Learning and Individual Differences最新文献

{"title":"Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches","authors":"James C. Kaufman","doi":"10.1016/j.lindif.2024.102607","DOIUrl":"10.1016/j.lindif.2024.102607","url":null,"abstract":"<div><div>Why do we create? Most studies of creativity and motivation use the distinction between intrinsic and extrinsic motivation. Yet seeking meaning, often conceptualized as coherence, significance, and purpose, can be considered another type of motivation. People may create to achieve or maintain meaning; they may also be driven to leave behind a legacy to give them some type of symbolic immortality. In addition to creative works, such a legacy may be pursued through having children, spiritual or religious means, embracing nature, or moments of experiential transcendence. As a range of existential threats, from COVID-19 to climate change, cast doubt on the future of our species, how might younger and future generations shift their views on legacy and meaning – through acceptance and experiential appreciation, or through resistance and transformation? What are the best ways to continue to nurture creativity in the classroom with these shifts?</div></div><div><h3>Educational relevance and implications statement</h3><div>This paper synthesizes the research and theory on meaning in life, specifically the idea of symbolic immortality, motivation, and creativity. One emphasis in meaning literature is the idea of leaving a legacy behind; creative works are one such way (along with, for example, children). Post-Hiroshima, Lifton wondered if the idea of such a possible apocalyptic scenario might lead people to focus more on specific experiences, as opposed to accomplishments. Although research at the time did not support this idea, the modern world now has numerous existential threats and it is time to revisit this question – specifically, how might generational changes in views on symbolic immortality necessitate a shift in how we encourage students to want to be creative?</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102607"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181143","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}

{"title":"A scoping review of research on individual differences in the testing effect paradigm","authors":"Rachel N. Smith-Peirce,&nbsp;Andrew C. Butler","doi":"10.1016/j.lindif.2024.102602","DOIUrl":"10.1016/j.lindif.2024.102602","url":null,"abstract":"<div><div>When compared with re-studying, practicing retrieval of information from memory leads to better retention and transfer of learning, a finding called the testing effect. Although much research has established the generalizability of the benefits of retrieval practice across a variety of contextual factors (i.e., encoding conditions, retrieval conditions, and materials used), only a handful of studies have examined whether individual differences influence the extent to which learners benefit from this strategy. The purpose of the present scoping review is to examine existing research on individual differences within the testing effect paradigm. A total of 20 studies that investigate 20 individual difference constructs were included and analyzed. Surprisingly, the majority of the studies found no significant relationship between the individual difference construct(s) of interest and the magnitude of the testing effect. This central finding is discussed in relation to both theoretical explanations of the testing effect and recommendations for educational practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102602"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181140","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}

{"title":"Online credibility evaluation skills in upper secondary students: The role of grade level, argument evaluation, and analytic thinking dispositions","authors":"Annika M. Svedholm-Häkkinen ,&nbsp;Elena Forzani ,&nbsp;Julie Coiro ,&nbsp;Carita Kiili","doi":"10.1016/j.lindif.2025.102640","DOIUrl":"10.1016/j.lindif.2025.102640","url":null,"abstract":"<div><div>When learning from online texts, evaluating the credibility of information is fundamental. However, readers' skills vary considerably. Theoretical frameworks suggest that argument evaluation and critical, flexible thinking dispositions are important for accurately evaluating information, but these relationships have not been empirically well-established. We examined online credibility evaluation among upper secondary school students (<em>N</em> = 215). Students first read and evaluated four online texts on learning styles and then had an opportunity to re-evaluate. We examined the roles of grade level and individual differences in both argument evaluation skills as well as in three analytic thinking dispositions: Need for Cognition, Actively Open-Minded Thinking, and Cognitive Reflection. All these factors positively contributed to online credibility evaluation. Grade level and dispositions were positively associated with more elaboration in re-evaluating responses. Results suggest that encouraging students' effortful and flexible thinking could support their online credibility evaluation. One promising practice is to provide opportunities for re-evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102640"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182848","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}

{"title":"Language attitude and willingness to communicate: A longitudinal investigation of Chinese young EFL learners","authors":"Enhao Feng ,&nbsp;Chengchen Li ,&nbsp;Peter D. MacIntyre ,&nbsp;Jean-Marc Dewaele","doi":"10.1016/j.lindif.2025.102639","DOIUrl":"10.1016/j.lindif.2025.102639","url":null,"abstract":"<div><div>Language attitude and willingness to communicate (WTC) are theorised to be interconnected and crucial for successful language learning and communication. Numerous studies have explored their antecedents and outcomes. However, very few have investigated how they evolve and relate to each other over time, despite that such investigations contribute to a deeper understanding of their nature (dynamicity or stability) and relationship. The present study sought to examine how language attitude and WTC evolve and associate with each other over time in a Chinese English-as-a-foreign-language (EFL) context. Nine hundred and twenty-eight Chinese adolescent EFL learners participated in a three-wave questionnaire survey spanning over three 4-month semesters. Results of hierarchical linear modelling indicated that both language attitude and WTC stayed stable over time. The cross-lagged panel modelling results showed a positive and partially reciprocal relationship between language attitude and WTC. These findings confirmed and extended the Pyramid Model of WTC.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102639"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143272839","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}

{"title":"Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education","authors":"Arne Bewersdorff ,&nbsp;Christian Hartmann ,&nbsp;Marie Hornberger ,&nbsp;Kathrin Seßler ,&nbsp;Maria Bannert ,&nbsp;Enkelejda Kasneci ,&nbsp;Gjergji Kasneci ,&nbsp;Xiaoming Zhai ,&nbsp;Claudia Nerdel","doi":"10.1016/j.lindif.2024.102601","DOIUrl":"10.1016/j.lindif.2024.102601","url":null,"abstract":"<div><div>The integration of Artificial Intelligence (AI), particularly Large Language Model (LLM)-based systems, in education has shown promise in enhancing teaching and learning experiences. However, the advent of Multimodal Large Language Models (MLLMs) like GPT-4 Vision, capable of processing multimodal data including text, sound, and visual inputs, opens a new era of enriched, personalized, and interactive learning landscapes in education. This paper derives a theoretical framework for integrating MLLMs into multimodal learning. This framework serves to explore the transformative role of MLLMs in central aspects of science education by presenting exemplary innovative learning scenarios. Possible applications for MLLMs range from content creation to tailored support for learning, fostering engagement in scientific practices, and providing assessments and feedback. These applications are not limited to text-based and uni-modal formats but can be multimodal, thus increasing personalization, accessibility, and potential learning effectiveness. Despite the many opportunities, challenges such as data protection and ethical considerations become salient, calling for robust frameworks to ensure responsible integration. This paper underscores the necessity for a balanced approach in implementing MLLMs, where the technology complements rather than supplants the educators' roles, ensuring an effective and ethical use of AI in science education. It calls for further research to explore the nuanced implications of MLLMs for educators and to extend the discourse beyond science education to other disciplines. Through developing a theoretical framework for the integration of MLLMs into multimodal learning and exploring the associated potentials, challenges, and future implications, this paper contributes to a preliminary examination of the transformative role of MLLMs in science education and beyond.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102601"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181139","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}

{"title":"How might creative problem-solving be related to prosocial motivation? An exploratory pilot study","authors":"Sue Hyeon Paek ,&nbsp;Jennifer Katz-Buonincontro ,&nbsp;Hye Jeong Park ,&nbsp;Oyinyechi Osuagwu ,&nbsp;Talia Hurwich","doi":"10.1016/j.lindif.2024.102606","DOIUrl":"10.1016/j.lindif.2024.102606","url":null,"abstract":"<div><div>The current exploratory pilot study aimed to investigate the relationship between creative problem-solving (CPS) and prosocial motivation, controlling for the effects of covariates known to be related to prosocial motivation. A total of 125 undergraduate and graduate students participated by responding to the self-report questionnaires measuring prosocial motivation, uncertainty tolerance, perspective-taking, and anticipated repayment for prosocial behavior and then provided a narrative response to a CPS task in which they generated solutions to a social problem about COVID-19. A new dimension of CPS, social utility, was scored to create a composite CPS score along with the conventional CPS measures of fluency and originality. A multiple regression analysis showed that CPS was significantly related to prosocial motivation. The findings are discussed regarding the social asset of CPS, the expanded scope of measuring CPS, and the potential implications of teaching for creativity.</div></div><div><h3>Educational implications</h3><div>Creativity is known to contribute to cognitive assets such as academic and professional achievement, and creative problem-solving is a well-documented essential learning and workplace skill. The present study contributed to expanding the cognitive asset of creative problem-solving into the social asset. This expansion would encourage educators to see the merit of teaching for creativity in the classroom as well as to advocate for creativity in teaching for everyone. Additionally, we added a social utility dimension to the assessment of creative problem-solving. As such, we propose that the social utility dimension of creative problem-solving serves to guide educators in integrating creative problem-solving in order to increase the social assets of students in their practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102606"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181486","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}

{"title":"Directional or reciprocal? A random intercept cross-lagged panel analysis of the relationships between emotions, motivation, willingness to communicate, and L2 achievement","authors":"Jian-E Peng ,&nbsp;Peter D. MacIntyre","doi":"10.1016/j.lindif.2025.102638","DOIUrl":"10.1016/j.lindif.2025.102638","url":null,"abstract":"<div><div>Despite the plethora of research on willingness to communicate (WTC) in a second language (L2), its role in L2 achievement remains unclear. Previous studies have predominantly relied on cross-sectional data that cannot establish causal relationships. This study employed the random intercept cross-lagged model (RI-CLPM) to explore the relationships between enjoyment, anxiety, autonomous motivation, WTC, and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when controlling for gender, reciprocal relationships existed among anxiety, enjoyment, and WTC. While achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC at Time 1 indirectly influenced achievement at Time 3 via anxiety at Time 2. Gender significantly predicted the intercepts for motivation and achievement.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study explored possible reciprocal relationships between second language (L2) learners' anxiety, enjoyment, autonomous motivation, willingness to communicate (WTC), and L2 achievement. Data were collected from 1115 freshmen in a senior high school in China at three time points within a semester. Results showed that when the effects of gender were controlled, reciprocal relationships existed among anxiety, enjoyment, and WTC. Achievement at Time 1 significantly impacted enjoyment, motivation, and WTC at Time 2, but these three variables did not significantly influence achievement at either Time 2 or Time 3. Enjoyment and WTC exerted indirect effects on achievement. This study provided solid evidence for positioning enjoyment as a situated antecedent of WTC and vindicated the reciprocal relationships between anxiety, enjoyment, and WTC. The findings may inform teachers of the importance of reducing anxiety, fostering enjoyment, and boosting students' autonomous motivation in promoting senior high school students' WTC.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102638"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181091","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}

{"title":"The patterns of task values, success expectations, and task-avoidance among student-athletes across three years of upper secondary sport school","authors":"Milla Saarinen ,&nbsp;Julia Järvinen ,&nbsp;Ruut Kanko ,&nbsp;Asko Tolvanen ,&nbsp;Tatiana V. Ryba ,&nbsp;Kaisa Aunola","doi":"10.1016/j.lindif.2025.102635","DOIUrl":"10.1016/j.lindif.2025.102635","url":null,"abstract":"<div><div>The study investigated the longitudinal patterns of school and sports motivations (task values, success expectations, and task avoidant behavior) among adolescent Finnish student-athletes (<em>n</em> = 493; 49 % females; 15–16 years old) across three years of upper secondary sports school. It also examined the association between school-related and sports-related motivational patterns. Participants completed questionnaires four times, starting at the beginning of upper secondary school and concluding at the end of it. Using repeated measures latent profile analysis (RMLPA), five distinct motivational profiles with slight increases or decreases across time in certain aspects of motivation depending on profile were identified for both school and sports. Students were typically more motivated regarding sports than school. Regardless of their school-related motivation, students displayed high levels of motivation in sports. Those with a particular motivational profile for sports tended to have a similar kind of profile for school.</div></div><div><h3>Educational relevance and implications statement</h3><div>By longitudinally exploring task values and achievement-related behaviors and beliefs, the study sheds light on the mutual relations of these motivational constructs over three years of upper secondary sports school. The findings suggest that task values and achievement-related behaviors and beliefs do not always go hand in hand, but that there is a lot of individual variation in motivational patterns and, moreover, that this variation is evident in both the school and sport domains. This finding emphasizes that interventions aimed at supporting student-athletes' motivation should consider individual differences in motivational patterns: Depending on motivational patterns, different students may benefit from different types of interventions. The findings highlight further that among student-athletes the profiles characterized by maladaptive motivational pattern are more typical in the domain of school than in sports. Therefore, coaches and sport leaders should emphasize not only athletic commitment but also the importance of academic engagement, as effective interventions can modify students' motivational beliefs. Delivering these interventions early is crucial, given that motivation seems to be formed before upper secondary school.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102635"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181494","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}

{"title":"Persistent effectiveness of mathematics homework time from primary school to early middle school: A longitudinal study from China","authors":"Lidong Wang ,&nbsp;Mengying Li ,&nbsp;Yifang Wu ,&nbsp;Yali Hu ,&nbsp;Liang Luo","doi":"10.1016/j.lindif.2025.102642","DOIUrl":"10.1016/j.lindif.2025.102642","url":null,"abstract":"<div><div>Mathematics homework is common in East Asia, as teachers and parents believe it will improve students' academic performance; however, its long-term effectiveness has not been determined. This study analysed the long-term effect of fifth-grade students' mathematics homework time on their achievement using a longitudinal design. We tracked the mathematics achievement of 3194 students between grades five and seven and their mathematics homework time during the first semester of grade five. We administered a student-reported questionnaire, designed a mathematics testing instrument to track retrospective longitudinal variations in achievement, and analysed the effectiveness of daily mathematics homework time on achievement using hierarchical linear modelling. The results revealed no evidence that assigning more homework in primary school enhanced students' mathematics achievement in early middle school. The findings extend existing knowledge of homework effectiveness, provide insights for student development, and offer implications for educational practice and future research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102642"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143182851","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}

{"title":"Redefining education: The role of study crafting in enhancing students' well-being, self-direction, and academic achievement","authors":"Lorenzo Duchi ,&nbsp;Lisette Wijnia ,&nbsp;Sofie Loyens ,&nbsp;Fred Paas","doi":"10.1016/j.lindif.2024.102608","DOIUrl":"10.1016/j.lindif.2024.102608","url":null,"abstract":"<div><div>In this study, we examine the concept of “study crafting”, whereby students personalize their education in line with their strengths, interests, and goals. It is based on the concept of job crafting that has gained traction in work and organizational psychology. Study crafting could be valuable in higher education, where personalized learning experiences are increasingly vital. We developed a measurement for study crafting and analyzed its relationships with related constructs in a sample of 382 Dutch university students. Study crafting was positively associated with psychological need satisfaction, self-directed learning skills, and academic satisfaction, and negatively with burnout. Structural equation modeling revealed that study crafting had an indirect effect on self-directed learning, burnout, academic satisfaction, and academic achievement through psychological need satisfaction. While our findings suggest significant associations between study crafting and various student outcomes, it is important to note that cross-sectional designs limit the ability to draw causal inferences.</div></div><div><h3>Educational relevance and implication statement</h3><div>This study introduces “study crafting” as a concept for creating personalized learning experiences that embrace students' knowledge, skills, attitudes, and ambitions. It finds that students can actively shape their education to match their strengths, interests, and goals, which in turn impacts their psychological well-being, self-directed learning skills, as well as academic satisfaction and success. The research highlights that learners can proactively design their education to experience a more engaged, empowered, and healthier life. By fostering a partnership between students and educators, the study suggests a shift towards a more student-centered education, where learners have a significant say in their educational journey, enhancing its relevance and impact on their lives.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"118 ","pages":"Article 102608"},"PeriodicalIF":3.8,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143181485","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}