Pub Date : 2026-02-01Epub Date: 2026-01-07DOI: 10.1016/j.lindif.2025.102865
Suzanne E. Hidi , K. Ann Renninger
Although there are various approaches to the conceptualization of interest, here we address that of the four-phase model of interest development (Hidi & Renninger, 2006). Interest is universal as all humans have such experiences, and it has physiological roots. Interest also is individually varying since the triggering of interest is influenced by genetics, personal characteristics, interactions with other people, and the design of the environment. Given the importance of interest to engagement and learning, individual differences warrant serious consideration. Furthermore, it is essential for educators (e.g., teachers, parents), to understand that interest: (a) is malleable and may be supported to develop; (b) has fluctuations that are normal; (c) has a long-range linear trajectory, and (d) is physiologically hardwired, and therefore any typically functioning individuals can be expected to develop interest. Interest is critical for learning, as is acknowledgement of individual differences.
Statement of educational relevance
This article provides a discussion of the benefits of focusing on the four-phase model in which interest is conceptualized as a motivational variable that can develop. We explain that interest is both universal, as it has hardwired physiological roots, and individually varying, as it exists and develops through a person's interactions with their sociocultural context. The model charts ways in which working with individual differences can lead to meaningful engagement and learning.
{"title":"The four-phase model of interest development: Addressing individual differences","authors":"Suzanne E. Hidi , K. Ann Renninger","doi":"10.1016/j.lindif.2025.102865","DOIUrl":"10.1016/j.lindif.2025.102865","url":null,"abstract":"<div><div>Although there are various approaches to the conceptualization of interest, here we address that of the four-phase model of interest development (Hidi & Renninger, 2006). Interest is universal as all humans have such experiences, and it has physiological roots. Interest also is individually varying since the triggering of interest is influenced by genetics, personal characteristics, interactions with other people, and the design of the environment. Given the importance of interest to engagement and learning, individual differences warrant serious consideration. Furthermore, it is essential for educators (e.g., teachers, parents), to understand that interest: (a) is malleable and may be supported to develop; (b) has fluctuations that are normal; (c) has a long-range linear trajectory, and (d) is physiologically hardwired, and therefore any typically functioning individuals can be expected to develop interest. Interest is critical for learning, as is acknowledgement of individual differences.</div><div><strong>Statement of educational relevance</strong></div><div>This article provides a discussion of the benefits of focusing on the four-phase model in which interest is conceptualized as a motivational variable that can develop. We explain that interest is both universal, as it has hardwired physiological roots, and individually varying, as it exists and develops through a person's interactions with their sociocultural context. The model charts ways in which working with individual differences can lead to meaningful engagement and learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102865"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925969","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 : 2026-02-01Epub Date: 2025-12-07DOI: 10.1016/j.lindif.2025.102847
Jeffrey M. DeVries, Jacquelynne S. Eccles, Richard Arum
Women enroll in many university majors at a lower rate than men, which relates to inequities in many future career fields. To understand such disparities, we identified heterogeneous trajectories through which students change their majors in terms of the majors' gender ratios. Through the lens of situated expectancy-value theory, we examined changes in task value related to each trajectory. Trajectories were identified across all students from 2017 to 2020 (N = 23,328), a subset of whom (n = 2380) participated in surveys regarding their self-rated career aptitude and desired career attributes. We identified five trajectories of major enrollment in terms of gender ratio: stable-female, stable-male, stable-neutral, male-to-female, and female-to-neutral. Gender disparities were common across both STEM and non-STEM majors. Students on the male-to-female trajectory were much more likely to have a drop in their self-rated science aptitude and an increase in their desire for prosocial opportunities in their subsequent careers.
{"title":"Gender-segregated trajectories to a university major and career-related motivation","authors":"Jeffrey M. DeVries, Jacquelynne S. Eccles, Richard Arum","doi":"10.1016/j.lindif.2025.102847","DOIUrl":"10.1016/j.lindif.2025.102847","url":null,"abstract":"<div><div>Women enroll in many university majors at a lower rate than men, which relates to inequities in many future career fields. To understand such disparities, we identified heterogeneous trajectories through which students change their majors in terms of the majors' gender ratios. Through the lens of situated expectancy-value theory, we examined changes in task value related to each trajectory. Trajectories were identified across all students from 2017 to 2020 (<em>N</em> = 23,328), a subset of whom (<em>n</em> = 2380) participated in surveys regarding their self-rated career aptitude and desired career attributes. We identified five trajectories of major enrollment in terms of gender ratio: <em>stable-female</em>, <em>stable-male</em>, <em>stable-neutral</em>, <em>male-to-female</em>, and <em>female-to-neutral</em>. Gender disparities were common across both STEM and non-STEM majors. Students on the <em>male-to-female</em> trajectory were much more likely to have a drop in their self-rated science aptitude and an increase in their desire for prosocial opportunities in their subsequent careers.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102847"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145694958","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 : 2026-02-01Epub Date: 2025-12-15DOI: 10.1016/j.lindif.2025.102846
Natalie Foster , Jessica L. Holmes , Emma Linsenmayer , Nathan Zoanetti , Huseyin Yildiz
This paper describes the development and validation processes involved in defining evidence rules for computational problem-solving, one of two aspects measured in the PISA 2025 Learning in the Digital World (LDW) assessment. We developed two theory-driven, rule-based scoring approaches – the Expert Strategy and Quality Marker approach – and applied them to a relatively complex and open computational problem-solving task targeting students' capacity to decompose a problem, recognise patterns and create generalisable solutions. The Expert Strategy approach extracts features of students' code aligned with an optimal task solution, whereas the Quality Marker approach rewards incremental progress towards the task goal and in applying target practices. We compare the results of the two approaches with each other and the results of a paired comparison validation study involving experts in the field of programming and computational thinking. We reflect on the practical implications of the results for PISA 2025 and provide directions for applying the methods to other task-types.
Educational relevance statement
Assessment of students via complex, interactive and open-ended tasks in technology-rich environments, such as visual programming tasks, present new challenges to assessors, who need to account for the infinite solution space and students' individual strategies for solving these problems. In large-scale and/or international assessment, challenges are compounded by a heterogeneous testing population, in terms of cultural and educational backgrounds and experience with digital tools and visual coding, and by the prohibitive costs of human scoring. Sophisticated automated scoring models are needed that can validly interpret evidence about students' skills and that can flexibly accommodate individual differences in solution pathways. This study contributes new knowledge to existing literature in educational and learning sciences on assessment design by developing and validating sophisticated rule-based scoring approaches that provide granular information about student abilities in computational problem-solving, that are appropriate for both large-scale summative and formative contexts, and that can handle different approaches to solving open tasks. Our approaches are supported by the results of an empirical validation exercise (a paired comparison study) involving experts from the field of programming and computational thinking.
{"title":"Developing rule-based scoring methods that capture student progress in computational problem-solving in open, interactive tasks","authors":"Natalie Foster , Jessica L. Holmes , Emma Linsenmayer , Nathan Zoanetti , Huseyin Yildiz","doi":"10.1016/j.lindif.2025.102846","DOIUrl":"10.1016/j.lindif.2025.102846","url":null,"abstract":"<div><div>This paper describes the development and validation processes involved in defining evidence rules for computational problem-solving, one of two aspects measured in the PISA 2025 Learning in the Digital World (LDW) assessment. We developed two theory-driven, rule-based scoring approaches – the Expert Strategy and Quality Marker approach – and applied them to a relatively complex and open computational problem-solving task targeting students' capacity to decompose a problem, recognise patterns and create generalisable solutions. The Expert Strategy approach extracts features of students' code aligned with an optimal task solution, whereas the Quality Marker approach rewards incremental progress towards the task goal and in applying target practices. We compare the results of the two approaches with each other and the results of a paired comparison validation study involving experts in the field of programming and computational thinking. We reflect on the practical implications of the results for PISA 2025 and provide directions for applying the methods to other task-types.</div></div><div><h3>Educational relevance statement</h3><div>Assessment of students via complex, interactive and open-ended tasks in technology-rich environments, such as visual programming tasks, present new challenges to assessors, who need to account for the infinite solution space and students' individual strategies for solving these problems. In large-scale and/or international assessment, challenges are compounded by a heterogeneous testing population, in terms of cultural and educational backgrounds and experience with digital tools and visual coding, and by the prohibitive costs of human scoring. Sophisticated automated scoring models are needed that can validly interpret evidence about students' skills and that can flexibly accommodate individual differences in solution pathways. This study contributes new knowledge to existing literature in educational and learning sciences on assessment design by developing and validating sophisticated rule-based scoring approaches that provide granular information about student abilities in computational problem-solving, that are appropriate for both large-scale summative and formative contexts, and that can handle different approaches to solving open tasks. Our approaches are supported by the results of an empirical validation exercise (a paired comparison study) involving experts from the field of programming and computational thinking.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102846"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145791429","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 : 2026-02-01Epub Date: 2026-01-17DOI: 10.1016/j.lindif.2026.102870
Yen Vo , Catherine Welch , Stephen Dunbar , Lesa Hoffman , Lia Plakans
This study examined the growth trajectories of English learners (ELs) in English language proficiency (ELP), English language arts (ELA), and math from middle to high school, and explored how ELP development relates to academic growth trajectories. Using multivariate clustered longitudinal modeling, this study found that growth patterns varied across subject areas and by student background characteristics. Growth in ELP significantly predicted growth in both ELA and math, highlighting the important role of language development in the academic achievement of ELs in secondary education. While schools contributed to the variance in student performance and growth, most of the variation was attributable to student differences rather than school differences. These findings illuminate the interplay among ELP, academic outcomes, and student demographic characteristics, offering valuable insights for educators and policymakers. These results have important implications for future research, instructional practices, and policy development aimed at supporting the success of EL students.
Educational relevance and implications statement
This study investigated patterns of growth for English learners (ELs) across different subject areas and examined the role of ELP in shaping academic growth in ELA and math. Results showed that ELP improvement was positively associated with initial performance and growth in ELA and math, highlighting the importance of supporting ELP development to enhance overall academic achievement, particularly for ELs navigating secondary education. It was also found that growth patterns varied across subject areas and by student background characteristics. The differing growth patterns at the student versus school level suggested that targeted interventions may be necessary to address specific needs. Educators and policymakers should consider the interplay among ELP, academic outcomes, and student demographic characteristics when designing and implementing instructional strategies and support systems for ELs.
{"title":"Language and academic growth trajectories of English learners","authors":"Yen Vo , Catherine Welch , Stephen Dunbar , Lesa Hoffman , Lia Plakans","doi":"10.1016/j.lindif.2026.102870","DOIUrl":"10.1016/j.lindif.2026.102870","url":null,"abstract":"<div><div>This study examined the growth trajectories of English learners (ELs) in English language proficiency (ELP), English language arts (ELA), and math from middle to high school, and explored how ELP development relates to academic growth trajectories. Using multivariate clustered longitudinal modeling, this study found that growth patterns varied across subject areas and by student background characteristics. Growth in ELP significantly predicted growth in both ELA and math, highlighting the important role of language development in the academic achievement of ELs in secondary education. While schools contributed to the variance in student performance and growth, most of the variation was attributable to student differences rather than school differences. These findings illuminate the interplay among ELP, academic outcomes, and student demographic characteristics, offering valuable insights for educators and policymakers. These results have important implications for future research, instructional practices, and policy development aimed at supporting the success of EL students.</div><div><strong>Educational relevance and implications statement</strong></div><div>This study investigated patterns of growth for English learners (ELs) across different subject areas and examined the role of ELP in shaping academic growth in ELA and math. Results showed that ELP improvement was positively associated with initial performance and growth in ELA and math, highlighting the importance of supporting ELP development to enhance overall academic achievement, particularly for ELs navigating secondary education. It was also found that growth patterns varied across subject areas and by student background characteristics. The differing growth patterns at the student versus school level suggested that targeted interventions may be necessary to address specific needs. Educators and policymakers should consider the interplay among ELP, academic outcomes, and student demographic characteristics when designing and implementing instructional strategies and support systems for ELs.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102870"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022722","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 : 2026-02-01Epub Date: 2025-12-09DOI: 10.1016/j.lindif.2025.102836
Amadeus J. Pickal , Matthias Stadler , Michael Sailer , Shurui Bai , Manuel Ninaus , Samuel Greiff , Nicolas Becker , Marco Koch
Leaderboards are frequently used in gamified learning; however, results from previous studies on the topic often turn out to be inconsistent. A reason might be the adaptive nature of leaderboards that provide different feedback regarding positions and trends over time. In this study, we systematically manipulated leaderboard-based feedback and investigated its effects on cognitive performance and intrinsic motivation. N = 427 participants were randomly assigned to one of five leaderboard conditions, which differed regarding the received fictitious feedback on initial position (higher/lower) and trend (upward/downward), plus a control condition without feedback. We found small but not substantial group differences in performance over time. However, we did find group differences in intrinsic motivation (highest motivation for higher position with upward trend leaderboard-based feedback). Exploratory analyses suggested no moderating effects of individual characteristics in learners' achievement motives. Results emphasize the need to consider the adaptive nature of leaderboards in research and practice.
Education relevance statement
The study results show that leaderboard-based feedback can affect learners' intrinsic motivation. It appears especially motivating for learners to see themselves in higher positions and/or shifting upwards on a leaderboard. This is even the case when the feedback is fictitious and not based on actual performance. Additionally, results show that negative feedback can be more detrimental than no feedback at all. These results also have practical and educational implications, underlining the importance of considering how to frame leaderboard-based feedback for learners, depending on their performance, and that leaderboard-based feedback should be used with caution.
{"title":"The winner takes it all – Effects of leaderboard-based feedback on cognitive performance and motivation","authors":"Amadeus J. Pickal , Matthias Stadler , Michael Sailer , Shurui Bai , Manuel Ninaus , Samuel Greiff , Nicolas Becker , Marco Koch","doi":"10.1016/j.lindif.2025.102836","DOIUrl":"10.1016/j.lindif.2025.102836","url":null,"abstract":"<div><div>Leaderboards are frequently used in gamified learning; however, results from previous studies on the topic often turn out to be inconsistent. A reason might be the adaptive nature of leaderboards that provide different feedback regarding positions and trends over time. In this study, we systematically manipulated leaderboard-based feedback and investigated its effects on cognitive performance and intrinsic motivation. <em>N</em> = 427 participants were randomly assigned to one of five leaderboard conditions, which differed regarding the received fictitious feedback on initial position (higher/lower) and trend (upward/downward), plus a control condition without feedback. We found small but not substantial group differences in performance over time. However, we did find group differences in intrinsic motivation (highest motivation for higher position with upward trend leaderboard-based feedback). Exploratory analyses suggested no moderating effects of individual characteristics in learners' achievement motives. Results emphasize the need to consider the adaptive nature of leaderboards in research and practice.</div></div><div><h3>Education relevance statement</h3><div>The study results show that leaderboard-based feedback can affect learners' intrinsic motivation. It appears especially motivating for learners to see themselves in higher positions and/or shifting upwards on a leaderboard. This is even the case when the feedback is fictitious and not based on actual performance. Additionally, results show that negative feedback can be more detrimental than no feedback at all. These results also have practical and educational implications, underlining the importance of considering how to frame leaderboard-based feedback for learners, depending on their performance, and that leaderboard-based feedback should be used with caution.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102836"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145738317","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 : 2026-02-01Epub Date: 2025-12-24DOI: 10.1016/j.lindif.2025.102860
Diana Raufelder , Olga Steinberg , Tuomo Virtanen , Valtteri Eskola , Kati Vasalampi
The Self-System Model of Motivational Development (SSMMD) posits that contextual supports and self-beliefs shape students' school engagement, which in turn predicts educational outcomes. This research examined (1) the interplay of social support, academic self-concept and with school engagement change in late adolescence, and (2) the interplay of socio-motivational support, academic self-concept, and need satisfaction with change in school engagement in middle adolescence. Study 1 used data from 3585 Finnish students (MageT1 = 15.55, SD = 2.46; 53.6 % girls). Study 2 analyzed data from 779 German students (MageT1 = 13.09, SD = 0.50; 57 % girls).
Latent Change Modelling (LCM) evidences a decline in school engagement, associated with math self-concept and teacher support (Study 1), and academic self-concept (Study 2). School engagement predicted school completion (Study 1).
The studies provide converging evidence for developmental patterns, predicted by SSMMD and highlight the role of academic self-concept and teacher-student relations for school engagement.
Educational relevance and implications
The findings from the two studies outline several implications for educational practice and policy. In line with the theoretical perspective outlined by SSMMD, interventions aimed at fostering school engagement before critical school transitions should address both contextual and self-related factors. The results of Study 1 show, that especially in upper secondary education, teacher support may be more beneficial for proximal engagement rather than sustaining longer-term changes in the intensity of student's involvement with school and need to be complemented by academic self-concept interventions. Also, it is particularly important to strengthen domain-specific mathematic self-concepts of students, that emphasizes the role of STEM and teaching methods used in STEM in upper secondary schools. In other words, professional development should equip teachers not only with good communication and motivation skills, but also with skills that would enable them to create academic self-concept-supportive environments while addressing students' individual needs. The converging evidence from Study 2 shows that decline in school engagement is likely to occur throughout all stages of adolescence and in both cultural contexts, but interventions may need to de tailored to the particular developmental stages, and address different facets of academic self-concept. Overall, the nuanced roles of social support and academic self-concept suggest that individualized support and reinforcement of self-beliefs are essential for optimizing educational outcomes during critical school transitions.
{"title":"Engaging students in school: Two studies on the benefits of social support and high self-beliefs","authors":"Diana Raufelder , Olga Steinberg , Tuomo Virtanen , Valtteri Eskola , Kati Vasalampi","doi":"10.1016/j.lindif.2025.102860","DOIUrl":"10.1016/j.lindif.2025.102860","url":null,"abstract":"<div><div>The Self-System Model of Motivational Development (SSMMD) posits that contextual supports and self-beliefs shape students' school engagement, which in turn predicts educational outcomes. This research examined (1) the interplay of social support, academic self-concept and with school engagement change in late adolescence, and (2) the interplay of socio-motivational support, academic self-concept, and need satisfaction with change in school engagement in middle adolescence. Study 1 used data from 3585 Finnish students (<em>M</em><sub><em>ageT1</em></sub> = 15.55, <em>SD</em> = 2.46; 53.6 % girls). Study 2 analyzed data from 779 German students (<em>M</em><sub><em>ageT1</em></sub> = 13.09, <em>SD</em> = 0.50; 57 % girls).</div><div>Latent Change Modelling (LCM) evidences a decline in school engagement, associated with math self-concept and teacher support (Study 1), and academic self-concept (Study 2). School engagement predicted school completion (Study 1).</div><div>The studies provide converging evidence for developmental patterns, predicted by SSMMD and highlight the role of academic self-concept and teacher-student relations for school engagement.</div></div><div><h3>Educational relevance and implications</h3><div>The findings from the two studies outline several implications for educational practice and policy. In line with the theoretical perspective outlined by SSMMD, interventions aimed at fostering school engagement before critical school transitions should address both contextual and self-related factors. The results of Study 1 show, that especially in upper secondary education, teacher support may be more beneficial for proximal engagement rather than sustaining longer-term changes in the intensity of student's involvement with school and need to be complemented by academic self-concept interventions. Also, it is particularly important to strengthen domain-specific mathematic self-concepts of students, that emphasizes the role of STEM and teaching methods used in STEM in upper secondary schools. In other words, professional development should equip teachers not only with good communication and motivation skills, but also with skills that would enable them to create academic self-concept-supportive environments while addressing students' individual needs. The converging evidence from Study 2 shows that decline in school engagement is likely to occur throughout all stages of adolescence and in both cultural contexts, but interventions may need to de tailored to the particular developmental stages, and address different facets of academic self-concept. Overall, the nuanced roles of social support and academic self-concept suggest that individualized support and reinforcement of self-beliefs are essential for optimizing educational outcomes during critical school transitions.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102860"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841305","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 : 2026-02-01Epub Date: 2025-12-24DOI: 10.1016/j.lindif.2025.102862
Andreas Gegenfurtner, Aldin Alijagic, Sylvia Gabel, Özün Keskin
The COVID-19 pandemic led schools and universities worldwide to rapidly shift from traditional, in-person classes to synchronous online learning through webinar platforms such as Zoom, WebEx, and Microsoft Teams. This meta-analysis examined 31 randomized controlled trials (RCTs) involving 3823 learners to better understand how effective synchronous online programs are for supporting both affective outcomes (such as attitudes, satisfaction, self-efficacy, and interest) and cognitive outcomes (including declarative knowledge and procedural skills). Overall, the findings show that synchronous online learning is more effective than asynchronous online and face-to-face education in improving both learners' affect and their learning performance. The strongest positive effects of webinars appeared when they were compared to waitlist groups and asynchronous courses, and when affective outcomes focused on learners' self-efficacy beliefs. The study also found a significant link between affective and cognitive outcomes. Finally, we highlight practical implications for instructional design and suggest directions for future research on webinar-based learning.
{"title":"Synchronous online learning supports cognitive and affective outcomes more than traditional face-to-face and asynchronous online education: A meta-analysis of webinars","authors":"Andreas Gegenfurtner, Aldin Alijagic, Sylvia Gabel, Özün Keskin","doi":"10.1016/j.lindif.2025.102862","DOIUrl":"10.1016/j.lindif.2025.102862","url":null,"abstract":"<div><div>The COVID-19 pandemic led schools and universities worldwide to rapidly shift from traditional, in-person classes to synchronous online learning through webinar platforms such as Zoom, WebEx, and Microsoft Teams. This meta-analysis examined 31 randomized controlled trials (RCTs) involving 3823 learners to better understand how effective synchronous online programs are for supporting both affective outcomes (such as attitudes, satisfaction, self-efficacy, and interest) and cognitive outcomes (including declarative knowledge and procedural skills). Overall, the findings show that synchronous online learning is more effective than asynchronous online and face-to-face education in improving both learners' affect and their learning performance. The strongest positive effects of webinars appeared when they were compared to waitlist groups and asynchronous courses, and when affective outcomes focused on learners' self-efficacy beliefs. The study also found a significant link between affective and cognitive outcomes. Finally, we highlight practical implications for instructional design and suggest directions for future research on webinar-based learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102862"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841304","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}
Writing from multiple texts is a widespread task in higher education and requires advanced reading, writing and self-regulatory skills. Research shows that learners often struggle to accurately evaluate their performance in such tasks. This study examines whether rubrics can enhance self-assessment accuracy and improve regulatory decisions when university history students write essays from conflicting historical texts. A total of 115 students were randomly assigned to a guided rubric or unguided rubric condition. Participants in the guided rubric condition used assessment criteria, performance level and descriptors to assess their essays after reading three texts on a historical controversy, whereas the unguided rubric condition used only criteria and performance levels. Metacomprehension and regulation accuracy were measured. While guided rubrics did not significantly enhance overall metacomprehension accuracy or regulation, the impact of guided rubric use varied as a function of students' essay performance.
{"title":"Enhancing metacomprehension accuracy and regulation decisions in writing from multiple texts: The role of rubrics","authors":"Corinna Schuster , Dominik Evangelou , Rebecca Krebs , Marcel Mierwald , Nicola Brauch , Marc Stadtler","doi":"10.1016/j.lindif.2025.102842","DOIUrl":"10.1016/j.lindif.2025.102842","url":null,"abstract":"<div><div>Writing from multiple texts is a widespread task in higher education and requires advanced reading, writing and self-regulatory skills. Research shows that learners often struggle to accurately evaluate their performance in such tasks. This study examines whether rubrics can enhance self-assessment accuracy and improve regulatory decisions when university history students write essays from conflicting historical texts. A total of 115 students were randomly assigned to a guided rubric or unguided rubric condition. Participants in the guided rubric condition used assessment criteria, performance level and descriptors to assess their essays after reading three texts on a historical controversy, whereas the unguided rubric condition used only criteria and performance levels. Metacomprehension and regulation accuracy were measured. While guided rubrics did not significantly enhance overall metacomprehension accuracy or regulation, the impact of guided rubric use varied as a function of students' essay performance.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102842"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977587","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 : 2026-02-01Epub Date: 2026-01-13DOI: 10.1016/j.lindif.2025.102863
Sara Mascheretti , Sophie Aubé , Hélène Paradis , Bei Feng , Mara Brendgen , Frank Vitaro , Isabelle Ouellet-Morin , Jean R. Séguin , Richard E. Tremblay , Michel Boivin , Ginette Dionne
This study documents whether developmental trajectories of reading skills from ages 6 through 12 years can be predicted by early child biological, language, family and rearing environment characteristics assessed from infancy through early childhood in two independent populations, i.e., the Quebec Newborn Twin Study (N = 849) and the Longitudinal Study of Child Development in Quebec (N = 1077). From group-based trajectory analyses, four developmental trajectories of reading skills were identified in both samples: 1) persistent below average, 2) resolving below average, 3) average, and 4) above average. According to logistic regression analyses, children in the persistent below average group included male participants with lower expressive language skills at 30 months, less educated mothers and parents who spent less time in shared reading during early childhood. Results were similar in the replication population. Information about early language skills and family background provide unique targets to the early identification and prevention of persistent reading difficulties in elementary and early middle school.
Educational relevance statement
Predicting reading development in elementary and early middle school before children enter school using information about the early cognitive skills underlying the development of reading and information on family and rearing environment backgrounds may be relevant to identify children needing early interventions and allocation of educational resources. We provided empirical evidence that being a male subject), but also having lower preschool expressive language skills, a mother with lower educational attainment and parents who rarely engaged in preschool shared book-reading are valid means to uniquely predict stable trajectories of reading skills into early adolescence if close follow-ups are implemented to detect the persistence of reading (dis)ability. Both medical and educational professionals should thus be encouraged to prospectively get information about children's early environments for the timely identification and treatment of at-risk children. This may potentially alleviate the negative implications related to reading difficulties later in life and improve functional outcomes.
{"title":"Predictive validity of early child biological, language, family and rearing environment characteristics on developmental trajectories of reading from ages 6 to 12 years","authors":"Sara Mascheretti , Sophie Aubé , Hélène Paradis , Bei Feng , Mara Brendgen , Frank Vitaro , Isabelle Ouellet-Morin , Jean R. Séguin , Richard E. Tremblay , Michel Boivin , Ginette Dionne","doi":"10.1016/j.lindif.2025.102863","DOIUrl":"10.1016/j.lindif.2025.102863","url":null,"abstract":"<div><div>This study documents whether developmental trajectories of reading skills from ages 6 through 12 years can be predicted by early child biological, language, family and rearing environment characteristics assessed from infancy through early childhood in two independent populations, i.e., the Quebec Newborn Twin Study (<em>N</em> = 849) and the Longitudinal Study of Child Development in Quebec (<em>N</em> = 1077). From group-based trajectory analyses, four developmental trajectories of reading skills were identified in both samples: 1) persistent below average, 2) resolving below average, 3) average, and 4) above average. According to logistic regression analyses, children in the persistent below average group included male participants with lower expressive language skills at 30 months, less educated mothers and parents who spent less time in shared reading during early childhood. Results were similar in the replication population. Information about early language skills and family background provide unique targets to the early identification and prevention of persistent reading difficulties in elementary and early middle school.</div></div><div><h3>Educational relevance statement</h3><div>Predicting reading development in elementary and early middle school before children enter school using information about the early cognitive skills underlying the development of reading and information on family and rearing environment backgrounds may be relevant to identify children needing early interventions and allocation of educational resources. We provided empirical evidence that being a male subject), but also having lower preschool expressive language skills, a mother with lower educational attainment and parents who rarely engaged in preschool shared book-reading are valid means to uniquely predict stable trajectories of reading skills into early adolescence if close follow-ups are implemented to detect the persistence of reading (dis)ability. Both medical and educational professionals should thus be encouraged to prospectively get information about children's early environments for the timely identification and treatment of at-risk children. This may potentially alleviate the negative implications related to reading difficulties later in life and improve functional outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102863"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977591","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 : 2026-02-01Epub Date: 2026-01-10DOI: 10.1016/j.lindif.2026.102868
Eline Camerman , Peter Kuppens , Jeroen Lavrijsen , Karine Verschueren
This study investigated real-time crossover of enthusiasm from teachers to students in mathematics classrooms using experience sampling methodology (ESM). It examined whether student-specific, shared class, and teacher perceptions of teacher enthusiasm predicted student enthusiasm, and whether teacher-student relationship quality and students' mathematical ability moderated these relationships. 430 11th and 12th grade students and 25 teachers reported their enthusiasm twice during mathematics classes for 10 school days using ESM. Students also reported on perceived teacher enthusiasm (ESM), quality of teacher-student relationship (student survey), and completed a standardized math test. Student-specific and class perceptions, but not teacher perceptions of teacher enthusiasm, predicted student enthusiasm. The crossover of teacher enthusiasm (class perception) was stronger for students with closer teacher-student relationships and these students also experienced more enthusiasm. Mathematical ability did not moderate crossover, but positively related to student enthusiasm. Findings underscore the importance of expressive teaching and relational closeness in fostering student enthusiasm.
Educational relevance statement
This study underscores the central role of teacher enthusiasm in shaping the real-time experience of enthusiasm in mathematics classes, with student perceptions of teacher enthusiasm emerging as the main driver of these effects. In order to promote positive emotions in students, teachers should focus on effectively conveying their positive emotions in ways that are perceptible to students. In addition, close teacher-student relationships strengthen the relations between teacher and student enthusiasm and relate to greater overall student enthusiasm in class. Teachers should strive to build positive, supportive relationships with their students in order to promote positive emotional exchanges and experiences in the classroom. Finally, as relations between teacher and student enthusiasm appear to generalize across student ability levels, strategies to enhance teacher enthusiasm may be broadly applied to benefit all students, regardless of ability level.
{"title":"In-class crossover of enthusiasm between teachers and students: The moderating role of teacher-student relationship quality and math ability","authors":"Eline Camerman , Peter Kuppens , Jeroen Lavrijsen , Karine Verschueren","doi":"10.1016/j.lindif.2026.102868","DOIUrl":"10.1016/j.lindif.2026.102868","url":null,"abstract":"<div><div>This study investigated real-time crossover of enthusiasm from teachers to students in mathematics classrooms using experience sampling methodology (ESM). It examined whether student-specific, shared class, and teacher perceptions of teacher enthusiasm predicted student enthusiasm, and whether teacher-student relationship quality and students' mathematical ability moderated these relationships. 430 11th and 12th grade students and 25 teachers reported their enthusiasm twice during mathematics classes for 10 school days using ESM. Students also reported on perceived teacher enthusiasm (ESM), quality of teacher-student relationship (student survey), and completed a standardized math test. Student-specific and class perceptions, but not teacher perceptions of teacher enthusiasm, predicted student enthusiasm. The crossover of teacher enthusiasm (class perception) was stronger for students with closer teacher-student relationships and these students also experienced more enthusiasm. Mathematical ability did not moderate crossover, but positively related to student enthusiasm. Findings underscore the importance of expressive teaching and relational closeness in fostering student enthusiasm.</div></div><div><h3>Educational relevance statement</h3><div>This study underscores the central role of teacher enthusiasm in shaping the real-time experience of enthusiasm in mathematics classes, with student perceptions of teacher enthusiasm emerging as the main driver of these effects. In order to promote positive emotions in students, teachers should focus on effectively conveying their positive emotions in ways that are perceptible to students. In addition, close teacher-student relationships strengthen the relations between teacher and student enthusiasm and relate to greater overall student enthusiasm in class. Teachers should strive to build positive, supportive relationships with their students in order to promote positive emotional exchanges and experiences in the classroom. Finally, as relations between teacher and student enthusiasm appear to generalize across student ability levels, strategies to enhance teacher enthusiasm may be broadly applied to benefit all students, regardless of ability level.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"126 ","pages":"Article 102868"},"PeriodicalIF":9.0,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145977589","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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