Learning and Individual Differences最新文献

{"title":"AI-based educational interventions for enhancing cognitive learning processes in students with disabilities: A meta-analysis","authors":"Feiyi Han,&nbsp;Meng Deng,&nbsp;Tingrui Yan,&nbsp;Haiping Wang","doi":"10.1016/j.lindif.2026.102876","DOIUrl":"10.1016/j.lindif.2026.102876","url":null,"abstract":"<div><div>Guided by the Cognitive Learning Processes Adaptation Model (CLPAM), this meta-analysis provides a theory-driven synthesis of how AI-based educational interventions support core cognitive learning processes in students with disabilities. The study aims to clarify the cognitive mechanisms through which AI interventions influence learning by focusing on attention regulation, cognitive load management, and memory storage. Drawing on 42 effect sizes from 20 studies published between 2010 and 2025, random-effects models revealed a significant overall effect of AI-based interventions on cognitive learning processes (g = 0.726). Domain-specific analyses demonstrated robust effects for attention regulation (g = 0.817), memory storage (g = 0.783), and cognitive load management (g = 0.691). Moderator analyses indicated that robotics-based interventions, structured teaching approaches, and moderate levels of AI interactivity were associated with larger cognitive gains. By organizing evidence around theoretically defined cognitive processes, this study advances understanding of AI-supported learning mechanisms and informs theory-driven inclusive educational practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"127 ","pages":"Article 102876"},"PeriodicalIF":9.0,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The association between private tutoring and mathematics learning outcomes in primary and secondary schools: A three-level meta-analysis","authors":"Yuhuan Zhang ,&nbsp;Lijin Liu ,&nbsp;Zijing Wang ,&nbsp;Lidong Wang","doi":"10.1016/j.lindif.2026.102877","DOIUrl":"10.1016/j.lindif.2026.102877","url":null,"abstract":"<div><div>The relationship between private tutoring and mathematics learning outcomes remains unclear in the existing literature. To address this issue, a three-level meta-analysis was conducted of 76 international empirical studies published between 2000 and 2024, examining the association between private tutoring and students' cognitive and non-cognitive learning outcomes in mathematics. Results revealed a small positive correlation between private tutoring and mathematics learning outcomes in primary and secondary schools, primarily in cognitive learning outcomes. The relationship with non-cognitive learning outcomes was nonsignificant. Additionally, test type, school stage, and geographical location moderated the relationship between private tutoring and cognitive learning outcomes in mathematics.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"127 ","pages":"Article 102877"},"PeriodicalIF":9.0,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nurturing nature: Educogenetics at schools?","authors":"Jalen Blocker ,&nbsp;Jacqueline L. Ge ,&nbsp;Tanya V. Shah ,&nbsp;Elena L. Grigorenko","doi":"10.1016/j.lindif.2026.102874","DOIUrl":"10.1016/j.lindif.2026.102874","url":null,"abstract":"<div><div>One established source of individual differences in the classroom is genetics. Research has demonstrated that structural variations in the genome are relevant to academic performance in reading/literacy, mathematics, and cognitive processes underlying these skills. Both quantitative- and molecular genetic studies have contributed to this body of research, and they are briefly reviewed in this essay. The main thrust of the discussion, however, centers on the following issues. First, the direct-to-consumer (DTC) distribution of various genetic tests has created a situation in which test results may be brought to a child's school with the expectation that accommodations are warranted. Second, DTC distribution necessitates genetically literate parents and educators who can interpret and apply genetic information to educational contexts. Third, the use of genetic information in education raises specific legal and policy concerns. These issues will be discussed in light of recent developments in personalized medicine. Ultimately, the central argument of this essay is that educogenetics—i.e., the use of genetic information in education—is a goal for the future, not for today.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102874"},"PeriodicalIF":9.0,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022917","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The influence of learners' prior knowledge composition on interpersonal brain synchronization and learning outcomes in learning by teaching","authors":"Yan Zheng ,&nbsp;Xin Zhao ,&nbsp;Zhongling Pi ,&nbsp;Xiying Li ,&nbsp;Zhiyuan Wang","doi":"10.1016/j.lindif.2026.102873","DOIUrl":"10.1016/j.lindif.2026.102873","url":null,"abstract":"<div><div>This study investigated how the composition of prior knowledge in teacher-student pairs, in which one learner acts as the teacher and the other as the student during a learning by teaching approach, influences teacher participants' learning performance, instructional behaviors and quality, and interpersonal brain synchronization (IBS). Results showed that high prior knowledge teacher participants with high prior knowledge outperformed their counterparts in transfer tasks and engaged more frequently in metacognitive and responsive instructional behaviors, regardless of the student participants' prior knowledge. Additionally, dyads composed of a teacher participant of low prior knowledge and a student participant of high prior knowledge exhibited more reflective and adaptive teaching behaviors, enhancing bridging inferences. Furthermore, both bridging inferences and increased IBS in the IPL-aPFC, SMG-SMA, SMG-SMG and SMG-dlPFC pairings significantly predicted learning performance.</div></div><div><h3>Educational relevance statement</h3><div>This study underscored the pivotal role of the prior knowledge composition between teacher and student participants in shaping teacher participants' performance, instructional behaviors, and interpersonal brain synchronization during learning by teaching. Teacher participants with high prior knowledge consistently achieved superior transfer performance and displayed more metacognitive and responsive instructional behaviors, regardless of student participants' prior knowledge levels. Dyads consisting of teacher participants with low prior knowledge and student participants with high prior knowledge engaged more in reflective and adaptive teaching, which facilitated stronger bridging inferences. Moreover, bridging inferences and increased IBS in IPL-aPFC, SMG-SMA, SMG-SMG and SMG-dlPFC pairings were found to positively predict learning performance. Our findings have important implications for instructors, highlighting the need to tailor instructional scaffolding to teacher and student participants with differing levels of prior knowledge. For instance, teacher participants with high prior knowledge should be encouraged to foster deeper reasoning and metacognitive engagement. Meanwhile, in LT-HS dyads (teacher participants with low prior knowledge and student participants with high prior knowledge), student participants with high prior knowledge can be encouraged to take on guiding roles that promote bridging inferences and adaptive instructional practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102873"},"PeriodicalIF":9.0,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of gender and social support on student-athlete and regular student burnout trajectories across lower secondary school","authors":"Milla Saarinen ,&nbsp;Daniel J. Phipps ,&nbsp;Joni Kuokkanen ,&nbsp;Anna Widlund ,&nbsp;Marte Bentzen ,&nbsp;Jan Erik Romar","doi":"10.1016/j.lindif.2026.102871","DOIUrl":"10.1016/j.lindif.2026.102871","url":null,"abstract":"<div><div>School burnout symptoms are increasing among adolescents in Nordic countries, especially among female students. In this study, we investigated the trajectories of school burnout symptoms (overall symptoms, exhaustion, cynicism, and inadequacy) across three years of lower secondary education (ages 13–15) among Finnish student-athletes (<em>n =</em> 265; 117 female, 148 male) and regular students (<em>n</em> = 174; 95 female, 79 male). We also examined how these trajectories were associated with gender and social support from the students' teachers, peers, and parents. The participants completed the associated questionnaires three times during lower secondary school. Latent growth models showed that there were no differences in burnout symptoms between student-athletes and regular students at baseline. Female students and female student-athletes reported more burnout symptoms at baseline, and female student-athletes became more exhausted over time. Teacher and peer support were associated with lower rates of increase in burnout symptoms over time.</div></div><div><h3>Educational relevance and implications statement</h3><div>By examining school burnout trajectories and their associations with student-athlete status, gender, and social support from teachers, peers, and parents, we provide new insights into the development of school burnout symptoms in different student groups across lower secondary education (ages 13–15). The findings suggest that being an adolescent female student and female student-athlete may be a risk factor for school burnout. Lower secondary schools should consider this finding and provide additional support for female students and female student-athletes already at the early stages of the school years. Additionally, schools should develop practices to ensure that the combined demands of schoolwork and athletic training do not exceed female student-athletes' coping resources throughout over time. To avert students' burnout in school, continuous attention needs to be paid to teacher and peer relationships.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102871"},"PeriodicalIF":9.0,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Language and academic growth trajectories of English learners","authors":"Yen Vo ,&nbsp;Catherine Welch ,&nbsp;Stephen Dunbar ,&nbsp;Lesa Hoffman ,&nbsp;Lia Plakans","doi":"10.1016/j.lindif.2026.102870","DOIUrl":"10.1016/j.lindif.2026.102870","url":null,"abstract":"<div><div>This study examined the growth trajectories of English learners (ELs) in English language proficiency (ELP), English language arts (ELA), and math from middle to high school, and explored how ELP development relates to academic growth trajectories. Using multivariate clustered longitudinal modeling, this study found that growth patterns varied across subject areas and by student background characteristics. Growth in ELP significantly predicted growth in both ELA and math, highlighting the important role of language development in the academic achievement of ELs in secondary education. While schools contributed to the variance in student performance and growth, most of the variation was attributable to student differences rather than school differences. These findings illuminate the interplay among ELP, academic outcomes, and student demographic characteristics, offering valuable insights for educators and policymakers. These results have important implications for future research, instructional practices, and policy development aimed at supporting the success of EL students.</div><div><strong>Educational relevance and implications statement</strong></div><div>This study investigated patterns of growth for English learners (ELs) across different subject areas and examined the role of ELP in shaping academic growth in ELA and math. Results showed that ELP improvement was positively associated with initial performance and growth in ELA and math, highlighting the importance of supporting ELP development to enhance overall academic achievement, particularly for ELs navigating secondary education. It was also found that growth patterns varied across subject areas and by student background characteristics. The differing growth patterns at the student versus school level suggested that targeted interventions may be necessary to address specific needs. Educators and policymakers should consider the interplay among ELP, academic outcomes, and student demographic characteristics when designing and implementing instructional strategies and support systems for ELs.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102870"},"PeriodicalIF":9.0,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predictive validity of early child biological, language, family and rearing environment characteristics on developmental trajectories of reading from ages 6 to 12 years","authors":"Sara Mascheretti ,&nbsp;Sophie Aubé ,&nbsp;Hélène Paradis ,&nbsp;Bei Feng ,&nbsp;Mara Brendgen ,&nbsp;Frank Vitaro ,&nbsp;Isabelle Ouellet-Morin ,&nbsp;Jean R. Séguin ,&nbsp;Richard E. Tremblay ,&nbsp;Michel Boivin ,&nbsp;Ginette Dionne","doi":"10.1016/j.lindif.2025.102863","DOIUrl":"10.1016/j.lindif.2025.102863","url":null,"abstract":"<div><div>This study documents whether developmental trajectories of reading skills from ages 6 through 12 years can be predicted by early child biological, language, family and rearing environment characteristics assessed from infancy through early childhood in two independent populations, i.e., the Quebec Newborn Twin Study (<em>N</em> = 849) and the Longitudinal Study of Child Development in Quebec (<em>N</em> = 1077). From group-based trajectory analyses, four developmental trajectories of reading skills were identified in both samples: 1) persistent below average, 2) resolving below average, 3) average, and 4) above average. According to logistic regression analyses, children in the persistent below average group included male participants with lower expressive language skills at 30 months, less educated mothers and parents who spent less time in shared reading during early childhood. Results were similar in the replication population. Information about early language skills and family background provide unique targets to the early identification and prevention of persistent reading difficulties in elementary and early middle school.</div></div><div><h3>Educational relevance statement</h3><div>Predicting reading development in elementary and early middle school before children enter school using information about the early cognitive skills underlying the development of reading and information on family and rearing environment backgrounds may be relevant to identify children needing early interventions and allocation of educational resources. We provided empirical evidence that being a male subject), but also having lower preschool expressive language skills, a mother with lower educational attainment and parents who rarely engaged in preschool shared book-reading are valid means to uniquely predict stable trajectories of reading skills into early adolescence if close follow-ups are implemented to detect the persistence of reading (dis)ability. Both medical and educational professionals should thus be encouraged to prospectively get information about children's early environments for the timely identification and treatment of at-risk children. This may potentially alleviate the negative implications related to reading difficulties later in life and improve functional outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102863"},"PeriodicalIF":9.0,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the interplay between child and parental ADHD symptoms on academic achievement through homework support: A moderated mediation model","authors":"Julie Goulet ,&nbsp;Catherine F. Ratelle ,&nbsp;André Plamondon ,&nbsp;Frédéric Guay ,&nbsp;Stéphane Duchesne ,&nbsp;Julien S. Bureau ,&nbsp;David Litalien","doi":"10.1016/j.lindif.2026.102867","DOIUrl":"10.1016/j.lindif.2026.102867","url":null,"abstract":"<div><div>Parental homework support is important for children's academic success, especially when they exhibit high attention-deficit/hyperactivity disorder (ADHD) symptoms. However, the homework period can become challenging, further intensified by parents' own ADHD symptoms. Using longitudinal data from 1505 French-Canadian parents (74.8% mothers) of elementary students, we first examined child ADHD symptoms as a predictor of subsequent academic achievement, mediated by parental homework content-oriented support and parental affect. Child ADHD symptom severity was indirectly associated with lower academic achievement through reduced parental positive affect during homework. Subsequently, using latent moderated mediation, we investigated whether parental ADHD symptoms moderated the link between child ADHD and homework support variables. No significant moderation emerged for mothers or fathers. However, parental symptoms were negatively associated with content-oriented support and positive affect. Our findings highlight the need to consider child and parent ADHD symptoms in homework approaches to foster more positive and effective parental support experiences.</div></div><div><h3>Educational Relevance Statement</h3><div>The detrimental role of ADHD symptoms on academic achievement necessitates a better understanding of the mechanisms involved. Parental homework support can play a pivotal role in this process. This research underscores that it is not merely the frequency of support that matters, but parents' positive experience during homework that is vital to children's academic success. However, both children's and parents' ADHD symptoms can make this experience harder. Therefore, schools must proactively design engaging assignments and provide support to foster positive parental engagement during homework, transforming it into a powerful tool for student success.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102867"},"PeriodicalIF":9.0,"publicationDate":"2026-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing metacomprehension accuracy and regulation decisions in writing from multiple texts: The role of rubrics","authors":"Corinna Schuster ,&nbsp;Dominik Evangelou ,&nbsp;Rebecca Krebs ,&nbsp;Marcel Mierwald ,&nbsp;Nicola Brauch ,&nbsp;Marc Stadtler","doi":"10.1016/j.lindif.2025.102842","DOIUrl":"10.1016/j.lindif.2025.102842","url":null,"abstract":"<div><div>Writing from multiple texts is a widespread task in higher education and requires advanced reading, writing and self-regulatory skills. Research shows that learners often struggle to accurately evaluate their performance in such tasks. This study examines whether rubrics can enhance self-assessment accuracy and improve regulatory decisions when university history students write essays from conflicting historical texts. A total of 115 students were randomly assigned to a guided rubric or unguided rubric condition. Participants in the guided rubric condition used assessment criteria, performance level and descriptors to assess their essays after reading three texts on a historical controversy, whereas the unguided rubric condition used only criteria and performance levels. Metacomprehension and regulation accuracy were measured. While guided rubrics did not significantly enhance overall metacomprehension accuracy or regulation, the impact of guided rubric use varied as a function of students' essay performance.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102842"},"PeriodicalIF":9.0,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In-class crossover of enthusiasm between teachers and students: The moderating role of teacher-student relationship quality and math ability","authors":"Eline Camerman ,&nbsp;Peter Kuppens ,&nbsp;Jeroen Lavrijsen ,&nbsp;Karine Verschueren","doi":"10.1016/j.lindif.2026.102868","DOIUrl":"10.1016/j.lindif.2026.102868","url":null,"abstract":"<div><div>This study investigated real-time crossover of enthusiasm from teachers to students in mathematics classrooms using experience sampling methodology (ESM). It examined whether student-specific, shared class, and teacher perceptions of teacher enthusiasm predicted student enthusiasm, and whether teacher-student relationship quality and students' mathematical ability moderated these relationships. 430 11th and 12th grade students and 25 teachers reported their enthusiasm twice during mathematics classes for 10 school days using ESM. Students also reported on perceived teacher enthusiasm (ESM), quality of teacher-student relationship (student survey), and completed a standardized math test. Student-specific and class perceptions, but not teacher perceptions of teacher enthusiasm, predicted student enthusiasm. The crossover of teacher enthusiasm (class perception) was stronger for students with closer teacher-student relationships and these students also experienced more enthusiasm. Mathematical ability did not moderate crossover, but positively related to student enthusiasm. Findings underscore the importance of expressive teaching and relational closeness in fostering student enthusiasm.</div></div><div><h3>Educational relevance statement</h3><div>This study underscores the central role of teacher enthusiasm in shaping the real-time experience of enthusiasm in mathematics classes, with student perceptions of teacher enthusiasm emerging as the main driver of these effects. In order to promote positive emotions in students, teachers should focus on effectively conveying their positive emotions in ways that are perceptible to students. In addition, close teacher-student relationships strengthen the relations between teacher and student enthusiasm and relate to greater overall student enthusiasm in class. Teachers should strive to build positive, supportive relationships with their students in order to promote positive emotional exchanges and experiences in the classroom. Finally, as relations between teacher and student enthusiasm appear to generalize across student ability levels, strategies to enhance teacher enthusiasm may be broadly applied to benefit all students, regardless of ability level.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102868"},"PeriodicalIF":9.0,"publicationDate":"2026-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}