Pub Date : 2025-04-24DOI: 10.1016/j.lindif.2025.102693
Rachele Lievore , Sara Caviola , Irene C. Mammarella
The aim of the current study was to assess the impact of affective factors, such as mathematics anxiety, and cognitive domain-general factors, like executive functions, on mathematical skills of children with Developmental Dyscalculia (DD) in comparison to non-diagnosed (ND) peers. The study involved 87 children aged between 8 and 15 years old: 39 (17 M) with DD, and 48 (24 M) ND, matched for age, gender, and IQ. Participants completed a mental calculation task, three executive functions tests (inhibition, updating and set-shifting), and a self-report measure of mathematics anxiety. Results suggest higher levels of mathematics anxiety and poorer performance on all executive functions tasks in children with DD. After controlling for children's general anxiety reported by participants' parents, regression analysis revealed that lower levels of mathematics anxiety and better updating skills predicted mental calculation accuracy for the ND participants. However, these factors did not support mathematical performance in children with DD.
{"title":"Children with and without dyscalculia: How mathematics anxiety and executive functions may (or may not) affect mental calculation","authors":"Rachele Lievore , Sara Caviola , Irene C. Mammarella","doi":"10.1016/j.lindif.2025.102693","DOIUrl":"10.1016/j.lindif.2025.102693","url":null,"abstract":"<div><div>The aim of the current study was to assess the impact of affective factors, such as mathematics anxiety, and cognitive domain-general factors, like executive functions, on mathematical skills of children with Developmental Dyscalculia (DD) in comparison to non-diagnosed (ND) peers. The study involved 87 children aged between 8 and 15 years old: 39 (17 M) with DD, and 48 (24 M) ND, matched for age, gender, and IQ. Participants completed a mental calculation task, three executive functions tests (inhibition, updating and set-shifting), and a self-report measure of mathematics anxiety. Results suggest higher levels of mathematics anxiety and poorer performance on all executive functions tasks in children with DD. After controlling for children's general anxiety reported by participants' parents, regression analysis revealed that lower levels of mathematics anxiety and better updating skills predicted mental calculation accuracy for the ND participants. However, these factors did not support mathematical performance in children with DD.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"121 ","pages":"Article 102693"},"PeriodicalIF":3.8,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863929","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 : 2025-04-22DOI: 10.1016/j.lindif.2025.102704
Ekaterina Sudina , Yasser Teimouri , Luke Plonsky
Building on research into predictive validity of second-language (L2) grit and studies on perseverance in app-based language learning, this longitudinal study examined multiple individual differences as predictors of attrition among Duolingo users. A total of 601 beginners learning Spanish or French participated in a natural experiment investigating user-controlled Duolingo app usage and proficiency gains over a 6-month period. A statistical logistic regression was performed to assess the role of predictors of Duolingo attrition (i.e., app usage): age, target language, L2 motivation, L2 grit perseverance of effort (PE), L2 grit consistency of interest, self-rated proficiency, and C-test scores at pretest. The best-fitting and most parsimonious model included two meaningful predictors of attrition: L2 grit PE and a natural log of “age.” We conclude with implications for the conceptualization of grit in the context of app-based language learning and beyond, such as how the use of apps may enhance L2 learners' persistence in long-term goals.
Educational relevance and implications statement
Mobile applications such as Duolingo hold great potential for instructional effectiveness. In order to reach that potential, however, users must persist in their engagement with the app. The current study seeks to shed light on the predictors of attrition of app usage to better understand how to foster greater learning and app design.
{"title":"L2 grit and age as predictors of attrition in mobile-assisted language learning","authors":"Ekaterina Sudina , Yasser Teimouri , Luke Plonsky","doi":"10.1016/j.lindif.2025.102704","DOIUrl":"10.1016/j.lindif.2025.102704","url":null,"abstract":"<div><div>Building on research into predictive validity of second-language (L2) grit and studies on perseverance in app-based language learning, this longitudinal study examined multiple individual differences as predictors of attrition among Duolingo users. A total of 601 beginners learning Spanish or French participated in a natural experiment investigating user-controlled Duolingo app usage and proficiency gains over a 6-month period. A statistical logistic regression was performed to assess the role of predictors of Duolingo attrition (i.e., app usage): age, target language, L2 motivation, L2 grit perseverance of effort (PE), L2 grit consistency of interest, self-rated proficiency, and C-test scores at pretest. The best-fitting and most parsimonious model included two meaningful predictors of attrition: L2 grit PE and a natural log of “age.” We conclude with implications for the conceptualization of grit in the context of app-based language learning and beyond, such as how the use of apps may enhance L2 learners' persistence in long-term goals.</div></div><div><h3>Educational relevance and implications statement</h3><div>Mobile applications such as Duolingo hold great potential for instructional effectiveness. In order to reach that potential, however, users must persist in their engagement with the app. The current study seeks to shed light on the predictors of attrition of app usage to better understand how to foster greater learning and app design.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102704"},"PeriodicalIF":3.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143854983","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}
While recent meta-analyses confirm the positive effects of programming interventions in school and university students, it is still unclear whether teaching programming in early childhood settings is similarly effective. Our meta-analysis clarifies this issue by synthesizing the effects of programming interventions for 3- to 7-year-old children. Moreover, we propose and employ a taxonomy for instructional approaches commonly used in programming interventions to systematically analyze the relevance of instructional design. The results from 25 early childhood studies and 82 effect sizes showed a medium overall effect of d = +0.73, 95 % CI [0.51, 0.96]. Programming interventions effectively enhanced programming knowledge, computational thinking, mathematics knowledge, and cognitive skills. Our findings highlight the effectiveness of unplugged over screen-based activities and interventions, including robotics, over those using other program outputs. The results provide educators with valuable information about instructional methods. The taxonomy can guide researchers and educators in implementing instructional strategies when teaching programming.
Educational relevance statement
The current meta-analysis extends the current understanding of programming interventions by summarizing the existing body of literature on the effectiveness of programming interventions in young children. Since there exists a growing interest in teaching programming to young children, the results make a useful contribution to determine its effectiveness and to identify effective instructional characteristics. The found results indicate that programming interventions are indeed significantly effective in early childhood to enhance a variety of outcomes. Further, the analyses provide information that allow educators to implement age-appropriate programming interventions in educational settings (e.g., by using unplugged programming activities or including robotics).
虽然最近的荟萃分析证实了编程干预对中小学生和大学生的积极影响，但在幼儿环境中进行编程教学是否同样有效仍不清楚。我们的荟萃分析通过综合 3 至 7 岁儿童编程干预的效果，澄清了这一问题。此外，我们还提出并采用了编程干预中常用的教学方法分类法，以系统分析教学设计的相关性。来自 25 项幼儿研究和 82 个效应大小的结果显示，总体效应为 d = +0.73，95 % CI [0.51, 0.96]，处于中等水平。编程干预有效提高了编程知识、计算思维、数学知识和认知技能。我们的研究结果凸显了不插电比基于屏幕的活动和干预（包括机器人）比使用其他程序输出的活动和干预更有效。这些结果为教育工作者提供了有关教学方法的宝贵信息。当前的荟萃分析通过总结有关幼儿编程干预有效性的现有文献，扩展了当前对编程干预的理解。由于人们对幼儿编程教学的兴趣与日俱增，分析结果为确定其有效性和有效的教学特点做出了有益的贡献。研究结果表明，编程干预在幼儿期确实能显著提高各种成果。此外，分析还提供了相关信息，使教育工作者能够在教育环境中实施适合儿童年龄的编程干预措施（例如，通过使用不插电编程活动或加入机器人技术）。
{"title":"The effects of programming interventions in early childhood: A meta-analysis","authors":"Bianca A. Simonsmeier , Kristin Kampmann , Jacqueline Staub , Ronny Scherer","doi":"10.1016/j.lindif.2025.102699","DOIUrl":"10.1016/j.lindif.2025.102699","url":null,"abstract":"<div><div>While recent meta-analyses confirm the positive effects of programming interventions in school and university students, it is still unclear whether teaching programming in early childhood settings is similarly effective. Our meta-analysis clarifies this issue by synthesizing the effects of programming interventions for 3- to 7-year-old children. Moreover, we propose and employ a taxonomy for instructional approaches commonly used in programming interventions to systematically analyze the relevance of instructional design. The results from 25 early childhood studies and 82 effect sizes showed a medium overall effect of <em>d</em> = +0.73, 95 % CI [0.51, 0.96]. Programming interventions effectively enhanced programming knowledge, computational thinking, mathematics knowledge, and cognitive skills. Our findings highlight the effectiveness of unplugged over screen-based activities and interventions, including robotics, over those using other program outputs. The results provide educators with valuable information about instructional methods. The taxonomy can guide researchers and educators in implementing instructional strategies when teaching programming.</div></div><div><h3>Educational relevance statement</h3><div>The current meta-analysis extends the current understanding of programming interventions by summarizing the existing body of literature on the effectiveness of programming interventions in young children. Since there exists a growing interest in teaching programming to young children, the results make a useful contribution to determine its effectiveness and to identify effective instructional characteristics. The found results indicate that programming interventions are indeed significantly effective in early childhood to enhance a variety of outcomes. Further, the analyses provide information that allow educators to implement age-appropriate programming interventions in educational settings (e.g., by using unplugged programming activities or including robotics).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102699"},"PeriodicalIF":3.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851700","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 : 2025-04-19DOI: 10.1016/j.lindif.2025.102698
Inka Ronkainen , Veli-Matti Vesterinen , Jari Lavonen , Jussi Järvinen , Lars-Erik Malmberg , Miikka Turkkila , Katariina Salmela-Aro
In the present study, we aimed to identify how students' motivation varied in various learning situations in climate education. The motivation was evaluated through interest, competence, perceived task difficulty, effort and anxiety based on situated expectancy-value theory. Using ecological momentary assessment, we collected data from 3695 situations of 354 Finnish upper secondary school students. By applying Multilevel Latent Profile Analyses, six situational motivation patterns were identified: Amotivating situations (15 %), Difficult situations (9 %), Moderately motivating situations (50 %), Low demanding situations (12 %), Easy situations (9 %), and Highly motivating situations (5 %). Situational patterns were differently associated with various learning activities. Based on the relative prevalence of situational patterns, three student motivation profiles were identified: Weakly motivated (21 %), Moderately motivated (59 %), and Interested and competent (20 %). Results showed that there are more science programme students and males in the Interested and competent profile. In addition, students in science programmes had higher test scores.
Educational relevance statement
Climate change is an important part of the Finnish school curriculum today. However, research has not yet found the single best way to motivate students to learn about it, including how to mitigate or adapt to it. This highlights the need to find new ways to motivate students on these important topics. Therefore, we investigated students' motivation in several learning situations to gain information on how students' motivation varies in different learning activities in the climate education module. Our findings showed that motivation to learn about climate change varies from situation to situation and from student to student. No learning style is suitable for everyone, but our research suggests that project-based learning could be a good way to teach about climate change. The issues should first be explored together, and then students can come up with solutions to the problems themselves. In addition, the results showed that a previous interest in science leads to higher motivation. Men were found to have higher levels of interest and competence.
{"title":"Students' situational motivation in climate education – a multilevel profile approach","authors":"Inka Ronkainen , Veli-Matti Vesterinen , Jari Lavonen , Jussi Järvinen , Lars-Erik Malmberg , Miikka Turkkila , Katariina Salmela-Aro","doi":"10.1016/j.lindif.2025.102698","DOIUrl":"10.1016/j.lindif.2025.102698","url":null,"abstract":"<div><div>In the present study, we aimed to identify how students' motivation varied in various learning situations in climate education. The motivation was evaluated through interest, competence, perceived task difficulty, effort and anxiety based on situated expectancy-value theory. Using ecological momentary assessment, we collected data from 3695 situations of 354 Finnish upper secondary school students. By applying Multilevel Latent Profile Analyses, six situational motivation patterns were identified: <em>Amotivating situations</em> (15 %), <em>Difficult situations</em> (9 %), <em>Moderately motivating situations</em> (50 %), <em>Low demanding situations</em> (12 %), <em>Easy situations</em> (9 %), and <em>Highly motivating situations</em> (5 %). Situational patterns were differently associated with various learning activities. Based on the relative prevalence of situational patterns, three student motivation profiles were identified: <em>Weakly motivated</em> (21 %), <em>Moderately motivated</em> (59 %), and <em>Interested and competent</em> (20 %). Results showed that there are more science programme students and males in the <em>Interested and competent</em> profile. In addition, students in science programmes had higher test scores.</div></div><div><h3>Educational relevance statement</h3><div>Climate change is an important part of the Finnish school curriculum today. However, research has not yet found the single best way to motivate students to learn about it, including how to mitigate or adapt to it. This highlights the need to find new ways to motivate students on these important topics. Therefore, we investigated students' motivation in several learning situations to gain information on how students' motivation varies in different learning activities in the climate education module. Our findings showed that motivation to learn about climate change varies from situation to situation and from student to student. No learning style is suitable for everyone, but our research suggests that project-based learning could be a good way to teach about climate change. The issues should first be explored together, and then students can come up with solutions to the problems themselves. In addition, the results showed that a previous interest in science leads to higher motivation. Men were found to have higher levels of interest and competence.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102698"},"PeriodicalIF":3.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847358","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 : 2025-04-19DOI: 10.1016/j.lindif.2025.102697
Jonas Willems , Jordi Heeren , Alicia Ramos , Nicolas Dirix , Karine Verschueren , Wouter Duyck , Lieve De Wachter , Marlies Lacante , Sofie Van Cauwenberghe , Lien Demulder , Veerle Vanoverberghe , Vincent Donche
This study investigates the influence of secondary education (SE) and higher education (HE) study programmes on both the short-term (one year) and long-term (three years) academic achievement of HE students. It also examines the impact of various background, cognitive, and non-cognitive factors, controlling for SE and HE programmes. Based on a representative dataset (N = 24,183), this study employs cross-classified multilevel models with a random interaction effect between SE and HE levels. Results show that both SE and HE study programmes impact short- and long-term achievement in HE. The impact of SE programmes is smaller on long-term achievement, while that of HE programmes remains stable. Notably, the alignment between SE and HE programmes, is increasingly important in the long run. The study also highlights that background, non-cognitive and cognitive factors significantly predict academic achievement in both time frames, with important variations in their impacts on short- and long-term outcomes.
Educational relevance statement
Having a clear perspective on the key determinants of academic achievement in higher education (HE) is crucial to support students during their difficult transition to HE. The present study addresses important gaps in the existing literature by analysing the influence of secondary education (SE) and higher education (HE) programmes on both short- and long-term academic achievements of HE students. It also examines the impact of a wide range of background, cognitive, and non-cognitive factors on these academic achievement measures, controlling for the effects of SE and HE programmes. The study reveals several important findings, among which: (1) An included interaction term between random variances at the SE and HE programme levels (in a cross-classified multilevel model) increasingly predicts academic achievement over time, suggesting the necessity of aligning SE and HE programmes. This is particularly relevant for SE administrators and counsellors developing study choice guidance trajectories for students; (2) There is evidence of a cumulative effect of SES risk factors in HE, with the influence of these background variables on academic achievement intensifying over time; (3) Cognitive and non-cognitive factors assessed at the end of SE significantly influence academic performance over a three-year period in HE, in addition to their impact on short-term academic achievement. This underscores the predictive validity of these measures and underscores their inclusion in online assessment tools designed to support SE students intending to pursue HE.
{"title":"Predicting students' short- and long-term academic achievement in higher education: A cross-classified multilevel study","authors":"Jonas Willems , Jordi Heeren , Alicia Ramos , Nicolas Dirix , Karine Verschueren , Wouter Duyck , Lieve De Wachter , Marlies Lacante , Sofie Van Cauwenberghe , Lien Demulder , Veerle Vanoverberghe , Vincent Donche","doi":"10.1016/j.lindif.2025.102697","DOIUrl":"10.1016/j.lindif.2025.102697","url":null,"abstract":"<div><div>This study investigates the influence of secondary education (SE) and higher education (HE) study programmes on both the short-term (one year) and long-term (three years) academic achievement of HE students. It also examines the impact of various background, cognitive, and non-cognitive factors, controlling for SE and HE programmes. Based on a representative dataset (<em>N</em> = 24,183), this study employs cross-classified multilevel models with a random interaction effect between SE and HE levels. Results show that both SE and HE study programmes impact short- and long-term achievement in HE. The impact of SE programmes is smaller on long-term achievement, while that of HE programmes remains stable. Notably, the alignment between SE and HE programmes, is increasingly important in the long run. The study also highlights that background, non-cognitive and cognitive factors significantly predict academic achievement in both time frames, with important variations in their impacts on short- and long-term outcomes.</div></div><div><h3>Educational relevance statement</h3><div>Having a clear perspective on the key determinants of academic achievement in higher education (HE) is crucial to support students during their difficult transition to HE. The present study addresses important gaps in the existing literature by analysing the influence of secondary education (SE) and higher education (HE) programmes on <em>both</em> short- and long-term academic achievements of HE students. It also examines the impact of a wide range of background, cognitive, and non-cognitive factors on these academic achievement measures, controlling for the effects of SE and HE programmes. The study reveals several important findings, among which: (1) An included interaction term between random variances at the SE and HE programme levels (in a cross-classified multilevel model) increasingly predicts academic achievement over time, suggesting the necessity of aligning SE and HE programmes. This is particularly relevant for SE administrators and counsellors developing study choice guidance trajectories for students; (2) There is evidence of a cumulative effect of SES risk factors in HE, with the influence of these background variables on academic achievement intensifying over time; (3) Cognitive and non-cognitive factors assessed at the end of SE significantly influence academic performance over a three-year period in HE, in addition to their impact on short-term academic achievement. This underscores the predictive validity of these measures and underscores their inclusion in online assessment tools designed to support SE students intending to pursue HE.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102697"},"PeriodicalIF":3.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847359","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 : 2025-04-19DOI: 10.1016/j.lindif.2025.102696
Yuting Tan , Tao Yang , Jianqiang Yang , Kexin Li
Based on Social Cognitive Theory (SCT) and Self-Determination Theory (SDT), this study investigates how teacher-student closeness and conflict contribute to mathematics achievement across ability and grade levels, with a focus on mathematical self-efficacy as a mediator. Participants included 1573 high and 1467 low achievers in Grade 4, and 3514 high and 3296 low achievers in Grade 8. The multi-group structural equation modeling (SEM) revealed: (a) High achievers in both grades reported better relationships with teachers (more closeness, less conflict) than low achievers. (b) For high achievers, teacher-student closeness and conflict did not associate with mathematics achievement, whereas low achievers exhibited positive (closeness) and negative (conflict) associations, with stronger effects than high achievers. (c) No mediation by self-efficacy was found in Grade 4. For Grade 8 high achievers, it positively mediated closeness-achievement but negatively mediated conflict-achievement links, while negatively mediating closeness-achievement for low achievers, with small effect sizes.
{"title":"Mediation of mathematical self-efficacy in the relationship between teacher-student relationships and mathematics achievement by grade and academic level: a multi-group structural equation modeling","authors":"Yuting Tan , Tao Yang , Jianqiang Yang , Kexin Li","doi":"10.1016/j.lindif.2025.102696","DOIUrl":"10.1016/j.lindif.2025.102696","url":null,"abstract":"<div><div>Based on Social Cognitive Theory (SCT) and Self-Determination Theory (SDT), this study investigates how teacher-student closeness and conflict contribute to mathematics achievement across ability and grade levels, with a focus on mathematical self-efficacy as a mediator. Participants included 1573 high and 1467 low achievers in Grade 4, and 3514 high and 3296 low achievers in Grade 8. The multi-group structural equation modeling (SEM) revealed: (a) High achievers in both grades reported better relationships with teachers (more closeness, less conflict) than low achievers. (b) For high achievers, teacher-student closeness and conflict did not associate with mathematics achievement, whereas low achievers exhibited positive (closeness) and negative (conflict) associations, with stronger effects than high achievers. (c) No mediation by self-efficacy was found in Grade 4. For Grade 8 high achievers, it positively mediated closeness-achievement but negatively mediated conflict-achievement links, while negatively mediating closeness-achievement for low achievers, with small effect sizes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102696"},"PeriodicalIF":3.8,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143847357","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 : 2025-04-16DOI: 10.1016/j.lindif.2025.102695
Jiali Qian , Xiaoqiao Zhang , Kun Wang , Jiamei Liang
This study investigated the mediating role of social-emotional skills in enhancing mental well-being through sports participation, as well as the moderating effects of gender, age, socio-economic status, and sports culture across various sites. Data on social-emotional skills were analyzed from 61,010 participants across ten global sites, sourced from the Organization for Economic Co-operation and Development database. The findings indicated that social-emotional skills significantly mediated the relationship between sports participation and mental well-being, with varying contributions from each skill domain. Moreover, the interactions among these three variables exhibited varying patterns based on gender, age, socio-economic status, and sports culture. In conclusion, this study highlights the crucial role of sports socialization in enhancing mental well-being. Tailoring sports participation according to gender, age, and socio-economic status is essential, while maintaining a balanced emphasis on competitive sports culture. Certain limitations are acknowledged and further directions are suggested.
Educational relevance statement
This study underscores the significant societal role of sports in fostering social-emotional skills and their crucial role in enhancing the mental well-being of children and adolescents. Furthermore, it demonstrates the varying effects of sports activities across different groups. These findings provide invaluable insights for educators and developmental psychologists, suggesting that future educational interventions should incorporate sports activities to engage children and adolescents and cultivate social-emotional skills while optimizing mental well-being. Additionally, this study highlights the importance of interdisciplinary collaboration, advocating for a concerted effort among physical educators, psychologists, and other professionals to design and implement comprehensive programs that cater to the holistic development of children and adolescents from diverse socio-cultural backgrounds.
{"title":"The role of social-emotional skills in sports participation and mental well-being across different demographics","authors":"Jiali Qian , Xiaoqiao Zhang , Kun Wang , Jiamei Liang","doi":"10.1016/j.lindif.2025.102695","DOIUrl":"10.1016/j.lindif.2025.102695","url":null,"abstract":"<div><div>This study investigated the mediating role of social-emotional skills in enhancing mental well-being through sports participation, as well as the moderating effects of gender, age, socio-economic status, and sports culture across various sites. Data on social-emotional skills were analyzed from 61,010 participants across ten global sites, sourced from the Organization for Economic Co-operation and Development database. The findings indicated that social-emotional skills significantly mediated the relationship between sports participation and mental well-being, with varying contributions from each skill domain. Moreover, the interactions among these three variables exhibited varying patterns based on gender, age, socio-economic status, and sports culture. In conclusion, this study highlights the crucial role of sports socialization in enhancing mental well-being. Tailoring sports participation according to gender, age, and socio-economic status is essential, while maintaining a balanced emphasis on competitive sports culture. Certain limitations are acknowledged and further directions are suggested.</div></div><div><h3><em>Educational relevance statement</em></h3><div>This study underscores the significant societal role of sports in fostering social-emotional skills and their crucial role in enhancing the mental well-being of children and adolescents. Furthermore, it demonstrates the varying effects of sports activities across different groups. These findings provide invaluable insights for educators and developmental psychologists, suggesting that future educational interventions should incorporate sports activities to engage children and adolescents and cultivate social-emotional skills while optimizing mental well-being. Additionally, this study highlights the importance of interdisciplinary collaboration, advocating for a concerted effort among physical educators, psychologists, and other professionals to design and implement comprehensive programs that cater to the holistic development of children and adolescents from diverse socio-cultural backgrounds.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102695"},"PeriodicalIF":3.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143833808","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 : 2025-04-15DOI: 10.1016/j.lindif.2025.102690
Jackie E. Relyea
This study investigated the heterogeneity in English reading developmental trajectories among U.S. multilingual learners (MLs; N = 2896) from kindergarten through third grade, focusing on how early executive functions (EFs) contribute to variations in reading trajectories. Using a nationally representative sample and person-centered approach, this study identified four distinct reading growth profiles, revealing the heterogeneous nature of MLs' reading development and highlighting varied pathways within this population. Findings indicate that working memory emerged as the strongest predictor of membership in higher reading proficiency trajectories, supporting both immediate and sustained gains, while inhibitory control and cognitive flexibility uniquely contributed to distinguishing higher- from lower-performing profiles. The findings suggest that understanding the diverse cognitive and linguistic needs of MLs is essential for supporting their reading development. This study underscores the importance of incorporating EF-focused approaches into early literacy instruction and offers insights into instructional practices in increasingly diverse classrooms.
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Pub Date : 2025-04-15DOI: 10.1016/j.lindif.2025.102694
Xiaopei Xing , Xinyu Zhao , Min Zhang , Menghan Jiao , Li Liu
The longitudinal study examined whether executive function (EF) mediated the relationship between parental psychological control and preschooler's behavioral problems and pre-academic performance. It also explored whether these mediating effects varied by EF components and its measures (performance-based vs. rating-based). The participants comprised 240 Chinese preschoolers and their parents who were followed over three years. Results indicated that maternal but not paternal psychological control at T1 directly predicted preschoolers' internalizing and externalizing problems at T3. Maternal psychological control at T1 indirectly predicted preschoolers' internalizing problems and pre-academic performance at T3, mediated by mothers' ratings of working memory at T2, and indirectly predicted preschoolers' externalizing problems at T3, mediated by mothers' ratings of inhibitory control at T2. Findings highlight the important role of parental psychological control in shaping the behavioral and pre-academic outcomes in Chinese preschoolers, and suggest that enhancing various EF components in preschoolers could significantly contribute to their psychological well-being and educational achievements.
Educational relevance and implications statement
The current study found that rating-based but not performance-based executive function mediated the relationship between maternal psychological control and preschoolers' behavioral problems and pre-academic performance. Family-based intervention work focusing on preschool children should pay more attention to optimizing mothers' parenting strategies and practicing children's daily executive function skills, especially inhibitory control and working memory, which would be conducive to promoting their behavioral and academic healthy development.
{"title":"Parental psychological control and preschooler's behavioral problems and pre-academic performance in China: The mediating role of executive function","authors":"Xiaopei Xing , Xinyu Zhao , Min Zhang , Menghan Jiao , Li Liu","doi":"10.1016/j.lindif.2025.102694","DOIUrl":"10.1016/j.lindif.2025.102694","url":null,"abstract":"<div><div>The longitudinal study examined whether executive function (EF) mediated the relationship between parental psychological control and preschooler's behavioral problems and pre-academic performance. It also explored whether these mediating effects varied by EF components and its measures (performance-based vs. rating-based). The participants comprised 240 Chinese preschoolers and their parents who were followed over three years. Results indicated that maternal but not paternal psychological control at T1 directly predicted preschoolers' internalizing and externalizing problems at T3. Maternal psychological control at T1 indirectly predicted preschoolers' internalizing problems and pre-academic performance at T3, mediated by mothers' ratings of working memory at T2, and indirectly predicted preschoolers' externalizing problems at T3, mediated by mothers' ratings of inhibitory control at T2. Findings highlight the important role of parental psychological control in shaping the behavioral and pre-academic outcomes in Chinese preschoolers, and suggest that enhancing various EF components in preschoolers could significantly contribute to their psychological well-being and educational achievements.</div></div><div><h3>Educational relevance and implications statement</h3><div>The current study found that rating-based but not performance-based executive function mediated the relationship between maternal psychological control and preschoolers' behavioral problems and pre-academic performance. Family-based intervention work focusing on preschool children should pay more attention to optimizing mothers' parenting strategies and practicing children's daily executive function skills, especially inhibitory control and working memory, which would be conducive to promoting their behavioral and academic healthy development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102694"},"PeriodicalIF":3.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143834541","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}
The present study employed an experimental design within a mixed-methods design to investigate the influence of data-driven learning (DDL) focus-on-form (FonF) tasks on 96 undergraduate language learners' strategy use in Iran. The quantitative phase involved using a language learning strategy use scale, while the qualitative stage required collecting data through narrative frames and semi-structured interviews. The results indicated that the experimental group's strategic language learning improved in the short term as a result of doing the DDL FonF tasks. However, the benefits of these tasks on EFL learners' strategy use were not long-lasting. Additionally, the qualitative findings revealed that the growth in strategy use among learners could be attributed to several factors: a) the exploratory nature of learning through DDL FonF tasks, b) the learners' increased sense of responsibility within the DDL approach, c) enhanced metalinguistic awareness, and d) opportunities for seeking help. Overall, the results underscore the potential of DDL FonF tasks in enhancing self-regulated learning.
Educational relevance and implications
This study investigates how data-driven learning (DDL) focus-on-form (FonF) tasks impact the use of language learning strategies among English as a Foreign Language (EFL) learners. The findings indicate that while these tasks can improve learners' strategy use in the short term, the benefits may not be sustained over time. Notably, the research emphasizes that DDL FonF tasks encourage learners to explore new concepts, foster their sense of responsibility, enhance their metalinguistic awareness, and create opportunities for seeking help. Practically, this highlights the importance of taking a DDL FonF approach to second language (L2) teaching practices, as they can lead to more enriching language learning experiences.
{"title":"Data-driven learning focus-on-form tasks and strategy use: An intervention study","authors":"Javad Zare , Azadeh Emadi , Mostafa Azari Noughabi , Fatemeh Ranjbaran Madiseh","doi":"10.1016/j.lindif.2025.102673","DOIUrl":"10.1016/j.lindif.2025.102673","url":null,"abstract":"<div><div>The present study employed an experimental design within a mixed-methods design to investigate the influence of data-driven learning (DDL) focus-on-form (FonF) tasks on 96 undergraduate language learners' strategy use in Iran. The quantitative phase involved using a language learning strategy use scale, while the qualitative stage required collecting data through narrative frames and semi-structured interviews. The results indicated that the experimental group's strategic language learning improved in the short term as a result of doing the DDL FonF tasks. However, the benefits of these tasks on EFL learners' strategy use were not long-lasting. Additionally, the qualitative findings revealed that the growth in strategy use among learners could be attributed to several factors: a) the exploratory nature of learning through DDL FonF tasks, b) the learners' increased sense of responsibility within the DDL approach, c) enhanced metalinguistic awareness, and d) opportunities for seeking help. Overall, the results underscore the potential of DDL FonF tasks in enhancing self-regulated learning.</div></div><div><h3>Educational relevance and implications</h3><div>This study investigates how data-driven learning (DDL) focus-on-form (FonF) tasks impact the use of language learning strategies among English as a Foreign Language (EFL) learners. The findings indicate that while these tasks can improve learners' strategy use in the short term, the benefits may not be sustained over time. Notably, the research emphasizes that DDL FonF tasks encourage learners to explore new concepts, foster their sense of responsibility, enhance their metalinguistic awareness, and create opportunities for seeking help. Practically, this highlights the importance of taking a DDL FonF approach to second language (L2) teaching practices, as they can lead to more enriching language learning experiences.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"120 ","pages":"Article 102673"},"PeriodicalIF":3.8,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143825517","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}
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