Pub Date : 2025-03-11DOI: 10.1016/j.lindif.2025.102658
Lars-Erik Malmberg , Henry Tsz Fung Lo , Christina Hubertina Helena Maria Heemskerk , Patrick Esser , Helen Dawes , Claudia M. Roebers
<div><div>We go beyond cross-sectional studies of executive functioning (EF) to investigate intraindividual dynamics of accuracy and response-times. Forty-three 8–11 year-old children (<em>M</em><sub>age</sub> = 9 years 11 months, 51.2 % boys) completed the Mixed block (including both congruent and incongruent trials) of the Hearts and Flowers task on tablets twice per school-day during two weeks (n<sub>ti</sub> = 651). Specifying Residual Dynamic Structural Equation Models (RDSEM) novel findings emerged. Children became less accurate and respond faster over time. Both state-accuracy and state-response-time were relatively stable over time. State-accuracy-on-response-time-slopes showed that children with a relatively lower trait-accuracy performed more accurately when they slowed down. In contrast, children with a relatively higher trait-accuracy performed at the same level of accuracy regardless whether they accelerated or decelerated. An intraindividual approach to EF provides an important window into the children's accuracy-speed trade-off and cognition in a naturalistic school context.</div></div><div><h3>Educational relevance</h3><div>While developmental trends of children's executive functions and between-person differences are relatively well established in the literature, we know less about the processes from situation to situation in everyday learning environments. For learning, children rely on their self-monitoring and self-regulation to adjust their pace in learning contexts, for example slowing down for new topics, or speeding up for known contents. Teachers monitor children's accuracy both as immediate and longer-term outcomes, and can provide feedback to them in case they need to slow down, or nudge them to speed up in learning situations. In order to understand how children regulate this speed/accuracy trade-off from one lesson to another, from one day to another, we investigated how their executive functions (EF) unfolded during lessons and days at school. In particular, we investigated the dynamics between accuracies (how correctly they responded) and response times (how fast they responded) when they completed the Mixed bock of the Hearts and Flowers executive function task up to twice a day for ten school days. Importantly we found when children with lower overall accuracy performed more accurately when they slowed down, while speed had no impact on the accuracy of children with higher overall accuracy. This speed/accuracy trade-off is as important for learning tasks at school as it is for completing EF tasks. Understanding how this speed/accuracy trade-off ebbs and flows lesson-to-lesson and day-to-day for different children gives unique insights into variability in cognitive capacities that teachers encounter each lesson. It is in this situation-to-situation context that teachers interact with, get involved with, dedicate resources to, and provide support to children depending on their need for slowing down or speeding up.</
{"title":"Intraindividual dynamics of primary school students' executive functioning: Accuracy and response-time","authors":"Lars-Erik Malmberg , Henry Tsz Fung Lo , Christina Hubertina Helena Maria Heemskerk , Patrick Esser , Helen Dawes , Claudia M. Roebers","doi":"10.1016/j.lindif.2025.102658","DOIUrl":"10.1016/j.lindif.2025.102658","url":null,"abstract":"<div><div>We go beyond cross-sectional studies of executive functioning (EF) to investigate intraindividual dynamics of accuracy and response-times. Forty-three 8–11 year-old children (<em>M</em><sub>age</sub> = 9 years 11 months, 51.2 % boys) completed the Mixed block (including both congruent and incongruent trials) of the Hearts and Flowers task on tablets twice per school-day during two weeks (n<sub>ti</sub> = 651). Specifying Residual Dynamic Structural Equation Models (RDSEM) novel findings emerged. Children became less accurate and respond faster over time. Both state-accuracy and state-response-time were relatively stable over time. State-accuracy-on-response-time-slopes showed that children with a relatively lower trait-accuracy performed more accurately when they slowed down. In contrast, children with a relatively higher trait-accuracy performed at the same level of accuracy regardless whether they accelerated or decelerated. An intraindividual approach to EF provides an important window into the children's accuracy-speed trade-off and cognition in a naturalistic school context.</div></div><div><h3>Educational relevance</h3><div>While developmental trends of children's executive functions and between-person differences are relatively well established in the literature, we know less about the processes from situation to situation in everyday learning environments. For learning, children rely on their self-monitoring and self-regulation to adjust their pace in learning contexts, for example slowing down for new topics, or speeding up for known contents. Teachers monitor children's accuracy both as immediate and longer-term outcomes, and can provide feedback to them in case they need to slow down, or nudge them to speed up in learning situations. In order to understand how children regulate this speed/accuracy trade-off from one lesson to another, from one day to another, we investigated how their executive functions (EF) unfolded during lessons and days at school. In particular, we investigated the dynamics between accuracies (how correctly they responded) and response times (how fast they responded) when they completed the Mixed bock of the Hearts and Flowers executive function task up to twice a day for ten school days. Importantly we found when children with lower overall accuracy performed more accurately when they slowed down, while speed had no impact on the accuracy of children with higher overall accuracy. This speed/accuracy trade-off is as important for learning tasks at school as it is for completing EF tasks. Understanding how this speed/accuracy trade-off ebbs and flows lesson-to-lesson and day-to-day for different children gives unique insights into variability in cognitive capacities that teachers encounter each lesson. It is in this situation-to-situation context that teachers interact with, get involved with, dedicate resources to, and provide support to children depending on their need for slowing down or speeding up.</","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102658"},"PeriodicalIF":3.8,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143591871","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}
Pub Date : 2025-03-10DOI: 10.1016/j.lindif.2025.102664
Patrick Ehrman , Sarah H. Eason , Robert J. Duncan , James Elicker , Sara A. Schmitt , David J. Purpura
Children from low-SES backgrounds face early challenges that affect their cognitive and regulatory skills, as well as their mathematics performance. Using data from a longitudinal study (N = 674, 48% female), both mathematical and non-mathematical skills are included in a latent profile analysis to distinguish early learning profiles of preschoolers from low-SES backgrounds. This approach highlights performance variability across skills that are critical for this population's math development. Six profiles emerged that were distinguished by differences in self-regulation and language, in addition to mathematics. Early profile differences were validated as profiles predicted distinct levels of mathematics achievement at the end of preschool and in kindergarten. Children's self-regulation and language distinguished different profiles, suggesting the importance of those skills in the development of mathematics for children from low-SES backgrounds. Implications for how we conceptualize the characteristics of mathematics learners from low-SES backgrounds and for instruction are discussed.
Educational relevance
In this study, six groups of preschoolers from low-SES backgrounds were identified based on their performance on assessments of mathematical and non-mathematical skills. Differences in self-regulation observed across profiles, despite similar math performance, suggest that lower mathematics achievement may partly stem from difficulties engaging with curriculum and instructional practices. Educators should consider integrating executive function supports in their mathematics lessons to circumvent this barrier for early learners. The findings also indicate that mathematical language is distinct from general language ability, and instruction focusing on mathematical language could help address low achievement. Most notably, the results highlight the importance of considering the mathematics development of children from low-SES backgrounds within the broader context of related non-mathematical skills, particularly self-regulation and language, even as early as preschool.
{"title":"Profiles of Mathematics Learners: Mathematical and Non-Mathematical Classifiers","authors":"Patrick Ehrman , Sarah H. Eason , Robert J. Duncan , James Elicker , Sara A. Schmitt , David J. Purpura","doi":"10.1016/j.lindif.2025.102664","DOIUrl":"10.1016/j.lindif.2025.102664","url":null,"abstract":"<div><div>Children from low-SES backgrounds face early challenges that affect their cognitive and regulatory skills, as well as their mathematics performance. Using data from a longitudinal study (<em>N</em> = 674, 48% female), both mathematical and non-mathematical skills are included in a latent profile analysis to distinguish early learning profiles of preschoolers from low-SES backgrounds. This approach highlights performance variability across skills that are critical for this population's math development. Six profiles emerged that were distinguished by differences in self-regulation and language, in addition to mathematics. Early profile differences were validated as profiles predicted distinct levels of mathematics achievement at the end of preschool and in kindergarten. Children's self-regulation and language distinguished different profiles, suggesting the importance of those skills in the development of mathematics for children from low-SES backgrounds. Implications for how we conceptualize the characteristics of mathematics learners from low-SES backgrounds and for instruction are discussed.</div></div><div><h3>Educational relevance</h3><div>In this study, six groups of preschoolers from low-SES backgrounds were identified based on their performance on assessments of mathematical and non-mathematical skills. Differences in self-regulation observed across profiles, despite similar math performance, suggest that lower mathematics achievement may partly stem from difficulties engaging with curriculum and instructional practices. Educators should consider integrating executive function supports in their mathematics lessons to circumvent this barrier for early learners. The findings also indicate that mathematical language is distinct from general language ability, and instruction focusing on mathematical language could help address low achievement. Most notably, the results highlight the importance of considering the mathematics development of children from low-SES backgrounds within the broader context of related non-mathematical skills, particularly self-regulation and language, even as early as preschool.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102664"},"PeriodicalIF":3.8,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577331","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}
Pub Date : 2025-03-08DOI: 10.1016/j.lindif.2025.102666
Xiaojing Lv, Jiabi Zhou, Xuezhu Ren
This three-year longitudinal study investigated the dynamic interplay between critical thinking skills and academic achievement as reflected in subject-specific knowledge in upper elementary students over time, also considering the covariate of general cognitive ability. The sample consisted of 160 fourth-grade students. Using the random intercept cross-lagged panel model, results indicated a moderately positive correlation between critical thinking skills and academic achievement at the between-person level. At the within-person level, both academic achievement and critical thinking skills positively predicted each other, and the predictive strength is not significantly different. Moreover, these cross-lagged relationships demonstrated stability even after controlling for general cognitive ability. These results suggest a bidirectional predictive relationship between critical thinking skills and academic achievement, enriching the theoretical discourse on their interaction and providing insights for educational interventions aimed at enhancing students' critical thinking skills.
Educational relevance statement
The research demonstrates that critical thinking skills and academic achievement maintain a bidirectional predictive relationship, which operates independently of general cognitive ability. The results inspire educators to consciously cultivate children's critical thinking skills while teaching them domain knowledge. It is recommended that educators incorporate the cultivation of critical thinking skills into routine curriculum design and instructional practices to adequately support both the cognitive development and knowledge expansion needs of students.
The bidirectional relationship between critical thinking skills and academic achievement is independent of general cognitive ability: A three-year longitudinal study on elementary school children.
{"title":"The bidirectional relationship between critical thinking and academic achievement is independent of general cognitive ability: A three-year longitudinal study on elementary school children","authors":"Xiaojing Lv, Jiabi Zhou, Xuezhu Ren","doi":"10.1016/j.lindif.2025.102666","DOIUrl":"10.1016/j.lindif.2025.102666","url":null,"abstract":"<div><div>This three-year longitudinal study investigated the dynamic interplay between critical thinking skills and academic achievement as reflected in subject-specific knowledge in upper elementary students over time, also considering the covariate of general cognitive ability. The sample consisted of 160 fourth-grade students. Using the random intercept cross-lagged panel model, results indicated a moderately positive correlation between critical thinking skills and academic achievement at the between-person level. At the within-person level, both academic achievement and critical thinking skills positively predicted each other, and the predictive strength is not significantly different. Moreover, these cross-lagged relationships demonstrated stability even after controlling for general cognitive ability. These results suggest a bidirectional predictive relationship between critical thinking skills and academic achievement, enriching the theoretical discourse on their interaction and providing insights for educational interventions aimed at enhancing students' critical thinking skills.</div></div><div><h3>Educational relevance statement</h3><div>The research demonstrates that critical thinking skills and academic achievement maintain a bidirectional predictive relationship, which operates independently of general cognitive ability. The results inspire educators to consciously cultivate children's critical thinking skills while teaching them domain knowledge. It is recommended that educators incorporate the cultivation of critical thinking skills into routine curriculum design and instructional practices to adequately support both the cognitive development and knowledge expansion needs of students.</div><div>The bidirectional relationship between critical thinking skills and academic achievement is independent of general cognitive ability: A three-year longitudinal study on elementary school children.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102666"},"PeriodicalIF":3.8,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577325","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}
Pub Date : 2025-03-07DOI: 10.1016/j.lindif.2025.102665
Kejun Zheng , Kangzheng You , Xuejing Zhang , Li Zhang
Reading disability (RD) and math disability (MD) frequently co-occur, but what factors contribute to their comorbidity (RDMD) still need to be explored. Most existing studies are conducted in Western context, while research on RDMD in a Chinese sample was scarce. The present study aimed to investigate the cognitive profiles of Chinese children (Mage = 9.16, SD = 0.61; 48 % girls). The sample consisted of four groups: groups with RD only (N = 71), MD only (N = 76), RDMD (N = 75), and a control group with neither disorder (N = 87). The results revealed that RD and MD shared common deficits. The cognitive profiles of RDMD generally showed additive patterns, with under-additive effects observed in graphic sequence reasoning, numerical magnitude comparison Stroop, and symbolic magnitude comparison tasks. Phoneme deletion and non-symbolic magnitude comparison were significant predictors of the comorbidity. These findings indicated that the cognitive profiles of comorbid RDMD in Chinese children exhibited a complex pattern.
Educational relevance and implications statement
This study investigated the cognitive profiles of RD, MD, and RDMD in Chinese children. Four learning disability groups were screened out from 1517 Chinese children (Grades 2–3). Utilizing 16 cognitive tasks, we investigated the cognitive profiles of RD, MD, and RDMD. The current research revealed RD and MD share common cognitive deficits. The profiles of comorbid RDMD demonstrated a complex pattern, supporting the multi-deficit model. Specifically, the profile of RDMD is characterized by the sum of language- and math-specific deficits, along with additional cognitive factors related to RD and MD (additivity). Meanwhile, in tasks like graphic sequence reasoning, numerical magnitude comparison Stroop, and symbolic magnitude comparison, significant interactions between RD and MD were observed, indicating under-additivity. Phoneme deletion and non-symbolic magnitude comparison emerged as unique predictors of the comorbidity. These findings are crucial for designing educational interventions, particularly in preventing and treating RDMD. Interventions should address these cognitive deficits through both formal and informal educational curricula, with a focus on graphic sequence reasoning, numerical magnitude comparison Stroop, and symbolic magnitude comparison. Furthermore, it is crucial to address cognitive deficits like phonological awareness and non-symbolic numerical processing early in the educational process to prevent further comorbid RDMD. These are especially important for some Chinese primary school children, who have started formal education and suffered from learning disabilities.
{"title":"Comorbidity of reading and math learning difficulties in a Chinese sample","authors":"Kejun Zheng , Kangzheng You , Xuejing Zhang , Li Zhang","doi":"10.1016/j.lindif.2025.102665","DOIUrl":"10.1016/j.lindif.2025.102665","url":null,"abstract":"<div><div>Reading disability (RD) and math disability (MD) frequently co-occur, but what factors contribute to their comorbidity (RDMD) still need to be explored. Most existing studies are conducted in Western context, while research on RDMD in a Chinese sample was scarce. The present study aimed to investigate the cognitive profiles of Chinese children (M<sub>age</sub> = 9.16, SD = 0.61; 48 % girls). The sample consisted of four groups: groups with RD only (<em>N</em> = 71), MD only (<em>N</em> = 76), RDMD (<em>N</em> = 75), and a control group with neither disorder (<em>N</em> = 87). The results revealed that RD and MD shared common deficits. The cognitive profiles of RDMD generally showed additive patterns, with under-additive effects observed in graphic sequence reasoning, numerical magnitude comparison Stroop, and symbolic magnitude comparison tasks. Phoneme deletion and non-symbolic magnitude comparison were significant predictors of the comorbidity. These findings indicated that the cognitive profiles of comorbid RDMD in Chinese children exhibited a complex pattern.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study investigated the cognitive profiles of RD, MD, and RDMD in Chinese children. Four learning disability groups were screened out from 1517 Chinese children (Grades 2–3). Utilizing 16 cognitive tasks, we investigated the cognitive profiles of RD, MD, and RDMD. The current research revealed RD and MD share common cognitive deficits. The profiles of comorbid RDMD demonstrated a complex pattern, supporting the multi-deficit model. Specifically, the profile of RDMD is characterized by the sum of language- and math-specific deficits, along with additional cognitive factors related to RD and MD (additivity). Meanwhile, in tasks like graphic sequence reasoning, numerical magnitude comparison Stroop, and symbolic magnitude comparison, significant interactions between RD and MD were observed, indicating under-additivity. Phoneme deletion and non-symbolic magnitude comparison emerged as unique predictors of the comorbidity. These findings are crucial for designing educational interventions, particularly in preventing and treating RDMD. Interventions should address these cognitive deficits through both formal and informal educational curricula, with a focus on graphic sequence reasoning, numerical magnitude comparison Stroop, and symbolic magnitude comparison. Furthermore, it is crucial to address cognitive deficits like phonological awareness and non-symbolic numerical processing early in the educational process to prevent further comorbid RDMD. These are especially important for some Chinese primary school children, who have started formal education and suffered from learning disabilities.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102665"},"PeriodicalIF":3.8,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143570577","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}
Pub Date : 2025-03-02DOI: 10.1016/j.lindif.2025.102663
K. Koeppen , M. Kreutzmann , M. Roswag , M. Frühauf , M. Valcárcel Jiménez , B. Hannover
A teacher who behaves warm and affectionate towards a child (strong communion) is more beneficial for the student's motivation than one who expresses feelings of distance or rejection (weak communion). Additionally, adaptive teaching where instructional support, guidance, and supervision are adjusted to the individual child's competencies (adaptive agency) has been proven beneficial for student learning. We modelled teacher behavior in an interpersonal circumplex which allows teacher communion and adaptive agency as well as their effects on the student to be described simultaneously. We investigated the micro-system of the child-teacher dyad and measured child competencies via standardized tests. We predicted that teacher-reported strong communion and adaptive agency fosters child-reported need fulfillment and motivation. Results on 1769 elementary school children and their 77 teachers showed that strong communion and – irrespective of child competencies - weak agency strengthened need fulfillment and motivation. We discuss implications for self-determination theory and adaptive teaching.
Educational relevance statement
We assumed that while all children benefit in their motivation from warm and affectionate teacher behavior (strong communion) teachers should adapt the extent to which they guide and monitor a student to the individual child's competencies (adaptive agency), with children with well-developed competencies benefiting from weaker agency and children with not yet well-developed competencies benefiting from stronger agency. Teachers reported their communal and agentic behaviors towards each child of their class, children reported their need fulfillment and motivation, and were tested in their mathematics and language competencies. Our results show that strong communion and agency that was weaker than predicted by child competencies supported need fulfillment and self-determined forms of motivation. Contrary to our expectations, teacher agency that was stronger than predicted by child competencies barely impaired child motivation. Findings suggest that strong teacher communion is vital for child motivation and that as long as a teacher does not adapt their agency precisely to a child's competencies, weak agency is more motivationally beneficial than strong agency.
{"title":"How teacher agency adapted to child competencies and teacher communion relate to student needs fulfillment and motivation","authors":"K. Koeppen , M. Kreutzmann , M. Roswag , M. Frühauf , M. Valcárcel Jiménez , B. Hannover","doi":"10.1016/j.lindif.2025.102663","DOIUrl":"10.1016/j.lindif.2025.102663","url":null,"abstract":"<div><div>A teacher who behaves warm and affectionate towards a child (strong communion) is more beneficial for the student's motivation than one who expresses feelings of distance or rejection (weak communion). Additionally, adaptive teaching where instructional support, guidance, and supervision are adjusted to the individual child's competencies (adaptive agency) has been proven beneficial for student learning. We modelled teacher behavior in an interpersonal circumplex which allows teacher communion and adaptive agency as well as their effects on the student to be described simultaneously. We investigated the micro-system of the child-teacher dyad and measured child competencies via standardized tests. We predicted that teacher-reported strong communion and adaptive agency fosters child-reported need fulfillment and motivation. Results on 1769 elementary school children and their 77 teachers showed that strong communion and – irrespective of child competencies - weak agency strengthened need fulfillment and motivation. We discuss implications for self-determination theory and adaptive teaching.</div></div><div><h3>Educational relevance statement</h3><div>We assumed that while all children benefit in their motivation from warm and affectionate teacher behavior (strong communion) teachers should adapt the extent to which they guide and monitor a student to the individual child's competencies (adaptive agency), with children with well-developed competencies benefiting from weaker agency and children with not yet well-developed competencies benefiting from stronger agency. Teachers reported their communal and agentic behaviors towards each child of their class, children reported their need fulfillment and motivation, and were tested in their mathematics and language competencies. Our results show that strong communion and agency that was weaker than predicted by child competencies supported need fulfillment and self-determined forms of motivation. Contrary to our expectations, teacher agency that was stronger than predicted by child competencies barely impaired child motivation. Findings suggest that strong teacher communion is vital for child motivation and that as long as a teacher does not adapt their agency precisely to a child's competencies, weak agency is more motivationally beneficial than strong agency.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102663"},"PeriodicalIF":3.8,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143527508","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}
Pub Date : 2025-02-26DOI: 10.1016/j.lindif.2025.102661
Eunsoo Cho , Unhee Ju , Eun Ha Kim , Donald L. Compton
This study explored (a) achievement goal profiles among fifth-grade students, (b) whether reading difficulty (RD) status is predictive of achievement goal profiles, and (c) how different achievement goal profiles relate to achievement, motivation, and behavioral engagement in reading. Three profiles among fifth graders with RDs (n = 138) and typical readers (n = 109) emerged through the factor mixture model, with the High Mastery profile (46 %) being the most prevalent, followed by the High All profile (35 %) and the High Mastery/Performance-Avoidance profile (19 %). Students with RDs were twice as likely to be in the High Mastery/Performance-Avoidance profile as in the High Mastery profile. Results underscore the potentially deleterious effects of performance-avoidance and -approach goals. The High Mastery profile had better reading comprehension than the High Mastery/Performance-Avoidance profile and better behavioral engagement than the High All profile. Such patterns were held when the outcomes were compared within the RD group.
Educational relevance and implication
This study examined the achievement goals of upper elementary students, the unique goal profile for those facing reading difficulties, and their impact on reading-related outcomes. The findings reveal that most students possess mastery goals, albeit with varying degrees of performance-approach and performance-avoidance goals. Notably, students with reading difficulties are more inclined toward having both mastery and performance-avoidance goals, the profile associated with poorer reading comprehension outcomes. Furthermore, students with multiple goals exhibit lower behavioral engagement in class compared to those predominantly focused on mastery goals. These results underscore the potential negative impact of performance goals on reading-related outcomes and the critical need for creating learning environments that discourage social comparisons and competitive dynamics, which can foster performance-oriented goals.
{"title":"Achievement goal profiles and reading-related outcomes in elementary students with and without reading difficulties","authors":"Eunsoo Cho , Unhee Ju , Eun Ha Kim , Donald L. Compton","doi":"10.1016/j.lindif.2025.102661","DOIUrl":"10.1016/j.lindif.2025.102661","url":null,"abstract":"<div><div>This study explored (a) achievement goal profiles among fifth-grade students, (b) whether reading difficulty (RD) status is predictive of achievement goal profiles, and (c) how different achievement goal profiles relate to achievement, motivation, and behavioral engagement in reading. Three profiles among fifth graders with RDs (<em>n</em> = 138) and typical readers (<em>n</em> = 109) emerged through the factor mixture model, with the <em>High Mastery</em> profile (46 %) being the most prevalent, followed by the <em>High All</em> profile (35 %) and the <em>High Mastery/Performance-Avoidance</em> profile (19 %). Students with RDs were twice as likely to be in the <em>High Mastery/Performance-Avoidance</em> profile as in the <em>High Mastery</em> profile. Results underscore the potentially deleterious effects of performance-avoidance and -approach goals. The <em>High Mastery</em> profile had better reading comprehension than the <em>High Mastery/Performance-Avoidance</em> profile and better behavioral engagement than the <em>High All</em> profile. Such patterns were held when the outcomes were compared within the RD group.</div></div><div><h3>Educational relevance and implication</h3><div>This study examined the achievement goals of upper elementary students, the unique goal profile for those facing reading difficulties, and their impact on reading-related outcomes. The findings reveal that most students possess mastery goals, albeit with varying degrees of performance-approach and performance-avoidance goals. Notably, students with reading difficulties are more inclined toward having both mastery and performance-avoidance goals, the profile associated with poorer reading comprehension outcomes. Furthermore, students with multiple goals exhibit lower behavioral engagement in class compared to those predominantly focused on mastery goals. These results underscore the potential negative impact of performance goals on reading-related outcomes and the critical need for creating learning environments that discourage social comparisons and competitive dynamics, which can foster performance-oriented goals.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102661"},"PeriodicalIF":3.8,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487029","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}
For successful self-regulated learning (SRL), students need a repertoire of strategies and knowledge about how and when to use these strategies effectively. This strategy knowledge (SK) is essential for academic achievement but varies depending on student characteristics. Using the digital tool CleveR, SK tests about cognitive strategies, metacognitive strategies, time management, management of the learning environment, self-control, and motivation regulation were employed to capture individual differences in SK. This longitudinal study involved Nt1=595 / Nt2=408 lower secondary school students. Analyses revealed acceptable reliability and item fit values (Rasch analysis) of the SK tests. Except for self-control, higher SK scores were associated with gender (favouring females), higher SES, and a growth mindset, showing similar associations regardless of the SRL component. For academic achievement, SK of cognitive strategies and SK of time management were especially important predictors. Overall, the digital SK tests contribute to assessing individual differences in students' SK.
Educational relevance
Accomplished self-regulated learners know various strategies to plan, monitor, and regulate their learning. They possess strategy knowledge (SK), which informs them how and when to use strategies efficiently. Using a newly developed digital tool, which included SK tests, we assessed students' SK regarding six SRL (sub)components (e.g., motivation regulation, time management). The results revealed that male gender, low socio-economic status, and a fixed mindset are risk factors for poor SK. SK predicted academic achievement, SK of cognitive strategies and time management were particularly relevant. The developed tests can help teachers assess SK and support students at their current level.
{"title":"Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool","authors":"Sabrina Nadja Brunner , Kerstin Bäuerlein , Martina Conti , Yves Karlen","doi":"10.1016/j.lindif.2025.102656","DOIUrl":"10.1016/j.lindif.2025.102656","url":null,"abstract":"<div><div>For successful self-regulated learning (SRL), students need a repertoire of strategies and knowledge about how and when to use these strategies effectively. This strategy knowledge (SK) is essential for academic achievement but varies depending on student characteristics. Using the digital tool CleveR, SK tests about cognitive strategies, metacognitive strategies, time management, management of the learning environment, self-control, and motivation regulation were employed to capture individual differences in SK. This longitudinal study involved <em>N</em><sub>t1=</sub>595 / <em>N</em><sub>t2=</sub>408 lower secondary school students. Analyses revealed acceptable reliability and item fit values (Rasch analysis) of the SK tests. Except for self-control, higher SK scores were associated with gender (favouring females), higher SES, and a growth mindset, showing similar associations regardless of the SRL component. For academic achievement, SK of cognitive strategies and SK of time management were especially important predictors. Overall, the digital SK tests contribute to assessing individual differences in students' SK.</div></div><div><h3>Educational relevance</h3><div>Accomplished self-regulated learners know various strategies to plan, monitor, and regulate their learning. They possess strategy knowledge (SK), which informs them how and when to use strategies efficiently. Using a newly developed digital tool, which included SK tests, we assessed students' SK regarding six SRL (sub)components (e.g., motivation regulation, time management). The results revealed that male gender, low socio-economic status, and a fixed mindset are risk factors for poor SK. SK predicted academic achievement, SK of cognitive strategies and time management were particularly relevant. The developed tests can help teachers assess SK and support students at their current level.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102656"},"PeriodicalIF":3.8,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143487093","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}
Pub Date : 2025-02-25DOI: 10.1016/j.lindif.2025.102657
Evelyn Steinberg , Stephan Marsch , Takuya Yanagida , Laura Dörrenbächer-Ulrich , Arowotosuna E. Smith , Christopher Pfeiffer , Petra Bührle , Lukas Schwarz , Ulrike Auer , Franziska Perels
Background
Health sciences students often encounter challenges when they begin learning and practicing in the workplace. Various research approaches and interventions have been developed to facilitate self-regulated learning in this context. To determine the most effective approach, a thorough understanding of the stability and variability of self-regulated learning in the workplace is necessary.
Aim
This study analyzed the stable trait, autoregressive trait, and time-varying state components of self-regulated learning in the workplace.
Sample
The sample comprised 188 undergraduates who were learning at a medical workplace for the first time and rotating weekly between various settings.
Methods
Undergraduates completed a diary on 37 aspects of self-regulated learning for a duration of 10 weeks. Data were analyzed using STARTS models.
Results
The aggregate results showed that 28 % of the total variance in self-regulated learning in the workplace was accounted for by the stable trait component, 22 % by the autoregressive trait component, and 50 % by the time-varying state component. These component ratios vary across different areas (cognition, motivation, emotion, and context) and levels (learning process level and metalevel) of self-regulated learning.
Conclusions
To enhance health sciences students' self-regulated learning in the workplace, it is recommended to focus on research and interventions to provide situation-specific supportive framework conditions while acknowledging individual differences and considering phase-specific interventions. Further research is required to determine whether these findings can be applied to other rotational intervals and subject areas.
{"title":"Self-regulated learning at the workplace: State, trait, or development?","authors":"Evelyn Steinberg , Stephan Marsch , Takuya Yanagida , Laura Dörrenbächer-Ulrich , Arowotosuna E. Smith , Christopher Pfeiffer , Petra Bührle , Lukas Schwarz , Ulrike Auer , Franziska Perels","doi":"10.1016/j.lindif.2025.102657","DOIUrl":"10.1016/j.lindif.2025.102657","url":null,"abstract":"<div><h3>Background</h3><div>Health sciences students often encounter challenges when they begin learning and practicing in the workplace. Various research approaches and interventions have been developed to facilitate self-regulated learning in this context. To determine the most effective approach, a thorough understanding of the stability and variability of self-regulated learning in the workplace is necessary.</div></div><div><h3>Aim</h3><div>This study analyzed the stable trait, autoregressive trait, and time-varying state components of self-regulated learning in the workplace.</div></div><div><h3>Sample</h3><div>The sample comprised 188 undergraduates who were learning at a medical workplace for the first time and rotating weekly between various settings.</div></div><div><h3>Methods</h3><div>Undergraduates completed a diary on 37 aspects of self-regulated learning for a duration of 10 weeks. Data were analyzed using STARTS models.</div></div><div><h3>Results</h3><div>The aggregate results showed that 28 % of the total variance in self-regulated learning in the workplace was accounted for by the stable trait component, 22 % by the autoregressive trait component, and 50 % by the time-varying state component. These component ratios vary across different areas (cognition, motivation, emotion, and context) and levels (learning process level and metalevel) of self-regulated learning.</div></div><div><h3>Conclusions</h3><div>To enhance health sciences students' self-regulated learning in the workplace, it is recommended to focus on research and interventions to provide situation-specific supportive framework conditions while acknowledging individual differences and considering phase-specific interventions. Further research is required to determine whether these findings can be applied to other rotational intervals and subject areas.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102657"},"PeriodicalIF":3.8,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143480376","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}
Pub Date : 2025-02-24DOI: 10.1016/j.lindif.2025.102660
Gholam Hassan Khajavy , Ghasem Modarresi , S. Yahya Hejazi
Recently, concerns have been raised about the conceptualization, measurement, factor structure, and predictive validity of second/foreign language (L2) grit. The present study aims to address these issues. Data were collected from 223 Iranian tertiary-level L2 learners at three time points over a semester. At each time point, participants completed a questionnaire assessing their L2 grit, L2 self-efficacy, conscientiousness, and self-perceived language proficiency (SPLP). Results indicated that the revised L2 grit scale consisted of two components and demonstrated measurement invariance over time. Furthermore, the L2 grit components increased over time, were longitudinally linked to SPLP, and had small-sized relationships with conscientiousness. Relative weight analysis showed that, in addition to L2 self-efficacy, the L2 grit components were significant predictors of SPLP. The findings suggest that the newly developed L2 grit scale is a psychometrically sound tool for measuring L2 grit.
Educational relevance and implications of the research
Our findings indicated that L2 grit components were related to language learners' self-perceived language proficiency. In addition, we found that L2 grit components changed over a semester. These findings suggest that, first, L2 grit is malleable and subject to change. Second, given its link to L2 achievement outcomes, language teachers should use strategies and techniques to improve their learners' L2 grit.
{"title":"Exploring and addressing concerns surrounding L2 grit: A longitudinal perspective","authors":"Gholam Hassan Khajavy , Ghasem Modarresi , S. Yahya Hejazi","doi":"10.1016/j.lindif.2025.102660","DOIUrl":"10.1016/j.lindif.2025.102660","url":null,"abstract":"<div><div>Recently, concerns have been raised about the conceptualization, measurement, factor structure, and predictive validity of second/foreign language (L2) grit. The present study aims to address these issues. Data were collected from 223 Iranian tertiary-level L2 learners at three time points over a semester. At each time point, participants completed a questionnaire assessing their L2 grit, L2 self-efficacy, conscientiousness, and self-perceived language proficiency (SPLP). Results indicated that the revised L2 grit scale consisted of two components and demonstrated measurement invariance over time. Furthermore, the L2 grit components increased over time, were longitudinally linked to SPLP, and had small-sized relationships with conscientiousness. Relative weight analysis showed that, in addition to L2 self-efficacy, the L2 grit components were significant predictors of SPLP. The findings suggest that the newly developed L2 grit scale is a psychometrically sound tool for measuring L2 grit.</div></div><div><h3>Educational relevance and implications of the research</h3><div>Our findings indicated that L2 grit components were related to language learners' self-perceived language proficiency. In addition, we found that L2 grit components changed over a semester. These findings suggest that, first, L2 grit is malleable and subject to change. Second, given its link to L2 achievement outcomes, language teachers should use strategies and techniques to improve their learners' L2 grit.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102660"},"PeriodicalIF":3.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143480372","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}
Pub Date : 2025-02-12DOI: 10.1016/j.lindif.2025.102628
Sihan Zhou , Jian Xu , Heath Rose , Jim McKinley
English-medium instruction (EMI) in higher education evokes a range of emotions in students due to its mix of benefits and challenges for learning and future career development. This study explores the relationship between emotions of hope, enjoyment, and pride and EMI motivation, operationalized as ideal L2 self, and ideal disciplinary self. A longitudinal mixed-methods design guided the collection of questionnaire (NT1 = 746; NT2 = 405) and interview (N = 13) data at an EMI university in China. Results from cross-lagged panel analysis of questionnaire data identified a bidirectional, asymmetrical emotion-motivation nexus, where ideal L2 self predicted emotions of hope, enjoyment, and pride, and these emotions in turn predicted ideal disciplinary self. Interview findings revealed a contextualized emotion-motivation nexus, which was reflective of an L2 self-image underpinned by English as a lingua franca ideology. Additionally, positive and negative emotions were inseparable in co-shaping students' ideal disciplinary self. Pedagogical implications are offered.
Educational relevance and implications
University programs that use English as a medium of instruction have grown in lockstep with internationalization trends in higher education globally. Previous research suggests that students whose first language is not English experience tremendous learning difficulties and strong emotional turbulence in EMI programs. Drawing on a longitudinal mixed-methods design, this study unpacks the complex relationship between different types of motivation and emotional experiences of students in EMI university contexts. The results offer important pedagogical suggestions for educational policymaking, curriculum design, and teaching in EMI higher education worldwide to foster students' self-motivated learning and well-being.
{"title":"Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study","authors":"Sihan Zhou , Jian Xu , Heath Rose , Jim McKinley","doi":"10.1016/j.lindif.2025.102628","DOIUrl":"10.1016/j.lindif.2025.102628","url":null,"abstract":"<div><div>English-medium instruction (EMI) in higher education evokes a range of emotions in students due to its mix of benefits and challenges for learning and future career development. This study explores the relationship between emotions of hope, enjoyment, and pride and EMI motivation, operationalized as <em>ideal L2 self</em>, and <em>ideal disciplinary self</em>. A longitudinal mixed-methods design guided the collection of questionnaire (<em>N</em><sub><em>T1</em></sub> = 746; <em>N</em><sub><em>T2</em></sub> = 405) and interview (<em>N</em> = 13) data at an EMI university in China. Results from cross-lagged panel analysis of questionnaire data identified a bidirectional, asymmetrical emotion-motivation nexus, where <em>ideal L2 self</em> predicted emotions of hope, enjoyment, and pride, and these emotions in turn predicted <em>ideal disciplinary self</em>. Interview findings revealed a contextualized emotion-motivation nexus, which was reflective of an L2 self-image underpinned by English as a lingua franca ideology. Additionally, positive and negative emotions were inseparable in co-shaping students' ideal disciplinary self. Pedagogical implications are offered.</div></div><div><h3>Educational relevance and implications</h3><div>University programs that use English as a medium of instruction have grown in lockstep with internationalization trends in higher education globally. Previous research suggests that students whose first language is not English experience tremendous learning difficulties and strong emotional turbulence in EMI programs. Drawing on a longitudinal mixed-methods design, this study unpacks the complex relationship between different types of motivation and emotional experiences of students in EMI university contexts. The results offer important pedagogical suggestions for educational policymaking, curriculum design, and teaching in EMI higher education worldwide to foster students' self-motivated learning and well-being.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102628"},"PeriodicalIF":3.8,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395187","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}
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