/10.1007/s10212-024-00848-z","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-08DOI: 10.1007/s10212-024-00857-y
Francisco Cano, C. Pichardo, A. Justicia-Arráez, M. Romero-López, A. Berbén
{"title":"Identifying higher education students’ profiles of academic engagement and burnout and analysing their predictors and outcomes","authors":"Francisco Cano, C. Pichardo, A. Justicia-Arráez, M. Romero-López, A. Berbén","doi":"10.1007/s10212-024-00857-y","DOIUrl":"https://doi.org/10.1007/s10212-024-00857-y","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141370497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-31DOI: 10.1007/s10212-024-00853-2
Xuebin Wang, Yanjun Wang
Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students’ e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students.
{"title":"The impact of perceived social support on e-learning engagement among college students: serial mediation of growth mindset and subjective well-being","authors":"Xuebin Wang, Yanjun Wang","doi":"10.1007/s10212-024-00853-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00853-2","url":null,"abstract":"<p>Online learning has grown in popularity over the last few years. Understanding what factors and how they contribute to students’ e-learning engagement is crucial for the success of online education. Based on the ecological system theory, this study aims to examine the association between perceived social support and e-learning engagement among Chinese college students and explore whether growth mindset and subjective well-being mediated this association. A survey was conducted among 605 college students in China. The results showed that perceived social support is positively and significantly associated with e-learning engagement and that growth mindset and subjective well-being play independent and joint mediating roles in the link between the two constructs. Our findings highlight the importance of the interaction between perceived social support, growth mindset, and subjective well-being in e-learning engagement among college students. This study contributes to the theoretical and practical understanding of the e-learning ecosystem in college students.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141194595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-29DOI: 10.1007/s10212-024-00836-3
Jakob Kelz, Georg Krammer
The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (Psychologie in Erziehung und Unterricht, 62, 106, 2015) and Luttenberger et al. (Psychology Research and Behavior Management, 11, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (n = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (The American psychologist, 60, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.
对影响小学生数学成绩的因素进行性别敏感性分析,可以为促进小学生教育轨迹中这一重要阶段的发展提供有价值的见解。我们根据尼克拉斯(Psychologie in Erziehung und Unterricht, 62, 106, 2015)和卢滕伯格等人(Psychology Research and Behavior Management, 11, 311-322, 2018)的著作来看待小学生数学成绩的性别敏感性。他们模型中的所有元素都可以归属于原生结构特征、家庭学习环境、交互变量和数学成绩。这些都是以性别来呈现和描述的。在我们的四年纵向研究(n = 239)中,有四个小学测量点,我们用结构方程模型分析了这些要素的相互作用和预测能力。在原籍结构特征中,社会经济地位和移民背景与先行技能有关。家庭学习环境与前体技能或日后的数学成绩无关。前体技能和自我概念似乎对数学成绩有重要影响,而对数学学科的喜爱则无关紧要。性别只影响数学成绩的两个测量点,因此研究结果支持海德(The American Psychologist, 60, 581-592, 2005)提出的性别相似性假设。研究结果强调了入学时的性别平等,因此,今后的研究有必要确定数学成绩差异是何时以及根据哪些标准形成的。
{"title":"Synthesising models of primary school mathematicians by putting influencing factors of mathematics performance to the test","authors":"Jakob Kelz, Georg Krammer","doi":"10.1007/s10212-024-00836-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00836-3","url":null,"abstract":"<p>The gender-sensitive analysis of influencing factors on mathematical performance of primary school pupils can yield valuable insights into facilitating this vital phase of pupils’ educational trajectory. We view gender-sensitive mathematical performance in primary school based on works of Niklas (<i>Psychologie in Erziehung und Unterricht</i>, <i>62</i>, 106, 2015) and Luttenberger et al. (<i>Psychology Research and Behavior Management</i>, <i>11</i>, 311–322, 2018). All elements of their models can be assigned to structural traits of origin, home learning environment, interacting variables, and mathematics performance. These are presented and described in terms of gender. In our four-year long longitudinal study (<i>n</i> = 239) with four measurement points in primary school, the interplay and predictive power of these elements were analysed with structural equation model. Among the structural traits of origin, socio-economic status and migration background are relevant concerning precursor skills. The home learning environment is not relevant for precursor skills or later mathematics performance. The precursor skills and self-concept appear to be significant for mathematics performance whereas enjoyment of the subject does not matter. Gender affected only two measuring points of mathematics performance, so that the results support the gender similarity hypothesis according to Hyde (<i>The American psychologist</i>, <i>60</i>, 581–592, 2005.) According to our study, school entry is not shaped by gender differences in social background, affective characteristics, or precursor skills. The results emphasize gender equality at the start of school, so that it is of interest for future studies to determine when and on the basis of which criteria performance differences develop in mathematics.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141166739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-25DOI: 10.1007/s10212-024-00841-6
Einat Elizarov, Yair Ziv, Maya Benish-Weisman
Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals’ courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children’s values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; Mage = 67.45 months). Children’s values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children’s social behaviors. Results showed children’s preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children’s social cognition and their social behavior in kindergarten.
{"title":"Personal values and social behavior in early childhood: Understanding the contribution of social information processing and attitudes","authors":"Einat Elizarov, Yair Ziv, Maya Benish-Weisman","doi":"10.1007/s10212-024-00841-6","DOIUrl":"https://doi.org/10.1007/s10212-024-00841-6","url":null,"abstract":"<p>Values, defined by Schwartz (1994) as basic motivational cognitive structures, guide life goals, transcend contexts, and affect individuals’ courses of action differently depending on their preferred values. With young children, an important question that emerges is what factors underlie the linkages between their preferred motivations (i.e., preferred values) and their behavior tendencies in key social contexts. This study proposed one potential socio-cognitive mechanism that may explain how children’s values are linked to their prosocial and antisocial behaviors in kindergarten via their values-oriented social information processing patterns (SIP) and their attitudes toward their kindergarten. The sample included 121 children (59 girls; <i>M</i>age = 67.45 months). Children’s values, values-oriented SIP patterns, and attitudes toward kindergarten class were examined in one-on-one interviews. Teachers reported on the children’s social behaviors. Results showed children’s preferences for self-transcendence values were linked to their more prosocial behaviors and less antisocial behaviors in class via their self-transcendence values-oriented SIP patterns and their positive attitudes toward kindergarten. The findings offer important insights into the socio-cognitive elements that drive values-behavior relationships, as well as the links between various facets of young children’s social cognition and their social behavior in kindergarten.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141152699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-22DOI: 10.1007/s10212-024-00839-0
J. A. Matías-García, M. Cubero, Andrés Santamaría, M. Bascón
{"title":"The learner identity of adolescents with trajectories of resilience: the role of risk, academic experience, and gender","authors":"J. A. Matías-García, M. Cubero, Andrés Santamaría, M. Bascón","doi":"10.1007/s10212-024-00839-0","DOIUrl":"https://doi.org/10.1007/s10212-024-00839-0","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141112711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-21DOI: 10.1007/s10212-024-00846-1
Antonios Christodoulou, Konstantinos Tsagkaridis, A. Malegiannaki
{"title":"A multifactorial model of intrinsic / environmental motivators, personal traits and their combined influences on math performance in elementary school","authors":"Antonios Christodoulou, Konstantinos Tsagkaridis, A. Malegiannaki","doi":"10.1007/s10212-024-00846-1","DOIUrl":"https://doi.org/10.1007/s10212-024-00846-1","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141116384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-17DOI: 10.1007/s10212-024-00840-7
Judith Kreuz, Martin Luginbühl
{"title":"Demonstrating consensus in argumentative settings: Co-constructions in children’s peer discussions","authors":"Judith Kreuz, Martin Luginbühl","doi":"10.1007/s10212-024-00840-7","DOIUrl":"https://doi.org/10.1007/s10212-024-00840-7","url":null,"abstract":"","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140963934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.1007/s10212-024-00844-3
Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu
Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (N = 72; Mage = 39.72, SDage = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (N = 120; Mage = 32.48, SDage = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.
{"title":"A collective action approach to improving attitudes and self-efficacy towards gender equality among male STEM academics","authors":"Zachary W. Petzel, Lynn Farrell, Teresa McCormack, Rhiannon N. Turner, Karen Rafferty, Ioana M. Latu","doi":"10.1007/s10212-024-00844-3","DOIUrl":"https://doi.org/10.1007/s10212-024-00844-3","url":null,"abstract":"<p>Despite the implementation of equality interventions within higher education, progress towards gender parity in science, technology, engineering, and mathematics (STEM) remains slow. Male educators often exhibit poorer engagement with diversity initiatives, potentially contributing to persisting gender disparities in STEM given men’s longstanding dominance in these programs. Two experiments investigate how equality interventions should be designed to maximize support from male educators. Experiment 1 (<i>N</i> = 72;<i> M</i><sub><i>age</i></sub> = 39.72, <i>SD</i><sub><i>age</i></sub> = 12.33) used virtual reality to manipulate 2 factors among male academics: (1) exposure to gender inequality and (2) virtually taking the perspective of a female scientist. Using self-report and behavioral measures, viewing an empirical presentation outlining the prevalence of gender issues in STEM yielded the greatest support for equality initiatives following successful perspective-taking. Experiment 2 (<i>N</i> = 120;<i> M</i><sub>age</sub> = 32.48, <i>SD</i><sub>age</sub> = 10.36) varied two additional factors among male academics: (1) evidence-based methods to reduce gender biases in STEM (i.e., promoting self-efficacy) and (2) blaming male academics for gender inequalities. Promoting self-efficacy and blaming men for disparities led to greater confidence in male academics’ ability to address gender inequalities in their field. Notably, higher self-efficacy accounted for greater support for equality initiatives and internal motives to engage with diversity programs. Findings provide an empirical framework and high-tech training tools for promoting engagement with diversity initiatives among male educators, informing development of interventions within higher education to improve student and faculty experiences in STEM.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-11DOI: 10.1007/s10212-024-00845-2
Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson
Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.
检索练习是一种学习策略,多次被发现对记忆和学习有积极影响。然而,研究表明,学生很少自愿使用检索练习。本研究旨在考察学生自我调节使用检索练习的情况,并确定认知和非认知方面的性别和个体差异是否与选择性使用练习测试有关。本研究对 146 名选修数学和瑞典语课程的高中学生进行了课堂研究。研究采用ABAB设计,比较学生对检索练习(即重复在线测验)的选择性使用和非选择性使用。学生们完成了评估工作记忆能力和流体智力的认知任务,并完成了与学业成绩相关的非认知因素的自我报告,如勇气、认知需求(NFC)、自觉性和开放性。然后,使用配对和独立样本 t 检验比较了测验的使用情况,并通过层次线性回归分析探讨了测验与个体差异之间的关系。结果显示,学生在选修科目中完成的测验次数明显少于非选修科目,而且在瑞典语科目中,女生完成的选修测验次数明显多于男生,但在数学科目中则不然。此外,研究结果表明,自觉性可以预测数学选修测验的使用情况,而性别、NFC、自觉性和开放性可以预测瑞典语测验的使用情况。总之,尽管研究结果表明练习测试的可选/自我调节使用率相对较低,但与之前的研究结果一致,这些研究结果表明性别和非认知因素(如人格特征)可以预测练习测试的可选使用率。
{"title":"Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors","authors":"Frida Bertilsson, Tova Stenlund, Anna Sundström, Bert Jonsson","doi":"10.1007/s10212-024-00845-2","DOIUrl":"https://doi.org/10.1007/s10212-024-00845-2","url":null,"abstract":"<p>Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.</p>","PeriodicalId":47800,"journal":{"name":"European Journal of Psychology of Education","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140925457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}