Pub Date : 2025-11-04DOI: 10.1016/j.lindif.2025.102809
Xiaoyu Li , E. Scott Huebner , Wang Liu , Lili Tian
This study explored the co-developmental trajectories of subjective well-being in school (SWBS) and academic achievement (AA) and their relations to psychosocial adjustment among elementary school students. A total of 2287 Chinese students from Grade 4 (Mage = 9.45 years, 45.0 % female) were assessed on four occasions at six-month intervals. Parallel process latent class growth models indicated four heterogeneous trajectories. Students in the congruently high-stable group reported the best psychosocial adjustment. Students in the low-decreasing SWBS & high-stable AA group showed the greatest risk of depressive symptoms, underscoring the importance of educators' continuous monitoring of students' AA and SWBS to promote healthy adjustment. The person-centered design elucidated elementary school students' heterogeneous co-development patterns of SWBS and AA in relation to psychosocial adjustment over time, yielding nuanced implications for the promotion of optimal psychosocial adjustment for elementary school children.
{"title":"Co-developmental trajectories of subjective well-being in school and academic achievement among elementary school students: Relations to time-varying psychosocial adjustment","authors":"Xiaoyu Li , E. Scott Huebner , Wang Liu , Lili Tian","doi":"10.1016/j.lindif.2025.102809","DOIUrl":"10.1016/j.lindif.2025.102809","url":null,"abstract":"<div><div>This study explored the co-developmental trajectories of subjective well-being in school (SWBS) and academic achievement (AA) and their relations to psychosocial adjustment among elementary school students. A total of 2287 Chinese students from Grade 4 (<em>M</em><sub>age</sub> = 9.45 years, 45.0 % female) were assessed on four occasions at six-month intervals. Parallel process latent class growth models indicated four heterogeneous trajectories. Students in the congruently high-stable group reported the best psychosocial adjustment. Students in the low-decreasing SWBS & high-stable AA group showed the greatest risk of depressive symptoms, underscoring the importance of educators' continuous monitoring of students' AA <em>and</em> SWBS to promote healthy adjustment. The person-centered design elucidated elementary school students' heterogeneous co-development patterns of SWBS and AA in relation to psychosocial adjustment over time, yielding nuanced implications for the promotion of optimal psychosocial adjustment for elementary school children.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102809"},"PeriodicalIF":9.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468165","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}
Research on the self-regulation of motivation within the SRL framework has recently undergone significant advancements, underlining both the relevance and complexity of motivational regulation processes. However, prior studies seldom accounted for distinct motivational regulation constructs, their predictors, or developmental patterns over time. This longitudinal study, covering several semesters of university education, focused on the intraindividual trajectories and relevant predictors of interindividual differences in students' (Nt1 = 922) self-efficacy for motivational regulation and frequency of use of motivational regulation strategies (overall and specific strategies). Results of latent growth curve modeling revealed unique developmental patterns in these constructs and unique associations of their initial levels and trajectories with cognitive and achievement-related, personality-related, and socio-demographic variables. Overall, conscientiousness was the most robust and powerful predictor of motivational regulation processes. Furthermore, lower-achieving students, more neurotic students, males, and first-generation students may especially benefit from individualized support programs to improve their motivational regulation skills.
Educational relevance statement
This longitudinal research provides novel insights into the complexity of motivational regulation processes in university students. Our findings indicate that self-efficacy for motivational regulation and frequency of use of different motivational regulation strategies unfold uniquely over time. Furthermore, their initial levels and developmental patterns are affected to a different extent by student background characteristics such as cognitive ability, prior academic achievement, personality factors, gender, and university generational status. These results underline the importance of empirically considering distinct motivational regulation components and may help provide more optimal support for specific groups of students.
{"title":"Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories","authors":"Olena Kryshko , Michael Becker , Jens Fleischer , Detlev Leutner","doi":"10.1016/j.lindif.2025.102817","DOIUrl":"10.1016/j.lindif.2025.102817","url":null,"abstract":"<div><div>Research on the self-regulation of motivation within the SRL framework has recently undergone significant advancements, underlining both the relevance and complexity of motivational regulation processes. However, prior studies seldom accounted for distinct motivational regulation constructs, their predictors, or developmental patterns over time. This longitudinal study, covering several semesters of university education, focused on the intraindividual trajectories and relevant predictors of interindividual differences in students' (<em>N</em><sub>t1</sub> = 922) self-efficacy for motivational regulation and frequency of use of motivational regulation strategies (overall and specific strategies). Results of latent growth curve modeling revealed unique developmental patterns in these constructs and unique associations of their initial levels and trajectories with cognitive and achievement-related, personality-related, and socio-demographic variables. Overall, conscientiousness was the most robust and powerful predictor of motivational regulation processes. Furthermore, lower-achieving students, more neurotic students, males, and first-generation students may especially benefit from individualized support programs to improve their motivational regulation skills.</div></div><div><h3>Educational relevance statement</h3><div>This longitudinal research provides novel insights into the complexity of motivational regulation processes in university students. Our findings indicate that self-efficacy for motivational regulation and frequency of use of different motivational regulation strategies unfold uniquely over time. Furthermore, their initial levels and developmental patterns are affected to a different extent by student background characteristics such as cognitive ability, prior academic achievement, personality factors, gender, and university generational status. These results underline the importance of empirically considering distinct motivational regulation components and may help provide more optimal support for specific groups of students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102817"},"PeriodicalIF":9.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468166","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 : 2025-11-03DOI: 10.1016/j.lindif.2025.102823
Qiyang Gao , Tianyu Xu , Peiyao Chen , Ruru Zhang , Zhenlin Wang
This study presents a longitudinal evidence of co-occurring developmental changes in theory of mind (ToM) and reading comprehension in a group of 159 children (ages 8–10; M = 9.96, SD = 0.93; 92 girls). We tracked participants over one year using identical measures of ToM, narrative reading comprehension (NRC), and expository reading comprehension (ERC) at two time points. Applying a Latent Change Score (LCS) model, we found that individual differences in ToM and NRC not only influenced each other's growth over time but were also significantly correlated at both initial measurement and in their change scores. However, only initial ToM was associated with gains in ERC during the one-year interval, but not vice versa. These findings suggest a reciprocal causal relationship between socio-cognitive and academic development and highlight the importance of integrating both domains in educational interventions.
Educational relevance statement
Our findings demonstrate that Theory of Mind (ToM) and narrative reading comprehension (NRC) are reciprocally related over time, suggesting that strengthening one domain can accelerate growth in the other. Importantly, children with stronger initial abilities in either ToM or NRC experienced greater gains in the other domain, indicating the risk or widening achievement gaps without early support. Moreover, ToM predicted later gains in expository reading comprehension (ERC), underscoring its role in supporting comprehension of increasingly complex academic texts. These results suggest that integrating ToM and reading comprehension training within educational practice can enhance cognitive and academic development in tandem. Such integration may be particularly impactful for students at risk of early learning difficulties, offering a promising direction for targeted, developmentally informed interventions.
{"title":"Reciprocal association between theory of mind and reading comprehension of narrative (but not expository) text in middle childhood: A latent change score approach","authors":"Qiyang Gao , Tianyu Xu , Peiyao Chen , Ruru Zhang , Zhenlin Wang","doi":"10.1016/j.lindif.2025.102823","DOIUrl":"10.1016/j.lindif.2025.102823","url":null,"abstract":"<div><div>This study presents a longitudinal evidence of co-occurring developmental changes in theory of mind (ToM) and reading comprehension in a group of 159 children (ages 8–10; <em>M</em> = 9.96, <em>SD</em> = 0.93; 92 girls). We tracked participants over one year using identical measures of ToM, narrative reading comprehension (NRC), and expository reading comprehension (ERC) at two time points. Applying a Latent Change Score (LCS) model, we found that individual differences in ToM and NRC not only influenced each other's growth over time but were also significantly correlated at both initial measurement and in their change scores. However, only initial ToM was associated with gains in ERC during the one-year interval, but not vice versa. These findings suggest a reciprocal causal relationship between socio-cognitive and academic development and highlight the importance of integrating both domains in educational interventions.</div></div><div><h3>Educational relevance statement</h3><div>Our findings demonstrate that Theory of Mind (ToM) and narrative reading comprehension (NRC) are reciprocally related over time, suggesting that strengthening one domain can accelerate growth in the other. Importantly, children with stronger initial abilities in either ToM or NRC experienced greater gains in the other domain, indicating the risk or widening achievement gaps without early support. Moreover, ToM predicted later gains in expository reading comprehension (ERC), underscoring its role in supporting comprehension of increasingly complex academic texts. These results suggest that integrating ToM and reading comprehension training within educational practice can enhance cognitive and academic development in tandem. Such integration may be particularly impactful for students at risk of early learning difficulties, offering a promising direction for targeted, developmentally informed interventions.</div><div>Preregistration: <span><span>https://doi.org/10.17605/OSF.IO/69Q5R</span><svg><path></path></svg></span></div><div>Data: <span><span>https://data.mendeley.com/datasets/zfzd852xpg/1</span><svg><path></path></svg></span></div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102823"},"PeriodicalIF":9.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468168","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 : 2025-10-30DOI: 10.1016/j.lindif.2025.102820
Leonard Tetzlaff , Lothar Persic-Beck , Ulf Kröhne , Carolin Hahnel , Daniel Schiffner , Frank Goldhammer
The innovative PISA domain “Learning in the digital world (LDW)” integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task.
Educational relevance statement
This study provides initial evidence that a learning process takes place during PISA-LDW assessments. Students that made use of the provided learning opportunities and/or have high intelligence consistently performed better than would be expected based on their prior knowledge. The use of learning opportunities was related to the learning goal orientation of students. Digital environments should be designed in a way that is conducive to learning goal orientations and provide explicit learning opportunitites.
{"title":"Separating prior knowledge from acquired knowledge: An individual differences analysis of PISA - learning in the digital world","authors":"Leonard Tetzlaff , Lothar Persic-Beck , Ulf Kröhne , Carolin Hahnel , Daniel Schiffner , Frank Goldhammer","doi":"10.1016/j.lindif.2025.102820","DOIUrl":"10.1016/j.lindif.2025.102820","url":null,"abstract":"<div><div>The innovative PISA domain “Learning in the digital world (LDW)” integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task.</div></div><div><h3>Educational relevance statement</h3><div>This study provides initial evidence that a learning process takes place during PISA-LDW assessments. Students that made use of the provided learning opportunities and/or have high intelligence consistently performed better than would be expected based on their prior knowledge. The use of learning opportunities was related to the learning goal orientation of students. Digital environments should be designed in a way that is conducive to learning goal orientations and provide explicit learning opportunitites.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102820"},"PeriodicalIF":9.0,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420044","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 : 2025-10-28DOI: 10.1016/j.lindif.2025.102814
Liyan Yu , Catherine McBride , Xiuhong Tong
This study examined the associations between emotional intelligence and the initial level and growth rate of reading comprehension in narrative and non-narrative texts. A sample of 689 Chinese third-grade students (49.49 % girls; Mage = 9.23 years, SD = 0.66) from eight primary schools was assessed over three years. At Time 1, students completed measures of emotional intelligence, word reading, and listening comprehension. Reading comprehension was assessed at all three time points. Latent growth curve modeling revealed that emotional intelligence at Time 1 predicted the initial level of reading comprehension for both narrative and non-narrative texts but only predicted the growth rate for narrative texts. These findings highlight the importance of emotional intelligence in reading comprehension, particularly for narrative texts, and emphasize the need to incorporate it into reading comprehension models.
Educational relevance statement
The findings that emotional intelligence is associated with initial reading comprehension for both narrative and non-narrative texts and that it uniquely predicts growth for narrative texts, highlights new opportunities for enhancing reading instruction. Gender differences, with boys showing lower initial comprehension and slower growth, underscore the need for gender-sensitive instructional strategies. These results suggest that incorporating emotional intelligence into literacy education and adapting instruction based on text genre and gender may lead to more effective and equitable reading outcomes for diverse learners.
{"title":"Emotional intelligence predicts initial status and growth of reading comprehension in primary school students","authors":"Liyan Yu , Catherine McBride , Xiuhong Tong","doi":"10.1016/j.lindif.2025.102814","DOIUrl":"10.1016/j.lindif.2025.102814","url":null,"abstract":"<div><div>This study examined the associations between emotional intelligence and the initial level and growth rate of reading comprehension in narrative and non-narrative texts. A sample of 689 Chinese third-grade students (49.49 % girls; <em>M</em><sub>age</sub> = 9.23 years, <em>SD</em> = 0.66) from eight primary schools was assessed over three years. At Time 1, students completed measures of emotional intelligence, word reading, and listening comprehension. Reading comprehension was assessed at all three time points. Latent growth curve modeling revealed that emotional intelligence at Time 1 predicted the initial level of reading comprehension for both narrative and non-narrative texts but only predicted the growth rate for narrative texts. These findings highlight the importance of emotional intelligence in reading comprehension, particularly for narrative texts, and emphasize the need to incorporate it into reading comprehension models.</div></div><div><h3>Educational relevance statement</h3><div>The findings that emotional intelligence is associated with initial reading comprehension for both narrative and non-narrative texts and that it uniquely predicts growth for narrative texts, highlights new opportunities for enhancing reading instruction. Gender differences, with boys showing lower initial comprehension and slower growth, underscore the need for gender-sensitive instructional strategies. These results suggest that incorporating emotional intelligence into literacy education and adapting instruction based on text genre and gender may lead to more effective and equitable reading outcomes for diverse learners.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102814"},"PeriodicalIF":9.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420043","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 : 2025-10-28DOI: 10.1016/j.lindif.2025.102816
Jinran Wu , Herbert W. Marsh , Jiesi Guo , Johnmarshall Reeve , Reinhard Pekrun , Theresa Dicke , Hye-Ryen Jang , Geetanjali Basarkod
Understanding how influence is structured within educational psychology is critical for advancing research quality, equity, and impact. We introduce a replicable, field-sensitive framework that combines (a) the Educational Psychology H-index (EP-H), which isolates within-field impact, and (b) a cross-citation network mapping journals and subfields. Using 27,482 articles from 60 Web of Science educational-psychology journals (2015–2024), we rank researchers, institutions, countries, and journals, examine convergent validity with established metrics, and identify thematic clusters centered on motivation, learning strategies, emotions, and cognition. Results reveal concentrated influence alongside meaningful international contributions. Leading journals include Journal of Educational Psychology and Educational Psychology Review, with Learning and Individual Differences showing strong connectivity across cognitive, emotional, and motivational subfields. The approach clarifies how citation volume and structural position jointly influence visibility, provides transparent tools for editors and institutions, and can be adapted to other disciplines where disciplinary context is relevant.
Educational relevance and implications
This study provides editors, institutions, and researchers with a clear understanding of who and what influences educational psychology. Using a field-specific Educational Psychology H-index (EP-H) and a cross-citation network, we identify journals that connect subfields and scholars who are most visible within the discipline. These tools help early-career scholars select venues and assist departments in evaluating contributions in core areas of educational psychology. The approach is transparent, replicable, and adaptable to related areas of education research.
了解影响在教育心理学中是如何构成的，对于提高研究质量、公平性和影响至关重要。我们引入了一个可复制的、领域敏感的框架，该框架结合了(a)教育心理学h指数（EP-H），该指数隔离了领域内的影响，以及(b)交叉引用网络映射期刊和子领域。使用来自60个Web of Science教育心理学期刊（2015-2024）的27,482篇文章，我们对研究人员、机构、国家和期刊进行了排名，用既定的指标检查了收敛效度，并确定了以动机、学习策略、情感和认知为中心的主题集群。结果显示，除了有意义的国际贡献外，还具有集中的影响力。包括《教育心理学杂志》和《教育心理学评论》在内的主要期刊，《学习与个体差异》显示了认知、情感和动机子领域之间的紧密联系。该方法阐明了引文量和结构位置如何共同影响可见性，为编辑和机构提供了透明的工具，并且可以适用于与学科背景相关的其他学科。教育的相关性和意义本研究为编辑、机构和研究人员提供了一个清晰的认识，谁和什么影响教育心理学。使用特定领域的教育心理学h指数（EP-H）和交叉引用网络，我们确定了连接子领域和在该学科中最引人注目的学者的期刊。这些工具帮助早期职业学者选择场所，并协助院系评估教育心理学核心领域的贡献。这种方法是透明的、可复制的，并且适用于教育研究的相关领域。
{"title":"Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions","authors":"Jinran Wu , Herbert W. Marsh , Jiesi Guo , Johnmarshall Reeve , Reinhard Pekrun , Theresa Dicke , Hye-Ryen Jang , Geetanjali Basarkod","doi":"10.1016/j.lindif.2025.102816","DOIUrl":"10.1016/j.lindif.2025.102816","url":null,"abstract":"<div><div>Understanding how influence is structured within educational psychology is critical for advancing research quality, equity, and impact. We introduce a replicable, field-sensitive framework that combines (a) the Educational Psychology H-index (EP-H), which isolates within-field impact, and (b) a cross-citation network mapping journals and subfields. Using 27,482 articles from 60 Web of Science educational-psychology journals (2015–2024), we rank researchers, institutions, countries, and journals, examine convergent validity with established metrics, and identify thematic clusters centered on motivation, learning strategies, emotions, and cognition. Results reveal concentrated influence alongside meaningful international contributions. Leading journals include Journal of Educational Psychology and Educational Psychology Review, with Learning and Individual Differences showing strong connectivity across cognitive, emotional, and motivational subfields. The approach clarifies how citation volume and structural position jointly influence visibility, provides transparent tools for editors and institutions, and can be adapted to other disciplines where disciplinary context is relevant.</div></div><div><h3>Educational relevance and implications</h3><div>This study provides editors, institutions, and researchers with a clear understanding of who and what influences educational psychology. Using a field-specific Educational Psychology H-index (EP-H) and a cross-citation network, we identify journals that connect subfields and scholars who are most visible within the discipline. These tools help early-career scholars select venues and assist departments in evaluating contributions in core areas of educational psychology. The approach is transparent, replicable, and adaptable to related areas of education research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102816"},"PeriodicalIF":9.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420041","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 : 2025-10-27DOI: 10.1016/j.lindif.2025.102818
Amelia Mañá , Lidia Altamura , Pablo Delgado , Laura Gil , Mario Romero-Palau , Marian Serrano-Mendizábal , Cristina Vargas , Ladislao Salmerón
Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.
Educational relevance statement
In today's digital age, high school students face significant challenges in self-regulating their reading comprehension process. Addressing this particular concern, the current study examines how answering questions and receiving feedback while reading digital texts can enhance self-regulation and comprehension in high school students. Of particular relevance for instruction was the fact that different types of feedback had opposing effects depending on students grade level. Providing elaborated information aimed at guiding text processing to solve a comprehension question (e.g., “It is important to combine the information in the text with your own knowledge”) supported students in their early years of high school, while simply stating whether the response was correct or incorrect worked better for those in the final years of high school. These results can help educators make informed decisions about designing feedback in digital environments to promote self-regulation and comprehension.
{"title":"Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students","authors":"Amelia Mañá , Lidia Altamura , Pablo Delgado , Laura Gil , Mario Romero-Palau , Marian Serrano-Mendizábal , Cristina Vargas , Ladislao Salmerón","doi":"10.1016/j.lindif.2025.102818","DOIUrl":"10.1016/j.lindif.2025.102818","url":null,"abstract":"<div><div>Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.</div></div><div><h3>Educational relevance statement</h3><div>In today's digital age, high school students face significant challenges in self-regulating their reading comprehension process. Addressing this particular concern, the current study examines how answering questions and receiving feedback while reading digital texts can enhance self-regulation and comprehension in high school students. Of particular relevance for instruction was the fact that different types of feedback had opposing effects depending on students grade level. Providing elaborated information aimed at guiding text processing to solve a comprehension question (e.g., “It is important to combine the information in the text with your own knowledge”) supported students in their early years of high school, while simply stating whether the response was correct or incorrect worked better for those in the final years of high school. These results can help educators make informed decisions about designing feedback in digital environments to promote self-regulation and comprehension.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102818"},"PeriodicalIF":9.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420042","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 : 2025-10-27DOI: 10.1016/j.lindif.2025.102819
Susan Sonnenschein , Michele Stites , Besjanë Krasniqi
In spring 2020, an estimated 55.1 million children in the United States experienced school closures related to COVID-19 (Education Week, 2020). As a result of these closures, 93 % of families reported their children's schools transitioned to virtual learning (U.S. Census, 2021). Research has found significant gaps in students' learning because of these COVID-19 pandemic school closures. This paper describes the educational areas most negatively impacted by the COVID-19 school closures as identified by families and schools. The negative impacts were especially significant for students of color, families from near or below the poverty line, and students with disabilities. As discussed below, students' learning during COVID-19 was most negatively impacted by lack of internet/technology, quality of and frequency of engagement in instruction, and attendance at virtual learning sessions. The article presents recommendations for decreasing the learning gaps left in the wake of the COVID-19 school closures and areas of future research inquiry.
Educational relevance
This paper examines the complex impacts of the COVID-19 pandemic on children's learning. We focus specifically on how systemic inequities were made worse during school closures. This review of the literature examines why specific student populations experienced more significant learning disruptions. Actionable recommendations, including differentiated instruction and the integration of UDL principles, are provided.
{"title":"Factors affecting children's learning during COVID-19","authors":"Susan Sonnenschein , Michele Stites , Besjanë Krasniqi","doi":"10.1016/j.lindif.2025.102819","DOIUrl":"10.1016/j.lindif.2025.102819","url":null,"abstract":"<div><div>In spring 2020, an estimated 55.1 million children in the United States experienced school closures related to COVID-19 (Education Week, 2020). As a result of these closures, 93 % of families reported their children's schools transitioned to virtual learning (U.S. Census, 2021). Research has found significant gaps in students' learning because of these COVID-19 pandemic school closures. This paper describes the educational areas most negatively impacted by the COVID-19 school closures as identified by families and schools. The negative impacts were especially significant for students of color, families from near or below the poverty line, and students with disabilities. As discussed below, students' learning during COVID-19 was most negatively impacted by lack of internet/technology, quality of and frequency of engagement in instruction, and attendance at virtual learning sessions. The article presents recommendations for decreasing the learning gaps left in the wake of the COVID-19 school closures and areas of future research inquiry.</div></div><div><h3>Educational relevance</h3><div>This paper examines the complex impacts of the COVID-19 pandemic on children's learning. We focus specifically on how systemic inequities were made worse during school closures. This review of the literature examines why specific student populations experienced more significant learning disruptions. Actionable recommendations, including differentiated instruction and the integration of UDL principles, are provided.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102819"},"PeriodicalIF":9.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420040","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 : 2025-10-24DOI: 10.1016/j.lindif.2025.102807
Xiao-Yin Chen , Emily Q. Rosenzweig
Similar role models can be powerful tools to motivate participation in science, technology, engineering, and math (STEM) disciplines, but it is unclear what types of similarity are most important to students' motivation. The current study investigated the different ways college students (n = 1185) perceived similarity to STEM role models and how different perceptions of similarity predicted students' STEM career motivation. We assessed overall trends as well as unique patterns among marginalized and non-marginalized gender and racial/ethnic groups in STEM. Perceiving academic similarity to role models positively and robustly predicted students' STEM career motivation, whereas perceiving demographic similarity to role models played a more limited role. Perceiving similar academic efforts to role models seemed to be especially important for motivating students from marginalized gender and racial/ethnic groups in STEM. Findings have important implications for how to leverage role models in college interventions designed to promote STEM motivation and career participation.
Educational relevance and implications statement
Though role models have been shown to be powerful tools in shaping motivation in many science, technology, engineering, and math (STEM) disciplines, not all STEM role models are equally powerful motivators to college students. Our results suggest that role models perceived as academically similar (i.e., in terms of academic abilities, interests, or efforts) may positively support college students' competence-related beliefs and values for pursuing STEM careers. Students' gender and racial/ethnic background also shaped how they related to and felt motivated by STEM role models. Presenting students with role models who put forth similar academic efforts to students may be especially helpful in supporting motivation among students from historically marginalized gender and racial/ethnic groups in STEM.
{"title":"Investigating academic and demographic similarities to career role models for motivating diverse college students in STEM","authors":"Xiao-Yin Chen , Emily Q. Rosenzweig","doi":"10.1016/j.lindif.2025.102807","DOIUrl":"10.1016/j.lindif.2025.102807","url":null,"abstract":"<div><div>Similar role models can be powerful tools to motivate participation in science, technology, engineering, and math (STEM) disciplines, but it is unclear <em>what types</em> of similarity are most important to students' motivation. The current study investigated the different ways college students (<em>n</em> = 1185) perceived similarity to STEM role models and how different perceptions of similarity predicted students' STEM career motivation. We assessed overall trends as well as unique patterns among marginalized and non-marginalized gender and racial/ethnic groups in STEM. Perceiving academic similarity to role models positively and robustly predicted students' STEM career motivation, whereas perceiving demographic similarity to role models played a more limited role. Perceiving similar academic efforts to role models seemed to be especially important for motivating students from marginalized gender and racial/ethnic groups in STEM. Findings have important implications for how to leverage role models in college interventions designed to promote STEM motivation and career participation.</div></div><div><h3>Educational relevance and implications statement</h3><div>Though role models have been shown to be powerful tools in shaping motivation in many science, technology, engineering, and math (STEM) disciplines, not all STEM role models are equally powerful motivators to college students. Our results suggest that role models perceived as academically similar (i.e., in terms of academic abilities, interests, or efforts) may positively support college students' competence-related beliefs and values for pursuing STEM careers. Students' gender and racial/ethnic background also shaped how they related to and felt motivated by STEM role models. Presenting students with role models who put forth similar academic efforts to students may be especially helpful in supporting motivation among students from historically marginalized gender and racial/ethnic groups in STEM.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102807"},"PeriodicalIF":9.0,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145366133","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 : 2025-10-21DOI: 10.1016/j.lindif.2025.102815
Wei Wu , Yanan Zhang
Gender disparities in STEM career expectations emerge early and remain persistent worldwide. Drawing on PISA 2022 data from 75 societies (N = 578,627), this study examines how mathematics-related motivation and achievement interact with gender inequality in social institutions. Results indicate that males consistently report higher STEM career expectations than females. Intrinsic value in mathematics widens the gender gap, whereas academic achievement exerts a powerful equalizing effect that, at high levels, allows females to surpass males. Greater gender inequality in social institutions is linked to higher overall STEM expectations but simultaneously amplifies gender gaps. The equalizing effect of achievement is intensified in contexts of stronger family discrimination and restricted civil liberties but weakened when physical integrity is constrained. Conversely, the gap-widening effect of intrinsic value is attenuated under limited access to resources. Findings underscore the need for gender-responsive educational policies that address both individual processes and institutional conditions.
Educational impact and implications statement
This study demonstrates that mathematics-related motivation and achievement interact with gender inequality in social institutions to shape adolescents' STEM career expectations. While intrinsic value tends to widen gender gaps, high levels of academic achievement can act as an equalizer, underscoring the importance of supporting female students' achievement pathways. The moderating role of gender inequality in social institutions indicates that classroom interventions alone are insufficient; broader societal efforts to reduce restrictions on physical integrity are also essential to advance gender equity in STEM career expectations. The weakening of motivational effects under limited resources and assets highlights the need to ensure equitable access to STEM career opportunities. Together, these insights call for gender-responsive strategies and policies that enhance academic achievement, address structural barriers, and foster inclusive environments that encourage both female and male students to pursue STEM careers.
{"title":"Mathematics motivation, achievement, and gender inequality in social intuitions: Unpacking gender differences in STEM career expectations across 75 societies","authors":"Wei Wu , Yanan Zhang","doi":"10.1016/j.lindif.2025.102815","DOIUrl":"10.1016/j.lindif.2025.102815","url":null,"abstract":"<div><div>Gender disparities in STEM career expectations emerge early and remain persistent worldwide. Drawing on PISA 2022 data from 75 societies (<em>N</em> = 578,627), this study examines how mathematics-related motivation and achievement interact with gender inequality in social institutions. Results indicate that males consistently report higher STEM career expectations than females. Intrinsic value in mathematics widens the gender gap, whereas academic achievement exerts a powerful equalizing effect that, at high levels, allows females to surpass males. Greater gender inequality in social institutions is linked to higher overall STEM expectations but simultaneously amplifies gender gaps. The equalizing effect of achievement is intensified in contexts of stronger family discrimination and restricted civil liberties but weakened when physical integrity is constrained. Conversely, the gap-widening effect of intrinsic value is attenuated under limited access to resources. Findings underscore the need for gender-responsive educational policies that address both individual processes and institutional conditions.</div></div><div><h3>Educational impact and implications statement</h3><div>This study demonstrates that mathematics-related motivation and achievement interact with gender inequality in social institutions to shape adolescents' STEM career expectations. While intrinsic value tends to widen gender gaps, high levels of academic achievement can act as an equalizer, underscoring the importance of supporting female students' achievement pathways. The moderating role of gender inequality in social institutions indicates that classroom interventions alone are insufficient; broader societal efforts to reduce restrictions on physical integrity are also essential to advance gender equity in STEM career expectations. The weakening of motivational effects under limited resources and assets highlights the need to ensure equitable access to STEM career opportunities. Together, these insights call for gender-responsive strategies and policies that enhance academic achievement, address structural barriers, and foster inclusive environments that encourage both female and male students to pursue STEM careers.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102815"},"PeriodicalIF":9.0,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362855","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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