Learning and Individual Differences最新文献

{"title":"Comorbidity of reading and math learning difficulties in a Chinese sample","authors":"Kejun Zheng ,&nbsp;Kangzheng You ,&nbsp;Xuejing Zhang ,&nbsp;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_age = 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}

{"title":"How teacher agency adapted to child competencies and teacher communion relate to student needs fulfillment and motivation","authors":"K. Koeppen ,&nbsp;M. Kreutzmann ,&nbsp;M. Roswag ,&nbsp;M. Frühauf ,&nbsp;M. Valcárcel Jiménez ,&nbsp;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}

{"title":"Achievement goal profiles and reading-related outcomes in elementary students with and without reading difficulties","authors":"Eunsoo Cho ,&nbsp;Unhee Ju ,&nbsp;Eun Ha Kim ,&nbsp;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}

{"title":"Measuring individual differences in students' knowledge about self-regulated learning strategies with a digital tool","authors":"Sabrina Nadja Brunner ,&nbsp;Kerstin Bäuerlein ,&nbsp;Martina Conti ,&nbsp;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>_t1=595 / <em>N</em>_t2=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}

{"title":"Self-regulated learning at the workplace: State, trait, or development?","authors":"Evelyn Steinberg ,&nbsp;Stephan Marsch ,&nbsp;Takuya Yanagida ,&nbsp;Laura Dörrenbächer-Ulrich ,&nbsp;Arowotosuna E. Smith ,&nbsp;Christopher Pfeiffer ,&nbsp;Petra Bührle ,&nbsp;Lukas Schwarz ,&nbsp;Ulrike Auer ,&nbsp;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}

{"title":"Exploring and addressing concerns surrounding L2 grit: A longitudinal perspective","authors":"Gholam Hassan Khajavy ,&nbsp;Ghasem Modarresi ,&nbsp;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}

{"title":"Exploring the emotion-motivation nexus in English-medium higher education: A longitudinal mixed-methods study","authors":"Sihan Zhou ,&nbsp;Jian Xu ,&nbsp;Heath Rose ,&nbsp;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>_<em>T1</em> = 746; <em>N</em>_<em>T2</em> = 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}

{"title":"Learning as retention; an examination of retention of self-derived knowledge through memory integration in a diverse sample of elementary students","authors":"Alena G. Esposito","doi":"10.1016/j.lindif.2025.102655","DOIUrl":"10.1016/j.lindif.2025.102655","url":null,"abstract":"<div><div>Children learn through direct tuition, but also through productive processes that result in self-derived knowledge that was not directly taught. For example, if a child learns that liquid expands when heated, then they learn that thermometers contain liquid, they can derive the new knowledge that thermometers work because the liquid inside expands when heated. Previous work has shown that children engage in self-derivation through memory integration in their classrooms and performance predicts academic performance. However, there has been little examination of the retention of the products of productive processes. Given the importance of retention for long-term knowledge building, we examined the retention of the products of self-derivation through memory integration in elementary students across two studies. Study 1 examined retention of the products of self-derivation through integration in classrooms. In Study 2, we replicated Study 1 with a new sample and stimuli aligned to the curriculum (2a) and examined whether graphics at encoding support retention (2b). Across both studies, we examined whether retention performance accounts for individual differences in academic performance. The results indicate that children do retain knowledge gained through productive processes for at least one week. Further, support at encoding through the use of graphics facilitates retention. We also found support for retention accounting for individual differences in academic performance.</div></div><div><h3>Educational relevance statement</h3><div>Children learn through direct instruction but also through knowledge they generate themselves by integrating facts across lessons. For example, if a child learns that liquid expands when heated, then they learn that thermometers contain liquid, they can derive the new knowledge that thermometers work because the liquid inside expands when heated. Individual ability to self-derive knowledge predicts academic performance. In this research, we examined retention of the self-derived knowledge after a one-week delay. In Study 1, we found that retention is difficult. Children had significant loss in memory over the one-week delay. In Study 2, we examined integration and retention of curriculum aligned facts and examined whether adding a graphic to the fact presentation supported retention. We again found evidence for retention and the addition of a graphic at fact presentation resulted in an increase in performance. Across both studies, self-derivation of knowledge and retention of that knowledge predicted individual differences in academic performance in both reading and math.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102655"},"PeriodicalIF":3.8,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395107","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":"Chatbots in education: Hype or help? A meta-analysis","authors":"Martin Laun,&nbsp;Fabian Wolff","doi":"10.1016/j.lindif.2025.102646","DOIUrl":"10.1016/j.lindif.2025.102646","url":null,"abstract":"<div><div>Artificial intelligence integration in education, primarily through chatbots, has emerged as a potential solution to address the challenges of catering to students' diverse learning backgrounds. This meta-analysis examined chatbot effectiveness in education, driven by amplified interest since ChatGPT's introduction in 2022. Adhering to PRISMA guidelines, we analyzed 135 effect sizes from 62 studies across diverse educational contexts. Initial results revealed a large positive effect of chatbots on learning performance. However, after controlling for publication bias, we found a significant small to moderate effect. Interaction mode, field of study, intervention duration, and educational level emerged as significant moderators. Text-based interactions, STEM disciplines, longer interventions, and lower educational levels showed the most substantial chatbot effectiveness in enhancing learning performance. Neither chatbot type nor cultural differences significantly influenced learning performance. While our findings support chatbots' potential to enhance performance, they underscore the necessity for targeted implementation when integrating these technologies into learning environments.</div></div><div><h3>Educational relevance statement</h3><div>Our meta-analysis reveals that chatbots have a small to moderate statistically significant positive effect on student learning performance. While chatbots show promise in enhancing education, particularly in STEM fields, text-based interactions, and for longer-term interventions, their impact may be overestimated due to publication bias. These findings underscore the need for targeted chatbot integration in education. Further research is essential as AI continues to evolve to maximize chatbots' educational benefits.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102646"},"PeriodicalIF":3.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379395","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}

{"title":"The influence of competitive and cooperative classroom climate on middle school students' academic help seeking","authors":"Yi Yang ,&nbsp;Ru-De Liu ,&nbsp;Yi Ding ,&nbsp;Jia Wang ,&nbsp;Yanyan Chen ,&nbsp;Hongjing Zhou ,&nbsp;Xiantong Yang","doi":"10.1016/j.lindif.2025.102647","DOIUrl":"10.1016/j.lindif.2025.102647","url":null,"abstract":"<div><div>Educational researchers and practitioners focus on factors that promote self-regulated learning, including help seeking as a crucial strategy. This study explores how classroom climate influences middle school students' academic help seeking. It also examines the mediating role of help seeking threat and the moderating role of academic self-efficacy. Study 1 (<em>n</em> = 487) used questionnaires to examine variable associations. Three experimental vignette studies followed: Study 2 (<em>n</em> = 129) manipulated the independent variable, Study 3 (<em>n</em> = 172) manipulated both the independent variable and mediator, and Study 4 (<em>n</em> = 109) manipulated the mediator. The results showed that competitive classroom climate decreased adaptive help seeking and increased avoidance and expedient help seeking. Conversely, cooperative classroom climate exhibited the opposite patterns. Help seeking threats mediated these relationships, and academic self-efficacy buffered the negative effect of help seeking threat on help seeking behaviors. Our findings provide insights for fostering students' self-regulated learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"119 ","pages":"Article 102647"},"PeriodicalIF":3.8,"publicationDate":"2025-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379396","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}