Pub Date : 2024-11-18DOI: 10.1016/j.lindif.2024.102586
Giulia Sulis, Sarah Mercer
While a growing body of research has focused on learner engagement, teacher engagement remains largely underresearched. The purpose of this study is to examine how the engagement of teachers and learners develops in real-time throughout three English language lessons, and how they interrelate over time. Participants in the study were six students from one fourth-year English class at an Austrian middle school and their teacher. Experience Sampling Method (ESM) data were collected through the M-Path app which prompted learners and their teacher to chart their real-time levels of behavioural, emotional, and cognitive engagement at 7-minute intervals throughout three English lessons. ESM data were complemented by classroom observations, video-audio recordings of the lessons, and stimulated recall interviews cued by ESM data for both teacher and learners. Findings revealed the dynamic and multifaceted nature of learner and teacher engagement, and their complex reciprocal interactions.
{"title":"The choreography of engagement in the language classroom: Exploring the dynamic interplay between learner and teacher engagement","authors":"Giulia Sulis, Sarah Mercer","doi":"10.1016/j.lindif.2024.102586","DOIUrl":"10.1016/j.lindif.2024.102586","url":null,"abstract":"<div><div>While a growing body of research has focused on learner engagement, teacher engagement remains largely underresearched. The purpose of this study is to examine how the engagement of teachers and learners develops in real-time throughout three English language lessons, and how they interrelate over time. Participants in the study were six students from one fourth-year English class at an Austrian middle school and their teacher. Experience Sampling Method (ESM) data were collected through the M-Path app which prompted learners and their teacher to chart their real-time levels of behavioural, emotional, and cognitive engagement at 7-minute intervals throughout three English lessons. ESM data were complemented by classroom observations, video-audio recordings of the lessons, and stimulated recall interviews cued by ESM data for both teacher and learners. Findings revealed the dynamic and multifaceted nature of learner and teacher engagement, and their complex reciprocal interactions.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102586"},"PeriodicalIF":3.8,"publicationDate":"2024-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142704326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-15DOI: 10.1016/j.lindif.2024.102582
Hongjun Chen , Ying Zhao , Peng Sun , Haolan Wang , Yi Zhao , Xinchun Wu
Previous research has highlighted the mediating role of oral reading fluency (ORF) between decoding and reading comprehension (RC) in lower grades, but uncertainties remain regarding the roles of listening comprehension (LC) and silent reading fluency (SRF). The purpose of this study was to investigate how decoding and LC influence RC through ORF and SRF. The participants included 449 Chinese students from grades 2, 4, and 6. Decoding and LC were tested at Time 1, with nonverbal intelligence, working memory, and rapid automatized naming as control variables. After half a year, ORF, SRF, and RC were tested at Time 2. The results showed that: (1) The mediating effect of ORF was significant between decoding and in-text comprehension of second and fourth graders, and between decoding and beyond-text comprehension of sixth graders. (2) The SRF mediated the effect of LC on fourth graders' in-text comprehension, as well as the effects of decoding and LC on sixth graders' in-text and beyond-text comprehension. In conclusion, this study highlights the importance of ORF and SRF in the reading development among Chinese students.
Educational relevance statement
This study suggests that oral and silent reading fluency mediated the relations between decoding/listening comprehension and reading comprehension, with oral reading fluency showing a significant mediating effect in lower grades and silent reading fluency being more crucial in upper grades. These findings can inform the development of effective interventions that target specific components to improve the overall reading proficiency. The findings demonstrated a developmental trend as children progress through elementary grades, shifting from an emphasis on oral reading to silent reading, and from understanding the actual text to reading beyond the text. Furthermore, the study findings align with the requirements of the Chinese Curriculum Standards for Compulsory Education, in which first and second graders are instructed to read aloud accurately and fluently, whereas third and fourth graders are asked to read silently. The predominant mode in grades 5 and 6 is silent reading, in which students are required to read silently with speed and accuracy. To conclude, educators should tailor their teaching strategies to effectively target these skills at different developmental stages.
{"title":"Contributions of decoding and listening comprehension to reading comprehension at different levels: Exploring the mediating roles of oral and silent reading fluency","authors":"Hongjun Chen , Ying Zhao , Peng Sun , Haolan Wang , Yi Zhao , Xinchun Wu","doi":"10.1016/j.lindif.2024.102582","DOIUrl":"10.1016/j.lindif.2024.102582","url":null,"abstract":"<div><div>Previous research has highlighted the mediating role of oral reading fluency (ORF) between decoding and reading comprehension (RC) in lower grades, but uncertainties remain regarding the roles of listening comprehension (LC) and silent reading fluency (SRF). The purpose of this study was to investigate how decoding and LC influence RC through ORF and SRF. The participants included 449 Chinese students from grades 2, 4, and 6. Decoding and LC were tested at Time 1, with nonverbal intelligence, working memory, and rapid automatized naming as control variables. After half a year, ORF, SRF, and RC were tested at Time 2. The results showed that: (1) The mediating effect of ORF was significant between decoding and in-text comprehension of second and fourth graders, and between decoding and beyond-text comprehension of sixth graders. (2) The SRF mediated the effect of LC on fourth graders' in-text comprehension, as well as the effects of decoding and LC on sixth graders' in-text and beyond-text comprehension. In conclusion, this study highlights the importance of ORF and SRF in the reading development among Chinese students.</div></div><div><h3>Educational relevance statement</h3><div>This study suggests that oral and silent reading fluency mediated the relations between decoding/listening comprehension and reading comprehension, with oral reading fluency showing a significant mediating effect in lower grades and silent reading fluency being more crucial in upper grades. These findings can inform the development of effective interventions that target specific components to improve the overall reading proficiency. The findings demonstrated a developmental trend as children progress through elementary grades, shifting from an emphasis on oral reading to silent reading, and from understanding the actual text to reading beyond the text. Furthermore, the study findings align with the requirements of the Chinese Curriculum Standards for Compulsory Education, in which first and second graders are instructed to read aloud accurately and fluently, whereas third and fourth graders are asked to read silently. The predominant mode in grades 5 and 6 is silent reading, in which students are required to read silently with speed and accuracy. To conclude, educators should tailor their teaching strategies to effectively target these skills at different developmental stages.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102582"},"PeriodicalIF":3.8,"publicationDate":"2024-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660589","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 : 2024-11-12DOI: 10.1016/j.lindif.2024.102579
Tina Schiele , Peter Edelsbrunner , Anna Mues , Efsun Birtwistle , Astrid Wirth , Frank Niklas
Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with N = 500 preschoolers (MAge = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.
Educational relevance and implications statement
The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.
社会经济地位（SES）和移民背景等家庭背景因素，以及性别和智力等儿童特征，对幼儿的能力有重大影响。来自社会经济地位低和/或移民背景家庭的儿童的识字能力往往比同龄儿童弱。通过应用程序进行基于游戏的学习可以促进儿童能力的发展，但其效果可能取决于儿童对应用程序的使用情况以及应用程序与儿童和家庭特征之间的相互作用。我们在 N = 500 名学龄前儿童（平均年龄 = 60.96 个月）中研究了专门开发的识字应用程序的效果。干预是成功的：与对照组相比，使用我们的识字应用程序的儿童获得了更高的识字能力，即使在考虑了家庭和儿童特征之后也是如此。较长的应用程序使用时间与识字能力的提高有关，与社会经济地位和移民背景无关，呈 "U "型关系，但只与女孩有关。因此，通过应用程序进行基于游戏的学习可能会取得成功，但应考虑到个体差异。教育意义及影响声明我们的研究开发的早期识字应用程序对幼儿早期识字能力的影响大多与他们的智力、性别、移民背景或社会经济地位无关。每周使用半小时的适度应用程序似乎特别有利于女孩识字技能的提高。我们的研究结果表明，以游戏为基础的识字教育应用程序可以作为辅助手段，帮助各种背景的幼儿掌握早期识字技能。这种教育性识字应用程序为经济、教育或时间资源匮乏的家长提供了为孩子提供有意义支持的机会。
{"title":"The effectiveness of game-based literacy app learning in preschool children from diverse backgrounds","authors":"Tina Schiele , Peter Edelsbrunner , Anna Mues , Efsun Birtwistle , Astrid Wirth , Frank Niklas","doi":"10.1016/j.lindif.2024.102579","DOIUrl":"10.1016/j.lindif.2024.102579","url":null,"abstract":"<div><div>Family background factors like socio-economic status (SES) and migration background, along with child characteristics such as gender and intelligence, significantly influence early childhood competencies. Children from families with low SES and/or migration background often show weaker literacy outcomes than their peers. Game-based learning via apps can support children's competency development, but its effects may depend on children's app usage and how it interacts with child and family characteristics. We examined the effects of specifically developed literacy apps with <em>N</em> = 500 preschoolers (<em>M</em><sub><em>Age</em></sub> = 60.96 months). The intervention was successful: Children who used our literacy apps obtained greater literacy competencies compared to a control group, even after accounting for family and child characteristics. Longer app usage time was associated with literacy gains, independent of SES and migration background, with a U-shaped relation, but only among girls. Consequently, game-based learning via apps can be successful; however, individual differences should be considered.</div></div><div><h3>Educational relevance and implications statement</h3><div>The effects of early literacy apps developed for our study on young children's early literacy skills are mostly independent of their intelligence, gender, migration background, or socio-economic status. Moderate app usage times of half an hour per week seem especially beneficial for girls' literacy skill gain. Our findings show that our educational game-based literacy apps can act as additional means to support young children from all backgrounds in the acquisition of their early literacy skills. This kind of educational literacy apps offers parents with little financial, educational, or time resources the chance to support their children meaningfully.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102579"},"PeriodicalIF":3.8,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social, emotional, and behavioral (SEB) skills are key factors for academic and non-academic outcomes, but no previous studies deepened SEB skills of students with specific learning disabilities (SLD). We used the Behavioral, Emotional, and Social Skills Inventory (BESSI) to systematically investigate i) differences in social engagement, self-management, innovation, emotional resilience, and cooperation skills and ii) the interaction effect between skills and group on academic achievement and life satisfaction. In a sample of 2965 students (1589 females, M = 15.5 years, SD = 2.0), 359 of whom reported a SLD, we found differences in self-management (d = −0.28), innovation (d = −0.25), and social engagement (d = −0.19) skills. Furthermore, higher SEB skills do not guarantee higher academic achievement in the SLD group, while their role is similar in the two groups for life satisfaction. Overall, students with SLD may benefit from interventions to improve knowledge and use of SEB skills.
{"title":"Social, emotional, and behavioral skills in students with or without specific learning disabilities","authors":"Tommaso Feraco , Gerardo Pellegrino , Nicole Casali , Barbara Carretti , Chiara Meneghetti","doi":"10.1016/j.lindif.2024.102581","DOIUrl":"10.1016/j.lindif.2024.102581","url":null,"abstract":"<div><div>Social, emotional, and behavioral (SEB) skills are key factors for academic and non-academic outcomes, but no previous studies deepened SEB skills of students with specific learning disabilities (SLD). We used the Behavioral, Emotional, and Social Skills Inventory (BESSI) to systematically investigate i) differences in social engagement, self-management, innovation, emotional resilience, and cooperation skills and ii) the interaction effect between skills and group on academic achievement and life satisfaction. In a sample of 2965 students (1589 females, <em>M</em> = 15.5 years, <em>SD</em> = 2.0), 359 of whom reported a SLD, we found differences in self-management (<em>d = −</em>0.28), innovation (<em>d = −</em>0.25), and social engagement (<em>d = −</em>0.19) skills. Furthermore, higher SEB skills do not guarantee higher academic achievement in the SLD group, while their role is similar in the two groups for life satisfaction. Overall, students with SLD may benefit from interventions to improve knowledge and use of SEB skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"117 ","pages":"Article 102581"},"PeriodicalIF":3.8,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-11-06DOI: 10.1016/j.lindif.2024.102580
Yi Jiang , Linjia Zhang , Chun Chen
We investigated the latent profiles of social-emotional learning (SEL) competencies among Chinese high school students and their association with academic motivation, achievement, and personal characteristics. Latent profile analysis of a sample of 1530 eleventh graders revealed four distinct profiles: high SEL competencies, average SEL competencies, low SEL competencies, and extremely low SEL competencies. There were significant differences in students' expectancy-value beliefs and achievement goals across these profiles. However, achievement levels did not significantly vary with SEL profiles, suggesting that SEL and academic success might coexist independently in Chinese high school students. The profiles also showed meaningful associations with student characteristics, including gender and growth mindset. Notably, different from studies conducted in the Western context, the underrepresentation of female students in the high SEL competencies group highlights a potential cultural disparity, warranting further investigation. The findings of this study emphasize the importance of integrating SEL curricula into Chinese educational settings to enhance students' social, emotional, and academic development.
我们研究了中国高中生社会情感学习（SEL）能力的潜在特征及其与学习动机、成绩和个人特征的关系。我们对 1530 名十一年级学生的样本进行了潜特征分析，发现了四种不同的特征：较高的社会情感学习能力、一般的社会情感学习能力、较低的社会情感学习能力和极低的社会情感学习能力。在这些特征中，学生的期望值信念和成绩目标存在明显差异。然而，学生的成绩水平并没有随着 SEL 状况的不同而发生明显的变化，这表明在中国高中生中，SEL 和学业成功可能是独立共存的。此外，这些特征还与学生的特征（包括性别和成长型思维模式）产生了有意义的关联。值得注意的是，与在西方背景下进行的研究不同，女性学生在高 SEL 能力组中所占比例较低，这凸显了潜在的文化差异，值得进一步研究。本研究的结果强调了将SEL课程融入中国教育环境以促进学生社交、情感和学业发展的重要性。
{"title":"Latent profiles of Chinese students' social-emotional learning competencies and their associations with academic motivation and achievement","authors":"Yi Jiang , Linjia Zhang , Chun Chen","doi":"10.1016/j.lindif.2024.102580","DOIUrl":"10.1016/j.lindif.2024.102580","url":null,"abstract":"<div><div>We investigated the latent profiles of social-emotional learning (SEL) competencies among Chinese high school students and their association with academic motivation, achievement, and personal characteristics. Latent profile analysis of a sample of 1530 eleventh graders revealed four distinct profiles: <em>high SEL competencies</em>, <em>average SEL competencies</em>, <em>low SEL competencies</em>, and <em>extremely low SEL competencies</em>. There were significant differences in students' expectancy-value beliefs and achievement goals across these profiles. However, achievement levels did not significantly vary with SEL profiles, suggesting that SEL and academic success might coexist independently in Chinese high school students. The profiles also showed meaningful associations with student characteristics, including gender and growth mindset. Notably, different from studies conducted in the Western context, the underrepresentation of female students in the high SEL competencies group highlights a potential cultural disparity, warranting further investigation. The findings of this study emphasize the importance of integrating SEL curricula into Chinese educational settings to enhance students' social, emotional, and academic development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102580"},"PeriodicalIF":3.8,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592638","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 : 2024-10-31DOI: 10.1016/j.lindif.2024.102578
Eunjin Seo , You-kyung Lee , Rebecca S. Steingut , Edna C. Alfaro , Kejin Lee
This research examines how the multiplicative effect of expectancy and value on achievement-related outcomes differ based on students' individual differences, including age, race, and gender. We analyzed longitudinal data from 10th-grade students (Study 1: n ≈ 10,700) and 3rd-grade students (Study 2: n ≈ 9680) who identified as Black or White. The results indicate that expectancy and value synergistically predict later achievement in adolescents, but not in children. We did not find evidence of different effects based on race or gender. Our findings tentatively indicate that expectancy beliefs closely aligned with their relative achievement levels, along with a clear understanding of value, could enhance the synergistic effects of expectancy and value. The findings challenge the universality of the multiplicative model of expectancy-value theory across different populations and contexts.
Educational relevance and implications statement
The multiplicative model of expectancy and value suggests that when people believe they can succeed (expectancy) and find meaning in a task (value), their achievement gains a boost that surpasses the combined gains from high expectancy and high value considered separately. The current study reveals a synergistic effect, indicating that the combined influence is greater than the individual effects when considered separately, specifically in adolescent students, but not in younger children. These findings imply that the multiplicative model of expectancy-value theory may not apply universally.
{"title":"Testing the generalizability of the multiplicative effects of expectancy and value across different ages, genders, and races","authors":"Eunjin Seo , You-kyung Lee , Rebecca S. Steingut , Edna C. Alfaro , Kejin Lee","doi":"10.1016/j.lindif.2024.102578","DOIUrl":"10.1016/j.lindif.2024.102578","url":null,"abstract":"<div><div>This research examines how the multiplicative effect of expectancy and value on achievement-related outcomes differ based on students' individual differences, including age, race, and gender. We analyzed longitudinal data from 10th-grade students (Study 1: <em>n</em> ≈ 10,700) and 3rd-grade students (Study 2: <em>n</em> ≈ 9680) who identified as Black or White. The results indicate that expectancy and value synergistically predict later achievement in adolescents, but not in children. We did not find evidence of different effects based on race or gender. Our findings tentatively indicate that expectancy beliefs closely aligned with their relative achievement levels, along with a clear understanding of value, could enhance the synergistic effects of expectancy and value. The findings challenge the universality of the multiplicative model of expectancy-value theory across different populations and contexts.</div></div><div><h3>Educational relevance and implications statement</h3><div>The multiplicative model of expectancy and value suggests that when people believe they can succeed (expectancy) and find meaning in a task (value), their achievement gains a boost that surpasses the combined gains from high expectancy and high value considered separately. The current study reveals a synergistic effect, indicating that the combined influence is greater than the individual effects when considered separately, specifically in adolescent students, but not in younger children. These findings imply that the multiplicative model of expectancy-value theory may not apply universally.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102578"},"PeriodicalIF":3.8,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560604","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 : 2024-10-29DOI: 10.1016/j.lindif.2024.102577
David W. Putwain , Andrea Mallaburn , Tanja Held
Studies have shown how expectancy and subjective task values (STVs) support, and perceived cost can undermine, science achievement and aspirations. Studies that combine multiple facets of STVs and cost with expectancy to explore impacts of science achievement and aspiration, in early adolescence, are lacking. The sample comprised 1240 students (498 males, mean age of 12.4 years) who self-reported expectancy, STVs, and cost. Between one and two weeks later students self-reported science aspirations and took a 30-min science test. A latent profile analysis indicated a four-profile solution was optimal. A profile comprised of high expectancy and STV, with low cost, showed the highest achievement and aspirations. In profiles where expectancy and STV were lower, or cost higher, achievement and aspirations were lower. Our findings imply classroom strategies, or interventions, to raise expectation and STV, and reduce cost, would benefit students at a critical age.
Educational implications statement
In students aged 11–14 years the highest science achievement and aspirations were found in a motivational profile where success was expected in combination with a perception of science being interesting/enjoyable, important, and useful, along with a perception that the cost of studying science (e.g., the effort involved) was low. Science achievement and aspirations were lower in motivational profiles where expectations and interest/enjoyment in science was lower, and cost was higher. Instructional strategies, interventions, and outreach activities, that raise accurate expectations of success and interest/enjoyment in science, and which reduce costs, would be possible ways to boost science aspirations and achievement.
{"title":"Science motivation, academic achievement, career aspirations in early adolescents","authors":"David W. Putwain , Andrea Mallaburn , Tanja Held","doi":"10.1016/j.lindif.2024.102577","DOIUrl":"10.1016/j.lindif.2024.102577","url":null,"abstract":"<div><div>Studies have shown how expectancy and subjective task values (STVs) support, and perceived cost can undermine, science achievement and aspirations. Studies that combine multiple facets of STVs and cost with expectancy to explore impacts of science achievement and aspiration, in early adolescence, are lacking. The sample comprised 1240 students (498 males, mean age of 12.4 years) who self-reported expectancy, STVs, and cost. Between one and two weeks later students self-reported science aspirations and took a 30-min science test. A latent profile analysis indicated a four-profile solution was optimal. A profile comprised of high expectancy and STV, with low cost, showed the highest achievement and aspirations. In profiles where expectancy and STV were lower, or cost higher, achievement and aspirations were lower. Our findings imply classroom strategies, or interventions, to raise expectation and STV, and reduce cost, would benefit students at a critical age.</div></div><div><h3>Educational implications statement</h3><div>In students aged 11–14 years the highest science achievement and aspirations were found in a motivational profile where success was expected in combination with a perception of science being interesting/enjoyable, important, and useful, along with a perception that the cost of studying science (e.g., the effort involved) was low. Science achievement and aspirations were lower in motivational profiles where expectations and interest/enjoyment in science was lower, and cost was higher. Instructional strategies, interventions, and outreach activities, that raise accurate expectations of success and interest/enjoyment in science, and which reduce costs, would be possible ways to boost science aspirations and achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102577"},"PeriodicalIF":3.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142537512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.lindif.2024.102576
Frédéric Guay, Patrick Racine, Richard Bradet
In this study, we hypothesized that a higher parents' fixed mindset will lead to lower achievement in math, French and English (MEF) school subjects, but also that lower achievement in MEF will lead to a higher parents' fixed mindset. We have also tested the mediational role of academic self-concept (ASC) in the parents' fixed mindset-children's achievement relation. Participants (n = 1046 students and their parents) have filled twice a questionnaire. Results indicate that parents' fixed mindset significantly and negatively predicted subsequent achievement in French and English, but the magnitude of these coefficients was quite low (β < | 0.07|). Moreover, most relations connecting prior ASC to subsequent achievement in MEF were not supported thereby discarding the possibility that ASC mediates the parents' fixed mindset-children's achievement relation. Overall, these results cast some doubts about the importance of parental fixed mindset for children's academic achievement and ASC.
Educational relevance and implications of the research
The present study tests if the effect of parental fixed mindset on achievement in Math, English, and French school subjects is explained by students' academic self-concept in these school subjects. The results showed that parental fixed mindset weakly predicts subsequent achievement in French and English and that academic self-concept does not mediate this small association. Thus, the safest conclusion is that parents' mindsets are related to their children's achievement, but so weakly that it is difficult to recommend any intervention based on parental mindsets with this research.
{"title":"Parents' implicit intelligence beliefs about children's intelligence: Implications for children's academic self-concept and achievement in Maths, English, and French","authors":"Frédéric Guay, Patrick Racine, Richard Bradet","doi":"10.1016/j.lindif.2024.102576","DOIUrl":"10.1016/j.lindif.2024.102576","url":null,"abstract":"<div><div>In this study, we hypothesized that a higher parents' fixed mindset will lead to lower achievement in math, French and English (MEF) school subjects, but also that lower achievement in MEF will lead to a higher parents' fixed mindset. We have also tested the mediational role of academic self-concept (ASC) in the parents' fixed mindset-children's achievement relation. Participants (<em>n</em> = 1046 students and their parents) have filled twice a questionnaire. Results indicate that parents' fixed mindset significantly and negatively predicted subsequent achievement in French and English, but the magnitude of these coefficients was quite low (β < | 0.07|). Moreover, most relations connecting prior ASC to subsequent achievement in MEF were not supported thereby discarding the possibility that ASC mediates the parents' fixed mindset-children's achievement relation. Overall, these results cast some doubts about the importance of parental fixed mindset for children's academic achievement and ASC.</div></div><div><h3>Educational relevance and implications of the research</h3><div>The present study tests if the effect of parental fixed mindset on achievement in Math, English, and French school subjects is explained by students' academic self-concept in these school subjects. The results showed that parental fixed mindset weakly predicts subsequent achievement in French and English and that academic self-concept does not mediate this small association. Thus, the safest conclusion is that parents' mindsets are related to their children's achievement, but so weakly that it is difficult to recommend any intervention based on parental mindsets with this research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102576"},"PeriodicalIF":3.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142526398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-17DOI: 10.1016/j.lindif.2024.102571
Andrew J. Martin , Helen Tam
There has been growth in the number of final year school students applying for an offer of a place at university prior to completing their last year of school. This study investigated the role of early entry offer status in 1512 final year (Year 12) Australian students' academic performance—and also in a sub-sample's (n = 525) self-reported academic motivation and engagement, academic stress responses, and personal wellbeing. We found no significant effects on final year performance, academic motivation and engagement, or personal wellbeing as a function of early entry offer status—thus, most final year school outcomes were accounted for by factors unrelated to a student's early entry offer status. However, there was a small but significant positive effect for academic buoyancy among students who had applied for and received an early entry offer—thus, in part assisting their capacity to navigate academic challenge.
{"title":"What is the link between an early university entry offer and the academic and personal wellbeing outcomes of students in their final year of school?","authors":"Andrew J. Martin , Helen Tam","doi":"10.1016/j.lindif.2024.102571","DOIUrl":"10.1016/j.lindif.2024.102571","url":null,"abstract":"<div><div>There has been growth in the number of final year school students applying for an offer of a place at university prior to completing their last year of school. This study investigated the role of early entry offer status in 1512 final year (Year 12) Australian students' academic performance—and also in a sub-sample's (<em>n</em> = 525) self-reported academic motivation and engagement, academic stress responses, and personal wellbeing. We found no significant effects on final year performance, academic motivation and engagement, or personal wellbeing as a function of early entry offer status—thus, most final year school outcomes were accounted for by factors unrelated to a student's early entry offer status. However, there was a small but significant positive effect for academic buoyancy among students who had applied for and received an early entry offer—thus, in part assisting their capacity to navigate academic challenge.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102571"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship between intelligence and creativity using divergent-exploratory and convergent-integrative thinking as key concepts. Researchers analyzed secondary data from 854 children, including 238 children with high intellectual potential (IQ > 130). Intelligence was measured using WISC (Wechsler Intelligence Scale for Children), and creativity was assessed through EPoC (Evaluation of Potential for Creativity). Segmented Regression Analysis (SRA) and Necessary Condition Analysis (NCA) explored these relationships. Positive correlations were found between convergent-integrative thinking and verbal comprehension or processing speed. However, no significant breakpoints were detected between Total IQ and creative potential sub-dimensions. A sufficient level of processing speed was necessary for achieving high divergent-exploratory thinking scores, while minimum levels of Total IQ or fluid reasoning were required for convergent-integrative thinking. The study suggested using a Generalized Additive Model (GAM) to capture complex, non-linear relationships. This approach offers educational insights by highlighting cognitive strengths and weaknesses in assessments.
{"title":"Is intelligence necessary and sufficient for creativity? An analysis of convergent and divergent thinking","authors":"Merav Dechaume , Maxence Mercier , Cyrille Feybesse , Todd Lubart , Gaëlle Chouvelon , Solenn Kermarrec , Sylvie Tordjman","doi":"10.1016/j.lindif.2024.102575","DOIUrl":"10.1016/j.lindif.2024.102575","url":null,"abstract":"<div><div>This study examined the relationship between intelligence and creativity using divergent-exploratory and convergent-integrative thinking as key concepts. Researchers analyzed secondary data from 854 children, including 238 children with high intellectual potential (IQ > 130). Intelligence was measured using WISC (Wechsler Intelligence Scale for Children), and creativity was assessed through EPoC (Evaluation of Potential for Creativity). Segmented Regression Analysis (SRA) and Necessary Condition Analysis (NCA) explored these relationships. Positive correlations were found between convergent-integrative thinking and verbal comprehension or processing speed. However, no significant breakpoints were detected between Total IQ and creative potential sub-dimensions. A sufficient level of processing speed was necessary for achieving high divergent-exploratory thinking scores, while minimum levels of Total IQ or fluid reasoning were required for convergent-integrative thinking. The study suggested using a Generalized Additive Model (GAM) to capture complex, non-linear relationships. This approach offers educational insights by highlighting cognitive strengths and weaknesses in assessments.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102575"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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