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Learning and Individual Differences最新文献

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Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective 具身学习对学习成绩的影响：基于认知负荷理论视角的荟萃分析
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-24 DOI: 10.1016/j.lindif.2024.102564
Chunwei Lyu, Shuao Deng
Embodied learning has garnered significant attention in recent years. However, controversy on the effectiveness of embodied learning in improving learning performance and reducing cognitive load. Through a meta-analysis synthesized 17 studies involving 21 experiments with 1046 participants, this study found that embodied learning significantly improved academic performance (g = 0.52, P < 0.001) and reduced cognitive load (g = −0.31, P < 0.001). Subgroup analysis and meta-regression results show that the effectiveness is different when applying embodied learning in different districts, participants' educational levels, types of learning performance, and types of cognitive load. In addition, this study develops a novel cost-benefit model of embodied learning to explain under which circumstances embodied learning can achieve its effectiveness, and summarizes key considerations for using embodied learning strategies. Researchers and educators on embodied learning can continue to improve the design of embodied learning strategies based on the findings of this study.

Educational relevance and implications

Through the meta-analysis, this study found that embodied learning significantly improved learning performance and significantly reduced cognitive load. In addition, while exploring the moderate effects of district, type of learning performance, type of cognitive load, and participants' education level on the effectiveness of embodied learning, this study elaborated on the perspective that embodied learning follows the cost-benefit model. The results of this study not only support embodied learning as an effective learning strategy, but also identify factors that influence its effectiveness, and especially the proposed cost-benefit model of embodied learning provides an important framework for embodied learning researchers to future design and application of embodied learning strategies.
近年来，体现式学习备受关注。然而，关于具身学习在提高学习成绩和减轻认知负荷方面的效果，还存在争议。本研究通过荟萃分析综合了17项研究，涉及21个实验，1046名参与者，发现具身学习能显著提高学习成绩（g = 0.52，P <0.001），减轻认知负荷（g = -0.31，P <0.001）。分组分析和元回归结果表明，在不同地区、参与者的教育水平、学习成绩类型和认知负荷类型中应用具身学习，效果是不同的。此外，本研究还建立了一个新颖的具身学习成本效益模型，以解释在什么情况下具身学习能达到效果，并总结了使用具身学习策略的主要注意事项。通过荟萃分析，本研究发现，具身学习能显著提高学习成绩，并明显减轻认知负荷。此外，本研究在探讨地区、学习成绩类型、认知负荷类型和参与者受教育程度对具身学习效果的适度影响的同时，阐述了具身学习遵循成本-效益模型的观点。本研究的结果不仅支持具身学习是一种有效的学习策略，而且找出了影响其有效性的因素，特别是提出的具身学习成本效益模型为具身学习研究者今后设计和应用具身学习策略提供了一个重要的框架。
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引用次数: 0
Students' perceived competence across academic and social-emotional domains: Unique roles in relation to autonomy-supportive teaching, academic engagement, and well-being 学生在学术和社会情感领域的认知能力：与自主支持型教学、学业参与和幸福感相关的独特作用
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-23 DOI: 10.1016/j.lindif.2024.102563
Rebecca J. Collie, Andrew J. Martin
Researchers have long accepted the important role of perceived academic competence for students' outcomes. Recent work has started to examine the role of perceived social-emotional competence for these outcomes. The aim of our study was to jointly examine these two types of perceived competence assessed at the start of a school term, the role of perceived autonomy-supportive teaching in predicting them, and end-of-term academic engagement and well-being outcomes following from them (cognitive engagement, homework practices, school satisfaction, mental well-being). Among 373 secondary school students, results demonstrated that perceived autonomy-support was positively associated with both perceived competence factors. In turn, perceived academic competence uniquely predicted greater cognitive engagement, homework practices, and school satisfaction. Perceived social-emotional competence uniquely predicted greater cognitive engagement and mental wellbeing. Findings have the potential to guide practice around efforts to better support students' academic and social-emotional development.
长期以来，研究人员一直认为学生的学习能力对其学习成绩有重要影响。最近，研究人员开始研究社会情感能力对这些结果的影响。我们的研究旨在共同研究在学期开始时评估的这两种感知能力、感知到的自主支持性教学在预测它们方面的作用，以及期末学业参与度和由此产生的幸福感结果（认知参与度、家庭作业实践、学校满意度、心理幸福感）。结果表明，在 373 名中学生中，感知到的自主支持与感知到的能力因素呈正相关。反过来，感知到的学习能力也能独特地预测学生的认知参与度、家庭作业习惯和学校满意度。感知到的社会情感能力则独特地预测了认知参与度和心理健康的提高。研究结果有望指导实践，更好地支持学生的学业和社会情感发展。
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引用次数: 0
Executive functions and multiple-text comprehension 执行功能和多文本理解
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-22 DOI: 10.1016/j.lindif.2024.102566
Christian Tarchi, Costanza Ruffini, Chiara Pecini
<div><h3>Background</h3><div>The present study aims at investigating the direct and indirect relationships between executive functions on multiple-text comprehension performance and processes.</div></div><div><h3>Methods</h3><div>The research questions were investigated through a path analysis approach. The participants in this study were 286 university students. The tasks were subdivided into three sessions to regulate cognitive fatigue during testing: demographic (age and gender) and control variables (perceived prior knowledge, prior knowledge, and need for cognition), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and 3) multiple-text comprehension task (reading four texts and writing and argumentative essay: reading time, writing time, essay length, depth of comprehension, argumentative quality, text relevance ratings, and strategic processing).</div></div><div><h3>Results</h3><div>The estimated path model had an excellent fit. Visuospatial working memory and inhibition were associated with depth of comprehension.</div></div><div><h3>Conclusion</h3><div>The results of the study allow to delineate a cognitive control theory of multiple-text comprehension.</div></div><div><h3>Educational relevance statement</h3><div><ul><li><span>1.</span><span><div>What is already known about this topic</div></span></li></ul><ul><li><span>•</span><span><div>When people turn to the Internet to find an answer to relevant questions, they must face an overwhelming quantity of knowledge.</div></span></li><li><span>•</span><span><div>Readers' competences are suboptimal for dealing with the increased complexity of reading for critical thinking, knowledge acquisition and decision making.</div></span></li><li><span>•</span><span><div>Executive functions play a main role in supporting reading comprehension processes.</div></span></li></ul><ul><li><span>2.</span><span><div>What this paper adds</div></span></li></ul><ul><li><span>•</span><span><div>This paper compares the effect of multiple measures of executive functions on multiple-text comprehension outcomes and processes.</div></span></li><li><span>•</span><span><div>We tested the direct and indirect effect of executive functions on depth of reading comprehension and source-based argumentation.</div></span></li><li><span>•</span><span><div>This paper contributes to defining a cognitive control theory of multiple-text comprehension.</div></span></li></ul><ul><li><span>3.</span><span><div>Implications for theory, policy, or practice</div></span></li></ul><ul><li><span>•</span><span><div>The study contributes to the literature on multiple-texts comprehension by emphasizing the role of executive functions.</div></span></li><li><span>•</span><span><div>The interactivity between source elements may determine the extent to which specific levels of working memory are required to complete the task.</div></span></li><li><span>•</span><span><div>Working memory and inhibition contribute t
背景本研究旨在探讨执行功能与多文本理解成绩和过程之间的直接和间接关系。方法本研究通过路径分析法对研究问题进行探讨。本研究的参与者为 286 名大学生。任务被细分为三个环节，以调节测试过程中的认知疲劳：人口统计学变量（年龄和性别）和控制变量（感知先验知识、先验知识和认知需求）、执行功能（言语和视觉空间工作记忆、抑制和转移），以及 3) 多文本理解任务（阅读四篇文本并撰写议论文：阅读时间、写作时间、文章长度、理解深度、议论质量、文本相关性评分和策略处理）。教育意义1.关于本主题的已知知识--当人们通过互联网寻找相关问题的答案时，他们必须面对大量的知识--读者的能力不足以应对阅读中日益复杂的批判性思维、知识获取和决策制定--执行功能在支持阅读理解过程中发挥着主要作用。本文的贡献--本文比较了执行功能的多种测量方法对多文本理解结果和过程的影响--我们测试了执行功能对阅读理解深度和基于来源的论证的直接和间接影响--本文有助于定义多文本理解的认知控制理论。.对理论、政策或实践的启示--本研究强调了执行功能的作用，从而为有关多文本理解的文献做出了贡献。--源元素之间的互动性可能决定了完成任务所需的特定工作记忆水平。
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引用次数: 0
As it unfolds: Exploring the impact of team-based gamification on performance, confidence, and engagement 随着它的展开：探索团队游戏化对绩效、信心和参与度的影响
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-20 DOI: 10.1016/j.lindif.2024.102565
Pantelis M. Papadopoulos, Johannes Steinrücke, Ton de Jong

The study explored the impact of a team-based leaderboard on students' performance, confidence, and engagement in an in-class, multiple-choice quiz with two phases (voting/revoting). A total of 103 Psychology students volunteered to participate and were assigned to a control (one non-gamified team) or a gamified condition (two competing teams whose scores were shown on the leaderboard). During voting, the students answered the quiz and denoted their levels of confidence and wrote short justifications for their answers. The same quiz questions were used in revoting, while the tallied answers of their teammates, their level of confidence, and the justifications written for each of the question choices were shown. Results showed that the losing team was outperformed in all aspects of the study by the winning and the control teams, which were comparable to each other.

Educational relevance and implications statement

A team-based leaderboard was used to enhance social relatedness and avoid intrateam friction. The losing team demonstrated lower performance, confidence, and engagement, while the winning team was comparable to the non-gamified, control team. Students more positive to gamification in terms of competitiveness, experience, or preference experienced a larger negative impact from gamification. The implications of the study are that (a) team-based gamification may have a detrimental effect on students' performance, confidence, and engagement, and (b) students' individual characteristics related to gamification may interact with the gamification setting.

该研究探讨了基于团队的排行榜对学生在课内选择题测验中的表现、信心和参与度的影响，测验分为两个阶段（投票/重新投票）。共有 103 名心理学学生自愿参加，并被分配到对照组（一个非游戏化团队）或游戏化条件组（两个竞争团队，其分数显示在排行榜上）。在投票过程中，学生们回答了问答题，表示了自己的自信程度，并为自己的答案写下了简短的理由。重新投票时使用相同的问答题，同时显示队友的总分、他们的自信程度以及为每个选项所写的理由。结果表明，失败队在各方面的表现都优于获胜队和对照组，而获胜队和对照组的表现则不相上下。失败的团队表现出较低的绩效、信心和参与度，而获胜的团队与未游戏化的对照团队相当。在竞争性、经验或偏好方面对游戏化更积极的学生受到了游戏化更大的负面影响。这项研究的意义在于：（a）基于团队的游戏化可能会对学生的成绩、自信心和参与度产生不利影响；（b）与游戏化相关的学生个体特征可能会与游戏化环境产生相互作用。
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引用次数: 0
Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences 概念性知识和程序性知识之间的过渡。理解分数的模式和个体差异指标
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-16 DOI: 10.1016/j.lindif.2024.102548
Katja Lenz , Frank Reinhold, Gerald Wittmann

Knowledge profiles in conceptual and procedural fraction knowledge can vary among students. Given the cross-sectional design of previous studies, it is unclear whether these profiles can be altered or remain stable. Accordingly, we investigated (1) profiles of conceptual and procedural fraction knowledge, (2) their longitudinal transitions, and (3) the underlying factors. Data from N = 166 grade 7 students who participated in an intervention study with a pre-posttest design were analyzed. A latent transition analysis revealed six distinct profiles characterized by equal strength or weakness and varying conceptual and procedural knowledge levels, replicating individual differences in fraction knowledge. The longitudinal analysis showed that the knowledge profiles tended to be stable. Moreover, the profile transitions indicated gradual differences in the two types of knowledge rather than students catching up in one type of knowledge. Furthermore, the results suggest that basic arithmetic competence, and mathematics anxiety are related to profile membership.

Educational relevance statement

Studying individual differences in conceptual and procedural fraction knowledge is highly important in education. It helps educators gain valuable insights into how students grasp this fundamental mathematical concept, as they can identify diverse knowledge profiles and underlying factors. By understanding these differences, teachers can develop tailored instruction to meet the specific needs of each learner, ultimately enhancing their understanding and mastery of fractions. This research deepens the understanding of fraction learning and offers valuable guidance for creating more effective and personalized teaching approaches.

不同学生在概念性和程序性分数知识方面的情况可能有所不同。鉴于以往研究的横断面设计，目前尚不清楚这些特征是可以改变还是保持稳定。因此，我们研究了（1）概念性和程序性分数知识的概况；（2）它们的纵向变化；以及（3）潜在的因素。我们分析了 166 名七年级学生的数据，这些学生参加了一项采用前测-后测设计的干预研究。潜伏过渡分析显示了六种不同的特征，其特点是强弱相同，概念性和程序性知识水平各异，复制了分数知识的个体差异。纵向分析表明，知识特征趋于稳定。此外，知识状况的转变表明两类知识的差异是渐进的，而不是学生在某一类知识上迎头赶上。此外，研究结果表明，基本算术能力和数学焦虑与知识特征的形成有关。教育意义声明研究概念性和程序性分数知识的个体差异在教育中非常重要。它有助于教育工作者深入了解学生是如何掌握这一基本数学概念的，因为他们可以识别不同的知识特征和潜在因素。通过了解这些差异，教师可以开发有针对性的教学，以满足每个学习者的特定需求，最终增强他们对分数的理解和掌握。这项研究加深了人们对分数学习的理解，为创建更有效的个性化教学方法提供了宝贵的指导。
{"title":"Transitions between conceptual and procedural knowledge profiles. Patterns in understanding fractions and indicators for individual differences","authors":"Katja Lenz ,&nbsp;Frank Reinhold,&nbsp;Gerald Wittmann","doi":"10.1016/j.lindif.2024.102548","DOIUrl":"10.1016/j.lindif.2024.102548","url":null,"abstract":"<div><p>Knowledge profiles in conceptual and procedural fraction knowledge can vary among students. Given the cross-sectional design of previous studies, it is unclear whether these profiles can be altered or remain stable. Accordingly, we investigated (1) profiles of conceptual and procedural fraction knowledge, (2) their longitudinal transitions, and (3) the underlying factors. Data from <em>N</em> = 166 grade 7 students who participated in an intervention study with a pre-posttest design were analyzed. A latent transition analysis revealed six distinct profiles characterized by equal strength or weakness and varying conceptual and procedural knowledge levels, replicating individual differences in fraction knowledge. The longitudinal analysis showed that the knowledge profiles tended to be stable. Moreover, the profile transitions indicated gradual differences in the two types of knowledge rather than students catching up in one type of knowledge. Furthermore, the results suggest that basic arithmetic competence, and mathematics anxiety are related to profile membership.</p></div><div><h3>Educational relevance statement</h3><p>Studying individual differences in conceptual and procedural fraction knowledge is highly important in education. It helps educators gain valuable insights into how students grasp this fundamental mathematical concept, as they can identify diverse knowledge profiles and underlying factors. By understanding these differences, teachers can develop tailored instruction to meet the specific needs of each learner, ultimately enhancing their understanding and mastery of fractions. This research deepens the understanding of fraction learning and offers valuable guidance for creating more effective and personalized teaching approaches.</p></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102548"},"PeriodicalIF":3.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1041608024001419/pdfft?md5=a8ad6f7a1b60a88b954ae7c0304968bc&pid=1-s2.0-S1041608024001419-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142238690","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}
引用次数: 0
Girls' creativity less visible: Mathematics and language teachers' ratings of male and female students' creativity 女孩的创造力不太明显：数学和语文教师对男女学生创造力的评价
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-16 DOI: 10.1016/j.lindif.2024.102560
Jacek Gralewski, Aleksandra Gajda
<div><p>The aim of this study was to investigate how mathematics and language teachers recognize the creativity of male and female students. The study used a random selection of 2028 students (1242 females and 786 males) as well as 219 teachers (110 math and 109 language) from 110 different high schools. The study found that girls' creative potential had a stronger association (<em>z</em> = 2.84; <em>p</em> < .01) with their creativity ratings given by language teachers (<em>β</em> = 0.24; <em>p</em> < .001) than with math teachers' ratings (<em>β</em> = 0.13; <em>p</em> < .001). Boys' creative potential was similarly correlated with their creativity ratings from both language (<em>β</em> = 0.25; <em>p</em> < .001) and math teachers (<em>β</em> = 0.23; p < .001), showing no significant difference (<em>z</em> = 0.42; <em>p</em> > .05). Further analysis indicated a stronger correlation between math teachers' creativity ratings and boys' creative potential compared to girls' (<em>z</em> = 2.27; <em>p</em> < .05), while language teachers' creativity ratings were similarly correlated with the creative potential of both genders (<em>z</em> = −0.23; <em>p</em> > .05). The results obtained in the study are discussed in the light of stereotypes about gender differences in math and language abilities.</p></div><div><h3>Educational relevance statement</h3><p>Despite the slight advantage of women over men in their creative potential (Abdulla Alabbasi et al., 2022), there is a clear advantage of men over women in terms of creative achievements (<span><span>Baer & Kaufman, 2008</span></span>; Hora et al., 2022). Men dominate women in real world creative achievement in areas such as mathematics, science, and engineering (Abra & Valentine-French, 1991; Piirto, 1991). Women's creative achievements, in turn, occur in such fields as performing arts, choreography, and literature (Abra & Valentine-French, 1991). Piirto (1991, p. 143) even suggests that ‘the creative world is largely a man's world.’</p><p>Explaining the reasons for the differences in the creative achievements of women and men is an important issue. It can contribute to the reduction of the phenomenon referred to as ‘losing talents’. Previous attempts to explain gender differences in creative achievements come down to the biological (<span><span>Abraham, 2016</span></span>; <span><span>Eysenck, 1995</span></span>) and the socio-cultural (Abra & Valentine-French, 1991) factors. The latter seem particularly important because they are associated with discrimination against women and the privileging of men. In the past, this was affected by fundamentally different social expectations of women and men, which were associated, among other things, with the assignment to women of roles related to running a home and caring for children, thus limiting their access to education and professional creative activity (Baer & Kaufman, 2008). These seemingly historical beliefs
本研究的目的是调查数学和语文教师如何认识男女学生的创造力。研究随机选取了来自 110 所不同高中的 2028 名学生（1242 名女生和 786 名男生）以及 219 名教师（110 名数学教师和 109 名语文教师）。研究发现，女生的创造潜能与语文教师对其创造力的评分（β = 0.24; p <.001）之间的关联（z = 2.84; p <.01）比与数学教师的评分（β = 0.13; p <.001）之间的关联（z = 2.84; p <.001）更强。男生的创造潜能与语文教师（β = 0.25; p <.001）和数学教师（β = 0.23; p <.001）对其创造力的评价也有类似的相关性，两者之间没有显著差异（z = 0.42; p >.05）。进一步的分析表明，与女生相比，数学教师的创造力评分与男生的创造潜能之间的相关性更强（z = 2.27; p <.05），而语文教师的创造力评分与男女生的创造潜能之间的相关性相似（z = -0.23; p >.05）。教育相关性声明尽管女性在创造潜力方面比男性略胜一筹（Abdulla Alabbasi 等人，2022 年），但在创造性成就方面，男性比女性有明显优势（Baer & Kaufman, 2008; Hora 等人，2022 年）。在数学、科学和工程学等领域，男性在现实世界的创造性成就方面比女性占优势（Abra & Valentine-French, 1991; Piirto, 1991）。而女性的创造性成就则出现在表演艺术、舞蹈编排和文学等领域（Abra & Valentine-French, 1991）。Piirto（1991 年，第 143 页）甚至认为 "创造性的世界在很大程度上是男人的世界"。它有助于减少被称为 "人才流失 "的现象。以往试图解释创造性成就中性别差异的方法归结为生物因素（Abraham, 2016; Eysenck, 1995）和社会文化因素（Abra & Valentine-French, 1991）。后者似乎尤为重要，因为它们与对女性的歧视和男性的特权有关。在过去，社会对女性和男性有着截然不同的期望，这种期望主要与女性被赋予操持家务和照顾子女的角色有关，从而限制了她们接受教育和从事专业创造性活动的机会（Baer & Kaufman, 2008）。这些看似历史悠久的观念仍在发挥作用，使男性倾向于从事创造性活动，而将母亲和家庭照料者的角色强加给女性（Simonton，1994 年）。人们仍然期望妇女照顾家庭和孩子，这就造成了她们在家庭角色和职业角色之间的冲突（Cole & Zuckerman, 1987; Piirto, 1991）。因此，女性创造性职业生涯的轨迹与男性创造性职业生涯的轨迹完全不同，因为在男性加快职业发展的同时，女性却要大力参与与成家立业和养育子女有关的过程（Piirto, 1991）。这包括教科书的内容（Gajda & Wołowicz，2022 年）、教师对女孩和男孩创造力的看法（Gralewski，2019 年）以及教师的教育实践（Gajda et al.令人惊讶的是，尽管有专业教师提供甚至长达数年的正规教育，女性在创造性方面的成就却不如男性（Baer & Kaufman, 2008; Hora et al.）在此基础上，问题出现了：教师在男女创造性生产力差异中扮演什么角色？为什么在正规教育中，教师无法阻止女性比男性更少达到创造性生产力高峰的现象？(霍拉等人，2022 年）？因此，本研究的目的是要找到答案，即数学和语文教师是否能够认识到男女学生的创造潜力和创造活动，以及在这方面是否存在可能加深创造性表现的性别差距的差异。
{"title":"Girls' creativity less visible: Mathematics and language teachers' ratings of male and female students' creativity","authors":"Jacek Gralewski,&nbsp;Aleksandra Gajda","doi":"10.1016/j.lindif.2024.102560","DOIUrl":"10.1016/j.lindif.2024.102560","url":null,"abstract":"&lt;div&gt;&lt;p&gt;The aim of this study was to investigate how mathematics and language teachers recognize the creativity of male and female students. The study used a random selection of 2028 students (1242 females and 786 males) as well as 219 teachers (110 math and 109 language) from 110 different high schools. The study found that girls' creative potential had a stronger association (&lt;em&gt;z&lt;/em&gt; = 2.84; &lt;em&gt;p&lt;/em&gt; &lt; .01) with their creativity ratings given by language teachers (&lt;em&gt;β&lt;/em&gt; = 0.24; &lt;em&gt;p&lt;/em&gt; &lt; .001) than with math teachers' ratings (&lt;em&gt;β&lt;/em&gt; = 0.13; &lt;em&gt;p&lt;/em&gt; &lt; .001). Boys' creative potential was similarly correlated with their creativity ratings from both language (&lt;em&gt;β&lt;/em&gt; = 0.25; &lt;em&gt;p&lt;/em&gt; &lt; .001) and math teachers (&lt;em&gt;β&lt;/em&gt; = 0.23; p &lt; .001), showing no significant difference (&lt;em&gt;z&lt;/em&gt; = 0.42; &lt;em&gt;p&lt;/em&gt; &gt; .05). Further analysis indicated a stronger correlation between math teachers' creativity ratings and boys' creative potential compared to girls' (&lt;em&gt;z&lt;/em&gt; = 2.27; &lt;em&gt;p&lt;/em&gt; &lt; .05), while language teachers' creativity ratings were similarly correlated with the creative potential of both genders (&lt;em&gt;z&lt;/em&gt; = −0.23; &lt;em&gt;p&lt;/em&gt; &gt; .05). The results obtained in the study are discussed in the light of stereotypes about gender differences in math and language abilities.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Educational relevance statement&lt;/h3&gt;&lt;p&gt;Despite the slight advantage of women over men in their creative potential (Abdulla Alabbasi et al., 2022), there is a clear advantage of men over women in terms of creative achievements (&lt;span&gt;&lt;span&gt;Baer &amp; Kaufman, 2008&lt;/span&gt;&lt;/span&gt;; Hora et al., 2022). Men dominate women in real world creative achievement in areas such as mathematics, science, and engineering (Abra &amp; Valentine-French, 1991; Piirto, 1991). Women's creative achievements, in turn, occur in such fields as performing arts, choreography, and literature (Abra &amp; Valentine-French, 1991). Piirto (1991, p. 143) even suggests that ‘the creative world is largely a man's world.’&lt;/p&gt;&lt;p&gt;Explaining the reasons for the differences in the creative achievements of women and men is an important issue. It can contribute to the reduction of the phenomenon referred to as ‘losing talents’. Previous attempts to explain gender differences in creative achievements come down to the biological (&lt;span&gt;&lt;span&gt;Abraham, 2016&lt;/span&gt;&lt;/span&gt;; &lt;span&gt;&lt;span&gt;Eysenck, 1995&lt;/span&gt;&lt;/span&gt;) and the socio-cultural (Abra &amp; Valentine-French, 1991) factors. The latter seem particularly important because they are associated with discrimination against women and the privileging of men. In the past, this was affected by fundamentally different social expectations of women and men, which were associated, among other things, with the assignment to women of roles related to running a home and caring for children, thus limiting their access to education and professional creative activity (Baer &amp; Kaufman, 2008). These seemingly historical beliefs ","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102560"},"PeriodicalIF":3.8,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233735","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}
引用次数: 0
Supporting students' basic needs is associated with better socio-emotional skills across cultures: A self-determination theory perspective 支持学生的基本需求与不同文化背景下学生更好的社会情感技能有关：自我决定理论视角
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-16 DOI: 10.1016/j.lindif.2024.102535
Faming Wang , Ronnel B. King , Lily Min Zeng

Self-determination theory posits that teachers who support students' basic psychological needs for autonomy, competence, and relatedness (i.e., need-supportive teaching) are better able to facilitate students' optimal academic outcomes. However, the association between need-supportive teaching and students' socio-emotional skills remains relatively underexplored. This study explored the association between need-supportive teaching and students' socio-emotional skills. Additionally, it examined whether such association is similar or different across cultures (i.e., Western Europe, East Central Europe, East Europe, Latin America, English-speaking, Confucian, South and Southeast Asia, and Africa and the Middle East). Data from 519,487 secondary school students were analyzed. Results indicated that need-supportive teaching was positively associated with students' socio-emotional skills across cultures. However, there were slight variations in the magnitude of the relationship, with the strongest association observed in Confucian cultures. These findings highlight the universal importance of need-supportive teaching in developing students' socio-emotional skills and also surface some cross-cultural variations. Theoretical and practical implications are discussed.

Educational relevance statement

When students perceived their teachers to be more supportive of their basic psychological needs for autonomy, competence, and relatedness (i.e., need-supportive teaching), they had higher socio-emotional skills. These skills included self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This finding held across different cultural contexts, albeit with minor variations in terms of effect sizes. This study highlighted the positive relationship between need-supportive teaching and students' socio-emotional skills across different cultures.

自我决定理论认为，支持学生对自主性、能力和相关性等基本心理需求的教师（即需求支持型教学）能够更好地促进学生取得最佳学业成绩。然而，关于需要支持型教学与学生社会情感技能之间的关系的研究却相对较少。本研究探讨了需求支持型教学与学生社会情感技能之间的关系。此外，研究还探讨了不同文化（即西欧、中东欧、东欧、拉丁美洲、英语国家、儒教国家、南亚和东南亚、非洲和中东）之间的关联是相似还是不同。对 519 487 名中学生的数据进行了分析。结果表明，不同文化背景下的需求支持型教学与学生的社会情感技能呈正相关。不过，两者之间的关系程度略有不同，儒家文化中的关系最为密切。这些发现凸显了需求支持型教学在培养学生社会情感技能方面的普遍重要性，同时也揭示了一些跨文化差异。教育相关性声明当学生认为他们的老师更支持他们对自主性、能力和相关性的基本心理需求时（即需求支持型教学），他们的社会情感技能就会更高。这些技能包括自我意识、自我管理、社会意识、人际关系技能和负责任的决策。尽管在效应大小方面略有不同，但这一结论在不同的文化背景下都是成立的。这项研究强调了不同文化背景下需求支持型教学与学生社会情感技能之间的积极关系。
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引用次数: 0
A multigroup random-intercept cross-lagged panel model for Finnish secondary school students in frame of situated expectancy-value theory 以情景期望值理论为框架的芬兰中学生多组随机截距交叉滞后面板模型
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-13 DOI: 10.1016/j.lindif.2024.102555
Diana Raufelder , Olga Steinberg , Jaana Viljaranta , Anna-Maija Poikkeus , Kati Vasalampi

The aim of this study is to examine both within-person and between-person associations of academic self-concept and task values in literacy and mathematics to identify the most promising motivational construct to prevent motivational decline during school transitions. The sample included 3636 students (average age at the start: 15.73 years, SD: 0.32 years) followed up three times from lower secondary school (T1) to the third year (T3) of upper secondary education, either in vocational or academic tracks. Multi-group random intercept cross-lagged panel models detected several spillover (cross-lagged) effects between self-concept and task values in mathematics but not in literacy. There were also marginal but significant differences between students from different educational tracks in both subjects. Overall, utility value and academic self-concept in mathematics were found to be the most promising motivational constructs in changing motivational beliefs, thus presenting important starting points in motivational interventions.

Educational relevance and implications statement

This study highlights that spillover effects are more pronounced in maths than in literacy, emphasising the need for tailored interventions in mathematics education. Moreover, the potential disruption in students' motivational beliefs during school transitions suggests the importance of ensuring continuity in support to help mitigate the impact of these transitions. While our results indicate limited carryover effects, it is possible that school transitions are experienced as breaks in motivational development. The role of utility value in exhibiting spillover effects over school transitions in both maths and literacy suggests the significance of emphasising the practical relevance of academic subjects to sustain students' motivation. Additionally, recognising the superior role of academic self-concept in maths in spillover effects on task values underscores the importance of nurturing students' confidence and beliefs in their own mathematical abilities.

本研究旨在考察识字和数学学习中学业自我概念与任务价值之间的人内和人际关联，以确定最有希望防止转学期间学习动机下降的动机建构。样本包括 3636 名学生（开始时平均年龄：15.73 岁，SD：0.32 岁），从初中（T1）到高中三年级（T3），分职业或学术两个方向进行了三次跟踪调查。多组随机截距交叉滞后面板模型发现，自我概念和任务价值之间在数学方面有一些溢出（交叉滞后）效应，但在识字方面没有。在这两个科目中，不同教育方向的学生之间也存在微小但显著的差异。总体而言，数学中的效用价值和学业自我概念被认为是最有希望改变动机信念的动机建构，从而成为动机干预的重要起点。此外，学生在转学期间的动机信念可能会受到干扰，这表明确保支持的连续性以帮助减轻转学影响的重要性。虽然我们的研究结果表明，转学的影响有限，但转学有可能是动机发展的中断。效用价值在数学和识字的转学过程中表现出的溢出效应表明，强调学科的实用性对于维持学生的学习动机具有重要意义。此外，认识到数学学科自我概念在任务价值溢出效应中的优势作用，强调了培养学生对自身数学能力的信心和信念的重要性。
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引用次数: 0
Internal structure validity of the Self Description Questionnaire II and latent academic self-concept profiles of 9th grade students 自我描述问卷 II 与九年级学生潜在学业自我概念概况的内部结构效度
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-13 DOI: 10.1016/j.lindif.2024.102559
Neža Podlogar , Luka Komidar , Mojca Juriševič

The study was designed in two parts. First, we assessed the internal structure validity, measurement invariance across gender, and reliability of scores on the Slovenian version of the Self Description Questionnaire II (SDQ-II) in a sample of 9th grade students from Slovenian primary schools (N = 370). The modified nested Marsh/Shavelson model fit the data best, while measurement invariance across gender was not supported. In the second part, we used latent profile analysis to investigate different profiles of students' academic self-concept. We identified five distinct and interpretable profiles that differed by profile level (high, medium, and low academic self-concept) and profile shape (high academic self-concept in one domain vs. low academic self-concept in another). Subsequent covariate analysis revealed meaningful differences between latent profiles by gender and in overall and three subject-specific school grades (math, Slovenian, geography). The psychometric properties of the SDQ-II and individual differences in academic self-concept are discussed.

Educational relevance and implications statement

This study has important educational implications for researchers, teachers and school counsellors. The Slovenian version of the SDQ-II questionnaire was validated, providing a reliable tool for understanding the adolescents' academic self-concept (ASC). The identification of ASC profiles supports personalized teaching strategies and emphasizes the link between ASC and academic achievement, highlighting the importance of fostering students' self-concept. It also expands the understanding of ASC profiles in students by uncovering qualitative, i.e. different patterns of profiles for domain-specific self-concepts, and quantitative differences, i.e. different profile levels from low to high self-concepts.

研究分为两个部分。首先，我们以斯洛文尼亚小学九年级学生（370 人）为样本，对斯洛文尼亚语版自我描述问卷 II（SDQ-II）的内部结构效度、跨性别测量不变性和得分可靠性进行了评估。修正的嵌套 Marsh/Shavelson 模型最适合数据，但不支持跨性别测量不变性。在第二部分中，我们使用潜在特征分析来研究学生学业自我概念的不同特征。我们发现了五种不同的、可解释的特征，它们因特征水平（高、中、低学业自我概念）和特征形状（一个领域的高学业自我概念与另一个领域的低学业自我概念）而有所不同。随后的协变量分析表明，不同性别、不同年级和三个特定科目（数学、斯洛文尼亚语、地理）的潜特征之间存在有意义的差异。本研究对研究人员、教师和学校辅导员具有重要的教育意义。斯洛文尼亚语版的 SDQ-II 问卷经过验证，为了解青少年的学业自我概念 (ASC) 提供了可靠的工具。ASC 特征的识别支持个性化教学策略，强调了 ASC 与学业成绩之间的联系，突出了培养学生自我概念的重要性。该研究还通过揭示定性（即特定领域自我概念的不同特征模式）和定量（即从低到高自我概念的不同特征水平）差异，扩展了对学生 ASC 特征的理解。
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引用次数: 0
Cognitive and non-cognitive factors as predictors of academic performance 预测学习成绩的认知和非认知因素
IF 3.8 1区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL
Learning and Individual Differences
Pub Date : 2024-09-08 DOI: 10.1016/j.lindif.2024.102536
Jesús Privado , Miren Pérez-Eizaguirre , Marta Martínez-Rodríguez , Luis Ponce-de-León

Attempts have been made to predict academic performance (AP) from different factors, but in most cases it has been done with one measure or by combining two. We propose a study in which as predictors of AP we use: intelligence, estimated based on six factors (Gf, Gc, Gv, Gs, Gsm and Gy), general factor of personality, motivation (intrinsic, achievement and fear of failure), emotional intelligence, study skills, and psychopathology (anxiety, depression and stress). We evaluated 603 primary and secondary school students aged 12.88 (SD = 1.47), 47.6 % female. Results coming from structural equation modeling indicate that AP in primary school is explained by g (β = 0.40), Gf (β = 0.24), psychopathology (β = −0.17) and personality (β = 0.86) (Goodness of fit: GFI = 0,983, NFI = 0,916, SRMR = 0,089); and in secondary school by g (β = 0.64), Gs (β = 0.29) and personality (β = 0.68) (Goodness of fit: GFI = 0.990, NFI = 0.884, SRMR = 0.098). The results coincide with previous studies, with small discrepancies that may be due to the use of multiple predictors of AP. In conclusion, cognitive factors appear to be the best predictor of AP in primary and secondary school.

已经有人尝试用不同的因素来预测学习成绩（AP），但大多数情况下都是用一种测量方法或将两种测量方法结合起来。我们提出了一项研究，使用以下因素作为学业成绩的预测因子：智力（根据六个因子（Gf、Gc、Gv、Gs、Gsm 和 Gy）估算）、一般人格因子、动机（内在动机、成就动机和对失败的恐惧）、情商、学习技能和心理病理学（焦虑、抑郁和压力）。我们对 603 名中小学生进行了评估，他们的年龄为 12.88 岁（SD = 1.47），47.6% 为女性。结构方程模型的结果表明，小学学业成绩由 g（β = 0.40）、Gf（β = 0.24）、心理病理学（β = -0.17）和人格（β = 0.86）（拟合优度：GFI = 0,983，NFI = 0,916，SRR = 0,089）；在中学阶段，g（β = 0.64）、Gs（β = 0.29）和人格（β = 0.68）（拟合优度：GFI = 0.990，NFI = 0.884，SRR = 0.098）。结果与之前的研究相吻合，差异较小，可能是由于使用了多个 AP 预测因子。总之，认知因素似乎是预测中小学学习成绩的最佳指标。
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引用次数: 0
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