Pub Date : 2025-08-01Epub Date: 2025-06-21DOI: 10.1016/j.lindif.2025.102731
Thorben Jansen , Jennifer Meyer , Johanna Fleckenstein , Allan Wigfield , Jens Möller
Students' beliefs about their own academic abilities – their answers to the question “Can I do this task?” - are crucial to their success. Learning within AI-supported environments, alongside AI agents, influences students' beliefs about their abilities. Studies show enhancing and diminishing influences that remain unexplained by motivation theory, limiting theories' explanatory effect in AI-supported learning environments, and leaving educational technology research without a solid theoretical foundation. The following article specifies the situated expectancy-value theory (SEVT) for students' self-belief formation in the context of an AI-driven society. The expanded theory conceptualizes AI as becoming an artificial socializer, capturing the role of AI as an instrumental tool and social agents making up students' individual environments. Bridging AI and motivational research provides a framework for systematically investigating students' self-beliefs in AI-supported contexts and how educational technology can support positive self-beliefs, considering students' contexts and individual differences.
{"title":"“Can (A)I do this task?” The role of AI as a socializer of students' self-beliefs of their abilities","authors":"Thorben Jansen , Jennifer Meyer , Johanna Fleckenstein , Allan Wigfield , Jens Möller","doi":"10.1016/j.lindif.2025.102731","DOIUrl":"10.1016/j.lindif.2025.102731","url":null,"abstract":"<div><div>Students' beliefs about their own academic abilities – their answers to the question “Can I do this task?” - are crucial to their success. Learning within AI-supported environments, alongside AI agents, influences students' beliefs about their abilities. Studies show enhancing and diminishing influences that remain unexplained by motivation theory, limiting theories' explanatory effect in AI-supported learning environments, and leaving educational technology research without a solid theoretical foundation. The following article specifies the situated expectancy-value theory (SEVT) for students' self-belief formation in the context of an AI-driven society. The expanded theory conceptualizes AI as becoming an artificial socializer, capturing the role of AI as an instrumental tool and social agents making up students' individual environments. Bridging AI and motivational research provides a framework for systematically investigating students' self-beliefs in AI-supported contexts and how educational technology can support positive self-beliefs, considering students' contexts and individual differences.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102731"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144331428","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 : 2025-08-01Epub Date: 2025-07-24DOI: 10.1016/j.lindif.2025.102762
Anne Deiglmayr , Michal Berkowitz , Bruno Rütsche , Nora Dittmann , Renate Schubert , Elsbeth Stern
The present study examined sex differences in prior conceptual knowledge, socio-emotional factors, self-regulated learning, and grade point average (GPA) among first-year students in mathematics-intensive STEM programs (n = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math (d = -0.51) and physics (d = -0.88). During their first university year, women experienced higher levels of belonging uncertainty (d = 0.41) and stress (d = 0.70). In their first-year exams, women obtained a slightly lower GPA than men (d = -0.23). Hierarchical multiple regressions revealed that prior conceptual knowledge and grades, followed by socio-emotional factors and self-regulation, were independently predictive of first-year GPA. The effect of sex on first-year GPA was eliminated when either of these factors or their combination were included. The sex difference in first-year GPA was small, given the initial differences in prior knowledge. We discuss processes enabling students to compensate for lower prior knowledge as well as socio-emotional costs.
Educational relevance and implications statement
In a large sample of first-year university students in mathematics-intensive STEM fields, we found that women entered university with lower prior knowledge in math and physics, reported higher belonging uncertainty and stress during their first year, and obtained lower grades at the end of their first year. Yet, the sex difference in prior knowledge was much larger than the sex difference in first-year grade point average (GPA), demonstrating that women were able to compensate. The statistical analyses help to understand the interplay of sex, relevant prior knowledge, was well as socio-emotional factors and self-regulation, for first-year university STEM students' achievement. On a practical level, our findings point towards the importance of supporting students of any sex or gender in compensating for lacks in relevant prior knowledge.
{"title":"Catching up? Sex differences in prior conceptual knowledge, socio-emotional experiences, and academic achievements among STEM undergraduates","authors":"Anne Deiglmayr , Michal Berkowitz , Bruno Rütsche , Nora Dittmann , Renate Schubert , Elsbeth Stern","doi":"10.1016/j.lindif.2025.102762","DOIUrl":"10.1016/j.lindif.2025.102762","url":null,"abstract":"<div><div>The present study examined sex differences in prior conceptual knowledge, socio-emotional factors, self-regulated learning, and grade point average (GPA) among first-year students in mathematics-intensive STEM programs (<em>n</em> = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math (<em>d</em> = -0.51) and physics (<em>d</em> = -0.88). During their first university year, women experienced higher levels of belonging uncertainty (<em>d</em> = 0.41) and stress (<em>d</em> = 0.70). In their first-year exams, women obtained a slightly lower GPA than men (<em>d</em> = -0.23). Hierarchical multiple regressions revealed that prior conceptual knowledge and grades, followed by socio-emotional factors and self-regulation, were independently predictive of first-year GPA. The effect of sex on first-year GPA was eliminated when either of these factors or their combination were included. The sex difference in first-year GPA was small, given the initial differences in prior knowledge. We discuss processes enabling students to compensate for lower prior knowledge as well as socio-emotional costs.</div></div><div><h3>Educational relevance and implications statement</h3><div>In a large sample of first-year university students in mathematics-intensive STEM fields, we found that women entered university with lower prior knowledge in math and physics, reported higher belonging uncertainty and stress during their first year, and obtained lower grades at the end of their first year. Yet, the sex difference in prior knowledge was much larger than the sex difference in first-year grade point average (GPA), demonstrating that women were able to compensate. The statistical analyses help to understand the interplay of sex, relevant prior knowledge, was well as socio-emotional factors and self-regulation, for first-year university STEM students' achievement. On a practical level, our findings point towards the importance of supporting students of any sex or gender in compensating for lacks in relevant prior knowledge.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102762"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696667","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}
Home numeracy activities and resources are distinct dimensions of the home numeracy environment. Many researchers have documented the relation between home numeracy activities and children's numeracy skills. However, very few have explored the relation between the home numeracy resources and children's mathematical performance. We proposed that home numeracy resources moderate the relation between home numeracy activities and children's numeracy skills. To test this hypothesis, 294 Chinese parents were recruited to complete questionnaires on home numeracy activities and resources. Their children were tested on nonsymbolic and symbolic numerical tasks. We found that the positive relation between home numeracy activities and symbolic number processing was greater when resources were scarce; when resources were abundant, the relation between home numeracy activities and symbolic number processing was weaker or not significant. These findings highlight the importance of accounting for numeracy resources when exploring the relation of home numeracy activities on children's math skills.
Educational relevance statement
In the present study, we found that the way home numeracy activities relate to children's numeracy skills changes depending on the availability of home numeracy resources. When the availability of home numeracy resources was low, the relation between home numeracy activities and children's numeracy skills was positive; whereas when the availability of home numeracy resources was high, the relation between home numeracy activities and children's numeracy skills was weak or not significant. These results highlight the importance of both home numeracy activities and resources in the home learning environment.
{"title":"The relation between home numeracy activities and children's math skills: The moderating role of home numeracy resources","authors":"Wei Wei , Siyu Wu , Chang Xu , Jike Qin , Jo-Anne LeFevre","doi":"10.1016/j.lindif.2025.102734","DOIUrl":"10.1016/j.lindif.2025.102734","url":null,"abstract":"<div><div>Home numeracy activities and resources are distinct dimensions of the home numeracy environment. Many researchers have documented the relation between home numeracy activities and children's numeracy skills. However, very few have explored the relation between the home numeracy resources and children's mathematical performance. We proposed that home numeracy resources moderate the relation between home numeracy activities and children's numeracy skills. To test this hypothesis, 294 Chinese parents were recruited to complete questionnaires on home numeracy activities and resources. Their children were tested on nonsymbolic and symbolic numerical tasks. We found that the positive relation between home numeracy activities and symbolic number processing was greater when resources were scarce; when resources were abundant, the relation between home numeracy activities and symbolic number processing was weaker or not significant. These findings highlight the importance of accounting for numeracy resources when exploring the relation of home numeracy activities on children's math skills.</div></div><div><h3>Educational relevance statement</h3><div>In the present study, we found that the way home numeracy activities relate to children's numeracy skills changes depending on the availability of home numeracy resources. When the availability of home numeracy resources was low, the relation between home numeracy activities and children's numeracy skills was positive; whereas when the availability of home numeracy resources was high, the relation between home numeracy activities and children's numeracy skills was weak or not significant. These results highlight the importance of both home numeracy activities and resources in the home learning environment.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102734"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144262033","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 : 2025-08-01Epub Date: 2025-07-14DOI: 10.1016/j.lindif.2025.102751
Catherine A. McGrath , Jason L.G. Braasch , Laura K. Allen , Erica D. Kessler
Sixty-five undergraduates completed an authentic academic search result evaluation task on the topic of playing violent video games and aggression. Students evaluated a set of preselected search excerpts based on each source's usefulness and trustworthiness and justified each evaluation. Results indicated that students with stronger reading comprehension skills more appropriately evaluated unreliable information as less useful and less trustworthy. Preliminary findings suggest stronger reading comprehension skills were especially useful when evaluating the trustworthiness of unreliable information for students who had strong pre-existing beliefs that playing violent video games causes aggressive behavior. Students with stronger reading comprehension skills also utilized more critical criteria during evaluation, such as assessments about evidence and source quality.
Educational relevance statement
Stronger reading comprehension skills are associated with more appropriate and critical evaluation of search results excerpts. Students' evaluation may be constrained by their resources. Students with more cognitive resources may be able to dedicate more resources to critical evaluation. Other students may need support in utilizing strategies that promote critical evaluation.
{"title":"How do topic beliefs and reading skill influence college students' evaluations of search engine results for usefulness and trustworthiness?","authors":"Catherine A. McGrath , Jason L.G. Braasch , Laura K. Allen , Erica D. Kessler","doi":"10.1016/j.lindif.2025.102751","DOIUrl":"10.1016/j.lindif.2025.102751","url":null,"abstract":"<div><div>Sixty-five undergraduates completed an authentic academic search result evaluation task on the topic of playing violent video games and aggression. Students evaluated a set of preselected search excerpts based on each source's usefulness and trustworthiness and justified each evaluation. Results indicated that students with stronger reading comprehension skills more appropriately evaluated unreliable information as less useful and less trustworthy. Preliminary findings suggest stronger reading comprehension skills were especially useful when evaluating the trustworthiness of unreliable information for students who had strong pre-existing beliefs that playing violent video games causes aggressive behavior. Students with stronger reading comprehension skills also utilized more critical criteria during evaluation, such as assessments about evidence and source quality.</div></div><div><h3>Educational relevance statement</h3><div>Stronger reading comprehension skills are associated with more appropriate and critical evaluation of search results excerpts. Students' evaluation may be constrained by their resources. Students with more cognitive resources may be able to dedicate more resources to critical evaluation. Other students may need support in utilizing strategies that promote critical evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102751"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631199","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 : 2025-08-01Epub Date: 2025-07-12DOI: 10.1016/j.lindif.2025.102754
Carmen L.A. Zurbriggen , Susanne Schwab , Isabelle Kalkusch , Alex Neuhauser , Andrea Lanfranchi , Peter Klaver
This study investigates whether individual student characteristics and the teacher-student relationship can explain teachers' judgment (in)accuracy of three aspects of students' subjective well-being in early primary education. To this end, we analyse the consistency and specificity of teacher reports and self-reports (N = 1582) of Grade 3 students' subjective well-being by employing a multiple-indicator correlated trait-correlated method minus one model, with explanatory variables assessed in Grades 1 and 3. Our findings indicate that the consistency of teacher reports with students' self-reports is relatively low to moderate. Students' gender, academic achievement, intelligence and behavioural skills are significantly associated with the specificity of teacher reports of students' subjective well-being. The teacher-student relationship explains the specificity in teacher reports, with negative associations for conflicts and positive associations for closeness. This study highlights the relevance of behavioural skills and the teacher-student relationship for the alignment between teachers' judgment and self-reports of students' subjective well-being.
Educational relevance and implications statement
Accurate teacher judgment of students' subjective well-being is essential for addressing individual differences and for adaptive teaching, which in turn promotes students' academic and socio-emotional development. The findings of this study reveal that teachers' judgment accuracy of students' subjective well-being in Grade 3 is only low to moderate. Students' gender, academic achievement, intelligence and behavioural skills assessed in Grades 1 and 3 significantly relate to teachers' judgment (in-)accuracy of students' subjective well-being. Furthermore, a conflicting teacher-student relationship is negatively associated with teachers' judgment accuracy, while closeness is positively associated. As one of the first studies, our findings point to a nuanced role of student behaviours and teacher-student relationships in shaping teachers' judgments of students' subjective well-being.
{"title":"Explaining teachers' judgement accuracy of students' subjective well-being by students' individual characteristics and the teacher-student relationship","authors":"Carmen L.A. Zurbriggen , Susanne Schwab , Isabelle Kalkusch , Alex Neuhauser , Andrea Lanfranchi , Peter Klaver","doi":"10.1016/j.lindif.2025.102754","DOIUrl":"10.1016/j.lindif.2025.102754","url":null,"abstract":"<div><div>This study investigates whether individual student characteristics and the teacher-student relationship can explain teachers' judgment (in)accuracy of three aspects of students' subjective well-being in early primary education. To this end, we analyse the consistency and specificity of teacher reports and self-reports (<em>N</em> = 1582) of Grade 3 students' subjective well-being by employing a multiple-indicator correlated trait-correlated method minus one model, with explanatory variables assessed in Grades 1 and 3. Our findings indicate that the consistency of teacher reports with students' self-reports is relatively low to moderate. Students' gender, academic achievement, intelligence and behavioural skills are significantly associated with the specificity of teacher reports of students' subjective well-being. The teacher-student relationship explains the specificity in teacher reports, with negative associations for conflicts and positive associations for closeness. This study highlights the relevance of behavioural skills and the teacher-student relationship for the alignment between teachers' judgment and self-reports of students' subjective well-being.</div></div><div><h3>Educational relevance and implications statement</h3><div>Accurate teacher judgment of students' subjective well-being is essential for addressing individual differences and for adaptive teaching, which in turn promotes students' academic and socio-emotional development. The findings of this study reveal that teachers' judgment accuracy of students' subjective well-being in Grade 3 is only low to moderate. Students' gender, academic achievement, intelligence and behavioural skills assessed in Grades 1 and 3 significantly relate to teachers' judgment (in-)accuracy of students' subjective well-being. Furthermore, a conflicting teacher-student relationship is negatively associated with teachers' judgment accuracy, while closeness is positively associated. As one of the first studies, our findings point to a nuanced role of student behaviours and teacher-student relationships in shaping teachers' judgments of students' subjective well-being.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102754"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144605702","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 : 2025-08-01Epub Date: 2025-06-19DOI: 10.1016/j.lindif.2025.102726
Sara Caviola , David Giofrè , Tommaso Feraco , Enrico Toffalini , Katie Allen , David C. Geary
There is a long-standing debate regarding the magnitude of gender differences in academic achievement. Using data from a robust and nationally representative sample of 146,227 Italian-fifth-graders, we investigated whether academic anxiety is related to gender differences in mathematics and reading achievement. Across six independent samples, boys had higher performance in mathematics (ds = −0.13 to −0.21) and girls had higher performance in reading (ds = 0.07 to 0.21) and higher test anxiety (ds = 0.30 to 0.37). Meta-analytic procedures indicated these patterns were stable across samples. Path analyses within and across samples suggested about one-third of the academic gender gaps can be accounted for by test anxiety. In particular, with control of test anxiety girls' advantage in reading achievement increased, while boys' advantage in mathematics decreased.
Educational statement
The current study provides an extensive exploration of how test anxiety potentially influences gender differences in mathematics and reading achievement. Test anxiety appears to lower girls' performance on achievement tests and thus underestimating their advantages in reading and overestimating boys' advantages in mathematics. One implication is that efforts to reduce test anxiety will enhance performance on achievement tests, especially for test-anxious girls, and through this provide more accurate estimates of academic competencies.
{"title":"Exploring the mediating role of academic anxiety in mathematics and reading performance among boys and girls: A comprehensive study of Italian fifth graders","authors":"Sara Caviola , David Giofrè , Tommaso Feraco , Enrico Toffalini , Katie Allen , David C. Geary","doi":"10.1016/j.lindif.2025.102726","DOIUrl":"10.1016/j.lindif.2025.102726","url":null,"abstract":"<div><div>There is a long-standing debate regarding the magnitude of gender differences in academic achievement. Using data from a robust and nationally representative sample of 146,227 Italian-fifth-graders, we investigated whether academic anxiety is related to gender differences in mathematics and reading achievement. Across six independent samples, boys had higher performance in mathematics (<em>d</em>s = −0.13 to −0.21) and girls had higher performance in reading (<em>d</em>s = 0.07 to 0.21) and higher test anxiety (<em>d</em>s = 0.30 to 0.37). Meta-analytic procedures indicated these patterns were stable across samples. Path analyses within and across samples suggested about one-third of the academic gender gaps can be accounted for by test anxiety. In particular, with control of test anxiety girls' advantage in reading achievement increased, while boys' advantage in mathematics decreased.</div></div><div><h3>Educational statement</h3><div>The current study provides an extensive exploration of how test anxiety potentially influences gender differences in mathematics and reading achievement. Test anxiety appears to lower girls' performance on achievement tests and thus underestimating their advantages in reading and overestimating boys' advantages in mathematics. One implication is that efforts to reduce test anxiety will enhance performance on achievement tests, especially for test-anxious girls, and through this provide more accurate estimates of academic competencies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102726"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144313336","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 : 2025-08-01Epub Date: 2025-06-05DOI: 10.1016/j.lindif.2025.102722
Linda Borger , Hanna Eklöf , Stefan Johansson , Rolf Strietholt
It is commonly recognized that test performance is influenced by both cognitive ability and motivational factors. To explore this phenomenon, a random sample of 15-year-old Swedish students (n = 5504), whose PISA 2018 results were linked to national registry data, was analyzed. Students' PISA performance was regressed on their self-reported test-taking effort in PISA, their national test scores in corresponding subject domains, and the interaction between these variables. Results reveal that test-taking effort had an independent influence on PISA scores after controlling for high-stakes test results (β = 0.15). More importantly, the relationship between the high-stakes national test and the low-stakes PISA was stronger at higher levels of effort (interaction coefficient; β = 0.05). Students who report low effort underperform in PISA by approximately one-third of a school year's learning gain, emphasizing the role of effort in obtaining an accurate assessment of ability. Implications for research and practice are discussed.
{"title":"The issue of test-taking motivation in low- and high-stakes tests: are students underachieving in PISA?","authors":"Linda Borger , Hanna Eklöf , Stefan Johansson , Rolf Strietholt","doi":"10.1016/j.lindif.2025.102722","DOIUrl":"10.1016/j.lindif.2025.102722","url":null,"abstract":"<div><div>It is commonly recognized that test performance is influenced by both cognitive ability and motivational factors. To explore this phenomenon, a random sample of 15-year-old Swedish students (<em>n</em> = 5504), whose PISA 2018 results were linked to national registry data, was analyzed. Students' PISA performance was regressed on their self-reported test-taking effort in PISA, their national test scores in corresponding subject domains, and the interaction between these variables. Results reveal that test-taking effort had an independent influence on PISA scores after controlling for high-stakes test results (<em>β</em> = 0.15). More importantly, the relationship between the high-stakes national test and the low-stakes PISA was stronger at higher levels of effort (interaction coefficient; <em>β</em> = 0.05). Students who report low effort underperform in PISA by approximately one-third of a school year's learning gain, emphasizing the role of effort in obtaining an accurate assessment of ability. Implications for research and practice are discussed.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102722"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223356","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 : 2025-08-01Epub Date: 2025-07-17DOI: 10.1016/j.lindif.2025.102752
Shiya Huang , Qing Ma
Research has insufficiently addressed young learners' perceptions and the practical implementation of data-driven learning (DDL) at the pre-tertiary level. To address these gaps, we synthesized findings from 45 studies published between 1994 and 2025 using a mixed-methods approach, focusing on two perspectives: the suitability of DDL for young learners and learner anxiety. First, we provided a descriptive map of DDL characteristics at the pre-tertiary level. Second, through quantitative synthesis of 34 studies, we confirmed the effectiveness and efficiency of DDL in second language acquisition across various age groups and types of corpus interaction. Third, through a qualitative synthesis of 26 studies, we identified mostly positive perspectives among young learners, being consistent across all age groups and corpus interaction types. We confirm the suitability of DDL for young learners in pre-tertiary education, provide recommendations for educators, and propose directions for future research on young learners' language education through DDL.
Educational relevance statement
In this systematic review, we comprehensively analyzed the application of data-driven learning in non-university settings by synthesizing data from 45 studies published between 1994 and 2025. Our findings confirm that data-driven learning is effective and efficient for young learners across different age groups and corpus interaction types, and most young learners have a positive attitude toward data-driven learning. We also expand the scope of data-driven learning by demonstrating that age does not significantly affect learning outcomes, thereby showing that it can be applied across different educational levels and age groups. Additionally, our review highlights the role of the corpus interaction type in affecting learners' engagement and outcomes. We offer practical recommendations to educators for the design of personalized, corpus-based lessons that satisfy individual learner needs, learning preferences, and experiences. Finally, we advocate for the adoption of data-driven learning at the pre-tertiary level to enhance learners' language proficiency and cognitive abilities in an engaging and effective manner.
{"title":"A systematic review of data-driven learning research on language learning and teaching for pre-tertiary learners: Balancing qualitative and quantitative research","authors":"Shiya Huang , Qing Ma","doi":"10.1016/j.lindif.2025.102752","DOIUrl":"10.1016/j.lindif.2025.102752","url":null,"abstract":"<div><div>Research has insufficiently addressed young learners' perceptions and the practical implementation of data-driven learning (DDL) at the pre-tertiary level. To address these gaps, we synthesized findings from 45 studies published between 1994 and 2025 using a mixed-methods approach, focusing on two perspectives: the suitability of DDL for young learners and learner anxiety. First, we provided a descriptive map of DDL characteristics at the pre-tertiary level. Second, through quantitative synthesis of 34 studies, we confirmed the effectiveness and efficiency of DDL in second language acquisition across various age groups and types of corpus interaction. Third, through a qualitative synthesis of 26 studies, we identified mostly positive perspectives among young learners, being consistent across all age groups and corpus interaction types. We confirm the suitability of DDL for young learners in pre-tertiary education, provide recommendations for educators, and propose directions for future research on young learners' language education through DDL.</div></div><div><h3>Educational relevance statement</h3><div>In this systematic review, we comprehensively analyzed the application of data-driven learning in non-university settings by synthesizing data from 45 studies published between 1994 and 2025. Our findings confirm that data-driven learning is effective and efficient for young learners across different age groups and corpus interaction types, and most young learners have a positive attitude toward data-driven learning. We also expand the scope of data-driven learning by demonstrating that age does not significantly affect learning outcomes, thereby showing that it can be applied across different educational levels and age groups. Additionally, our review highlights the role of the corpus interaction type in affecting learners' engagement and outcomes. We offer practical recommendations to educators for the design of personalized, corpus-based lessons that satisfy individual learner needs, learning preferences, and experiences. Finally, we advocate for the adoption of data-driven learning at the pre-tertiary level to enhance learners' language proficiency and cognitive abilities in an engaging and effective manner.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102752"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653639","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 : 2025-08-01Epub Date: 2025-07-03DOI: 10.1016/j.lindif.2025.102748
Marion Händel , Ulrike Nett , Donna Bryce , Markus Dresel
For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, N = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments, while the quality of monitoring strategies and prompted judgment accuracy did not influence each other significantly.
Educational relevance and implications statement
This study showed that students metacognitively monitor their learning in an intense exam preparation phase via monitoring strategies as well as spontaneous judgments, regardless of prior performance or gender. As their spontaneous judgments were influenced by the quality of their reported monitoring strategies, the training of monitoring strategies seems an ideal starting point to foster metacognitive monitoring in students.
{"title":"Unraveling the reciprocal effects and micro-development of metacognitive monitoring strategies and monitoring judgments: A micro-genetic diary study","authors":"Marion Händel , Ulrike Nett , Donna Bryce , Markus Dresel","doi":"10.1016/j.lindif.2025.102748","DOIUrl":"10.1016/j.lindif.2025.102748","url":null,"abstract":"<div><div>For successful learning, monitoring one's learning behavior and outcomes is essential. While both the use of monitoring strategies and monitoring judgment accuracy are regarded as indicators for metacognitive monitoring, their joint contribution to metacognitive monitoring and their interrelationship is unclear. The current study investigated how monitoring strategies and monitoring judgments (spontaneous as well as prompted judgments) change micro-genetically and influence each other reciprocally during an exam preparation phase. In this diary study, <em>N</em> = 273 higher education students completed knowledge tests and surveys on five consecutive days. Results indicated interindividual differences in dependence of prior performance and gender for the accuracy of prompted judgments but not for monitoring strategies or spontaneous judgments. Random intercept cross-lagged panel models revealed that higher quality monitoring strategies led to the spontaneous formation of monitoring judgments, while the quality of monitoring strategies and prompted judgment accuracy did not influence each other significantly.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study showed that students metacognitively monitor their learning in an intense exam preparation phase via monitoring strategies as well as spontaneous judgments, regardless of prior performance or gender. As their spontaneous judgments were influenced by the quality of their reported monitoring strategies, the training of monitoring strategies seems an ideal starting point to foster metacognitive monitoring in students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102748"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144535651","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 : 2025-08-01Epub Date: 2025-06-13DOI: 10.1016/j.lindif.2025.102727
Zoya Kozlova, Katharina M. Bach, Peter A. Edelsbrunner, Sarah I. Hofer
To understand how AR effects on STEM learning depend on individual differences, it is essential to follow the ATI (Aptitude-Treatment Interaction) perspective and investigate interactions between individual differences and AR- vs. non-AR conditions. This systematic review explored the extent to which individual characteristics are examined in AR research as predictors to further review if and how AR research in STEM education follows an ATI approach. Our findings reveal that from 2013 to 2022, k = 38 studies investigated the role of individual variables as predictors with only k = 5 studies considering how individual differences interact with AR vs. non-AR conditions. Spatial ability emerged as the most frequently studied learner characteristic in ATI-AR research, yet its impact on learning outcomes remains inconclusive. We discuss possible reasons for this gap and propose solutions, offering a study design framework to conduct AR studies considering the ATI perspective.
{"title":"Bringing learners into focus: A systematic review of learner characteristics in AR-supported STEM education","authors":"Zoya Kozlova, Katharina M. Bach, Peter A. Edelsbrunner, Sarah I. Hofer","doi":"10.1016/j.lindif.2025.102727","DOIUrl":"10.1016/j.lindif.2025.102727","url":null,"abstract":"<div><div>To understand how AR effects on STEM learning depend on individual differences, it is essential to follow the ATI (Aptitude-Treatment Interaction) perspective and investigate interactions between individual differences and AR- vs. non-AR conditions. This systematic review explored the extent to which individual characteristics are examined in AR research as predictors to further review if and how AR research in STEM education follows an ATI approach. Our findings reveal that from 2013 to 2022, <em>k</em> = 38 studies investigated the role of individual variables as predictors with only <em>k</em> = 5 studies considering how individual differences interact with AR vs. non-AR conditions. Spatial ability emerged as the most frequently studied learner characteristic in ATI-AR research, yet its impact on learning outcomes remains inconclusive. We discuss possible reasons for this gap and propose solutions, offering a study design framework to conduct AR studies considering the ATI perspective.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102727"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144279086","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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