Pub Date : 2025-11-20DOI: 10.1016/j.lindif.2025.102839
Julien S. Bureau , William Gilbert , Frédéric Guay
Motivational theories like self-determination theory help to better understand academic functioning by distinguishing between different types of motivated behaviors. Person-centered analyses, a trending quantitative analytical method, help uncover natural clustering in motivation types among students, which can then be used to predict individual differences in outcomes. However, it is possible that the grouping that naturally occurs when using these analyses entails transformative theoretical implications, beyond a simple description of motivation patterns. Rather, person-centered analyses possibly expose parsimonious and authentic configurations of complex individual differences, in which motivational functioning represents only a subcomponent of a larger cognitive/affective architecture. Results of these analyses are often interpreted in a cursory manner, focusing on how their results align with a theory. A more thorough and humble interpretation of these results may uncover more accurate patterns of individual differences, informing targeted interventions to support learning. This proposition is illustrated with research rooted in self-determination theory.
{"title":"The potential of person-centered analyses to unlock a broader understanding of individual differences in learning","authors":"Julien S. Bureau , William Gilbert , Frédéric Guay","doi":"10.1016/j.lindif.2025.102839","DOIUrl":"10.1016/j.lindif.2025.102839","url":null,"abstract":"<div><div>Motivational theories like self-determination theory help to better understand academic functioning by distinguishing between different types of motivated behaviors. Person-centered analyses, a trending quantitative analytical method, help uncover natural clustering in motivation types among students, which can then be used to predict individual differences in outcomes. However, it is possible that the grouping that naturally occurs when using these analyses entails transformative theoretical implications, beyond a simple description of motivation patterns. Rather, person-centered analyses possibly expose parsimonious and authentic configurations of complex individual differences, in which motivational functioning represents only a subcomponent of a larger cognitive/affective architecture. Results of these analyses are often interpreted in a cursory manner, focusing on how their results align with a theory. A more thorough and humble interpretation of these results may uncover more accurate patterns of individual differences, informing targeted interventions to support learning. This proposition is illustrated with research rooted in self-determination theory.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102839"},"PeriodicalIF":9.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-20DOI: 10.1016/j.lindif.2025.102840
Kathryn R. Wentzel
As commentary on the “road ahead” for scholarship on motivation at school, this essay focuses on the need for theorizing and research that recognizes the rich and nuanced characteristics of the social contexts that influence a student's motivation to learn. Recognizing that social contexts are integral to understanding student motivation to learn, I first describe a competence-in-context perspective that illustrates how contexts and competencies provide a foundation for motivation. The contribution of social goal pursuit to motivated action, and the social nature of instructional contexts and belief systems that facilitate goal pursuit are discussed. Socialization experiences that define and influence the development of these motivational belief systems are also proposed. Suggestions for future theorizing and research that recognize the contributions of students' social motivation and the social contexts of schooling to our understanding of students' motivation to learn are offered.
Educational relevance
This article discusses the importance of including the role of social contexts in future theorizing and research on students' motivation to learn. Social contexts are defined with respect to interpersonal relationships, school climates, and developmental and cultural experiences. Contextual influences on social goal setting and beliefs concerning social supports and affordances are described as critical components of motivation to learn.
{"title":"Social foundations of motivation: A pathway forward","authors":"Kathryn R. Wentzel","doi":"10.1016/j.lindif.2025.102840","DOIUrl":"10.1016/j.lindif.2025.102840","url":null,"abstract":"<div><div>As commentary on the “road ahead” for scholarship on motivation at school, this essay focuses on the need for theorizing and research that recognizes the rich and nuanced characteristics of the social contexts that influence a student's motivation to learn. Recognizing that social contexts are integral to understanding student motivation to learn, I first describe a competence-in-context perspective that illustrates how contexts and competencies provide a foundation for motivation. The contribution of social goal pursuit to motivated action, and the social nature of instructional contexts and belief systems that facilitate goal pursuit are discussed. Socialization experiences that define and influence the development of these motivational belief systems are also proposed. Suggestions for future theorizing and research that recognize the contributions of students' social motivation and the social contexts of schooling to our understanding of students' motivation to learn are offered.</div></div><div><h3>Educational relevance</h3><div>This article discusses the importance of including the role of social contexts in future theorizing and research on students' motivation to learn. Social contexts are defined with respect to interpersonal relationships, school climates, and developmental and cultural experiences. Contextual influences on social goal setting and beliefs concerning social supports and affordances are described as critical components of motivation to learn.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102840"},"PeriodicalIF":9.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-20DOI: 10.1016/j.lindif.2025.102838
Hong Lu , Zhengcheng Fan , Frederick K.S. Leung , Xin Chen , Haode Zuo
Despite extensive research exploring the relationship between various spatial reasoning and mathematical abilities, there is rare evidence of their integrated effects and relational specificity. Using the meta-analysis method, this study estimated the spatial reasoning-mathematics correlation and analysed the potential moderating effects of spatial reasoning factors (i.e., spatial visualisation, mental rotation, and spatial orientation), mathematical domains (i.e., numerical, arithmetic, geometric, logical reasoning, and comprehensive math), and age (i.e., preschoolers, children, adolescents, and adults). After integrating 62 studies with 239 effect sizes, a moderate correlation (r = 0.31, 95 % CI [0.29, 0.33]) was identified between spatial reasoning and mathematics; spatial visualisation and spatial orientation showed stronger associations with mathematical ability than mental rotation; comprehensive math, geometry and logical reasoning exhibited superior correlations with spatial reasoning than arithmetic. In addition, no relational differences were detected among preschoolers, children, adolescents, and adults. Theoretical and practical implications of these findings are discussed.
Educational relevance statement
The present study identified a moderate correlation (r = 0.31, 95 % CI [0.29, 0.33]) between spatial reasoning and mathematical ability and supported its underlying specificity. The spatial reasoning-mathematics relationship shifts depending on the demands of particular spatial reasoning and mathematical tasks; however, the age effect needs further scrutiny. Therefore, it is important to acknowledge the multi-dimensional nature of spatial reasoning and mathematics as we delve deeper into their relationship. Especially under the general conceptualisation of mental imagery, spatial transformation and visualisation processing, a fine-grained differentiation across spatial reasoning factors should be adopted. This result justifies and highlights the uniqueness of each spatial reasoning factor and the necessity of its discrimination for spatial training, instruction, or intervention for mathematical improvement purposes.
{"title":"How is spatial reasoning associated with mathematical ability? Evidence based on a meta-analysis","authors":"Hong Lu , Zhengcheng Fan , Frederick K.S. Leung , Xin Chen , Haode Zuo","doi":"10.1016/j.lindif.2025.102838","DOIUrl":"10.1016/j.lindif.2025.102838","url":null,"abstract":"<div><div>Despite extensive research exploring the relationship between various spatial reasoning and mathematical abilities, there is rare evidence of their integrated effects and relational specificity. Using the meta-analysis method, this study estimated the spatial reasoning-mathematics correlation and analysed the potential moderating effects of spatial reasoning factors (i.e., spatial visualisation, mental rotation, and spatial orientation), mathematical domains (i.e., numerical, arithmetic, geometric, logical reasoning, and comprehensive math), and age (i.e., preschoolers, children, adolescents, and adults). After integrating 62 studies with 239 effect sizes, a moderate correlation (<em>r</em> = 0.31, 95 % CI [0.29, 0.33]) was identified between spatial reasoning and mathematics; spatial visualisation and spatial orientation showed stronger associations with mathematical ability than mental rotation; comprehensive math, geometry and logical reasoning exhibited superior correlations with spatial reasoning than arithmetic. In addition, no relational differences were detected among preschoolers, children, adolescents, and adults. Theoretical and practical implications of these findings are discussed.</div></div><div><h3>Educational relevance statement</h3><div>The present study identified a moderate correlation (<em>r</em> = 0.31, 95 % CI [0.29, 0.33]) between spatial reasoning and mathematical ability and supported its underlying specificity. The spatial reasoning-mathematics relationship shifts depending on the demands of particular spatial reasoning and mathematical tasks; however, the age effect needs further scrutiny. Therefore, it is important to acknowledge the multi-dimensional nature of spatial reasoning and mathematics as we delve deeper into their relationship. Especially under the general conceptualisation of mental imagery, spatial transformation and visualisation processing, a fine-grained differentiation across spatial reasoning factors should be adopted. This result justifies and highlights the uniqueness of each spatial reasoning factor and the necessity of its discrimination for spatial training, instruction, or intervention for mathematical improvement purposes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102838"},"PeriodicalIF":9.0,"publicationDate":"2025-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-18DOI: 10.1016/j.lindif.2025.102837
Nicholas E. Waters , Sammy F. Ahmed , Natasha Chaku , Emily R. Fyfe
Decades of research have demonstrated that the home learning environment (HLE) supports children's math development. Emerging evidence also suggests that children's math skills may influence changes in the HLE, pointing to potential transactional associations across development. Using a national longitudinal sample (N = 1364), we employed random intercept cross-lagged panel modeling to examine transactional associations between the HLE and children's math achievement from early childhood (54 months) to middle childhood (fifth grade), and from middle childhood to adolescence (age 15). Findings revealed that a more enriching HLE at each wave predicted higher math achievement in each ensuing wave. In turn, children's math achievement was also prospectively associated with greater enrichment in the HLE over time. These findings underscore the dynamic interplay between children's academic skills and their home environments and suggest that the HLE may serve as a modifiable target for interventions designed to support math achievement across development.
{"title":"Transactional links between the home learning environment and children's math achievement from early childhood to adolescence","authors":"Nicholas E. Waters , Sammy F. Ahmed , Natasha Chaku , Emily R. Fyfe","doi":"10.1016/j.lindif.2025.102837","DOIUrl":"10.1016/j.lindif.2025.102837","url":null,"abstract":"<div><div>Decades of research have demonstrated that the home learning environment (HLE) supports children's math development. Emerging evidence also suggests that children's math skills may influence changes in the HLE, pointing to potential transactional associations across development. Using a national longitudinal sample (<em>N</em> = 1364), we employed random intercept cross-lagged panel modeling to examine transactional associations between the HLE and children's math achievement from early childhood (54 months) to middle childhood (fifth grade), and from middle childhood to adolescence (age 15). Findings revealed that a more enriching HLE at each wave predicted higher math achievement in each ensuing wave. In turn, children's math achievement was also prospectively associated with greater enrichment in the HLE over time. These findings underscore the dynamic interplay between children's academic skills and their home environments and suggest that the HLE may serve as a modifiable target for interventions designed to support math achievement across development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102837"},"PeriodicalIF":9.0,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145569371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-08DOI: 10.1016/j.lindif.2025.102821
Miri Barhak-Rabinowitz , Tzur M. Karelitz , Ido Roll
Assessments of Creative Thinking often treat divergent and convergent thinking as separate processes, failing to capture their interaction within iterative problem-solving. The current study introduces an interactive task, ‘Structures’, designed to measure these cognitive processes in tandem. Participants (N = 122) were tasked with designing polygons under constraints and received real-time feedback to refine their solutions. Measures of divergent and convergent thinking were automatically extracted from the variability of feature combinations in the attempted solutions and the consistency in the progress of these attempts. A model that combines both independent measures was best in explaining overall performance. Results also show a negative correlation between divergent and convergent thinking, suggesting a trade-off. Post-hoc analysis suggests a third competency, resource allocation, that oversees the interplay between these. This work highlights the complementary yet competing processes within iterative Creative Thinking and underscores the potential of digital environments to capture higher-order cognitive skills.
Educational relevance statement
This study provides insights into the iterative process of Creative Thinking, a competence increasingly recognized as essential in the 21st century. Our findings emphasize the importance of fostering both divergent and convergent thinking to enhance Creative Thinking, and their balance. We exemplify tracing these sub-skills as participants tackle a difficult challenge and provide a freely available online tool for examination at https://technion.link/miri/polygon/?timer=20&display_timer=on.
{"title":"Measuring the iterative process of creative thinking: Uncovering the interplay between divergent and convergent thinking","authors":"Miri Barhak-Rabinowitz , Tzur M. Karelitz , Ido Roll","doi":"10.1016/j.lindif.2025.102821","DOIUrl":"10.1016/j.lindif.2025.102821","url":null,"abstract":"<div><div>Assessments of Creative Thinking often treat divergent and convergent thinking as separate processes, failing to capture their interaction within iterative problem-solving. The current study introduces an interactive task, ‘Structures’, designed to measure these cognitive processes in tandem. Participants (<em>N</em> = 122) were tasked with designing polygons under constraints and received real-time feedback to refine their solutions. Measures of divergent and convergent thinking were automatically extracted from the variability of feature combinations in the attempted solutions and the consistency in the progress of these attempts. A model that combines both independent measures was best in explaining overall performance. Results also show a negative correlation between divergent and convergent thinking, suggesting a trade-off. Post-hoc analysis suggests a third competency, resource allocation, that oversees the interplay between these. This work highlights the complementary yet competing processes within iterative Creative Thinking and underscores the potential of digital environments to capture higher-order cognitive skills.</div></div><div><h3>Educational relevance statement</h3><div>This study provides insights into the iterative process of Creative Thinking, a competence increasingly recognized as essential in the 21st century. Our findings emphasize the importance of fostering both divergent and convergent thinking to enhance Creative Thinking, and their balance. We exemplify tracing these sub-skills as participants tackle a difficult challenge and provide a freely available online tool for examination at <span><span>https://technion.link/miri/polygon/?timer=20&display_timer=on</span><svg><path></path></svg></span>.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102821"},"PeriodicalIF":9.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-08DOI: 10.1016/j.lindif.2025.102833
Hang Zhang , Xinyu Zhang , Yufang Bian
This study explored the same- and cross-domain contributions of friends' academic performance and subjective well-being (SWB) and potential gender differences among Chinese early adolescents. Participants were 1182 initial fifth-grade children (Mage = 11.25 years, SD = 0.34, 54.8 % girls) within 591 same-gender friendship dyads. Two-wave data on academic performance, SWB, and friendships were collected from self-reports and peer nominations. Results of actor-partner interdependence model showed that SWB of adolescents positively predicted their later academic performance while the reverse relation was non-significant across gender. For partner effects, contagion effects of academic performance for boys and SWB for girls in friendships across time were found. Cross-domain effects were observed exclusively among girls, where friendships with higher SWB were linked to increased academic performance while having friends with higher math performance predicted lower SWB. These findings advance our understanding of gender-specific friendship influences on academic performance and SWB, with practical implications discussed.
Educational relevance statement
This one-year longitudinal study investigated the same- and cross-domain effects of adolescents' academic performance and subjective well-being through the lens of friendship in the Chinese context, where academic success is emphasized but happiness is overlooked. Our study highlighted the significance of SWB as a cross-domain predictor of higher academic performance among Chinese early adolescents. Gender differences were notable: boys' academic performance and girls' SWB were contagious in friendship over time. Girls with happier friends had better academic performance, while those with higher-achieving math friends had lower SWB. Accordingly, schools and educators should prioritize students' psychological well-being to support their academic functioning. Practitioners in educational settings are encouraged to utilize the gender-specific effects in friend influence to promote academic success and happiness of students.
{"title":"Gender-specific same- and cross-domain effects of academic performance and subjective well-being in Chinese adolescent friendships","authors":"Hang Zhang , Xinyu Zhang , Yufang Bian","doi":"10.1016/j.lindif.2025.102833","DOIUrl":"10.1016/j.lindif.2025.102833","url":null,"abstract":"<div><div>This study explored the same- and cross-domain contributions of friends' academic performance and subjective well-being (SWB) and potential gender differences among Chinese early adolescents. Participants were 1182 initial fifth-grade children (Mage = 11.25 years, SD = 0.34, 54.8 % girls) within 591 same-gender friendship dyads. Two-wave data on academic performance, SWB, and friendships were collected from self-reports and peer nominations. Results of actor-partner interdependence model showed that SWB of adolescents positively predicted their later academic performance while the reverse relation was non-significant across gender. For partner effects, contagion effects of academic performance for boys and SWB for girls in friendships across time were found. Cross-domain effects were observed exclusively among girls, where friendships with higher SWB were linked to increased academic performance while having friends with higher math performance predicted lower SWB. These findings advance our understanding of gender-specific friendship influences on academic performance and SWB, with practical implications discussed.</div></div><div><h3>Educational relevance statement</h3><div>This one-year longitudinal study investigated the same- and cross-domain effects of adolescents' academic performance and subjective well-being through the lens of friendship in the Chinese context, where academic success is emphasized but happiness is overlooked. Our study highlighted the significance of SWB as a cross-domain predictor of higher academic performance among Chinese early adolescents. Gender differences were notable: boys' academic performance and girls' SWB were contagious in friendship over time. Girls with happier friends had better academic performance, while those with higher-achieving math friends had lower SWB. Accordingly, schools and educators should prioritize students' psychological well-being to support their academic functioning. Practitioners in educational settings are encouraged to utilize the gender-specific effects in friend influence to promote academic success and happiness of students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102833"},"PeriodicalIF":9.0,"publicationDate":"2025-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-07DOI: 10.1016/j.lindif.2025.102834
Dan L. Dinsmore , Luke K. Fryer
Many genAI (generative Artificial Intelligence) enthusiasts and much of the broader public see genAI as a substantial force for good within education. Unfortunately, some of those calling for or directly introducing genAI into formal education fail to fully understand one or both of the following realities: a. what genAI's knowledge is, b. how humans learn in any given domain of knowledge. The failure to understand and therefore engage with these foundations for genAI use in education has consequences for students internationally. This paper addresses this gap by considering how genAI (in its current form) is useful as a learning tool. The Model of Domain Learning is provided as one means of recursively engaging with this question regarding learning in academic domains as genAI continues to grow and change.
Educational relevance statement
This manuscript addresses the cognitive processing that underlies learning and must intersect with any contribution genAI makes to educational processes. Consistent with longstanding models, we argue that students' prior knowledge is foundational when determining when and how our current genAI are useful to students.
{"title":"What does current genAI actually mean for student learning?","authors":"Dan L. Dinsmore , Luke K. Fryer","doi":"10.1016/j.lindif.2025.102834","DOIUrl":"10.1016/j.lindif.2025.102834","url":null,"abstract":"<div><div>Many genAI (generative Artificial Intelligence) enthusiasts and much of the broader public see genAI as a substantial force for good within education. Unfortunately, some of those calling for or directly introducing genAI into formal education fail to fully understand one or both of the following realities: a. what genAI's knowledge is, b. how humans learn in any given domain of knowledge. The failure to understand and therefore engage with these foundations for genAI use in education has consequences for students internationally. This paper addresses this gap by considering how genAI (in its current form) is useful as a learning tool. The Model of Domain Learning is provided as one means of recursively engaging with this question regarding learning in academic domains as genAI continues to grow and change.</div></div><div><h3>Educational relevance statement</h3><div>This manuscript addresses the cognitive processing that underlies learning and must intersect with any contribution genAI makes to educational processes. Consistent with longstanding models, we argue that students' prior knowledge is foundational when determining when and how our current genAI are useful to students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102834"},"PeriodicalIF":9.0,"publicationDate":"2025-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-04DOI: 10.1016/j.lindif.2025.102809
Xiaoyu Li , E. Scott Huebner , Wang Liu , Lili Tian
This study explored the co-developmental trajectories of subjective well-being in school (SWBS) and academic achievement (AA) and their relations to psychosocial adjustment among elementary school students. A total of 2287 Chinese students from Grade 4 (Mage = 9.45 years, 45.0 % female) were assessed on four occasions at six-month intervals. Parallel process latent class growth models indicated four heterogeneous trajectories. Students in the congruently high-stable group reported the best psychosocial adjustment. Students in the low-decreasing SWBS & high-stable AA group showed the greatest risk of depressive symptoms, underscoring the importance of educators' continuous monitoring of students' AA and SWBS to promote healthy adjustment. The person-centered design elucidated elementary school students' heterogeneous co-development patterns of SWBS and AA in relation to psychosocial adjustment over time, yielding nuanced implications for the promotion of optimal psychosocial adjustment for elementary school children.
{"title":"Co-developmental trajectories of subjective well-being in school and academic achievement among elementary school students: Relations to time-varying psychosocial adjustment","authors":"Xiaoyu Li , E. Scott Huebner , Wang Liu , Lili Tian","doi":"10.1016/j.lindif.2025.102809","DOIUrl":"10.1016/j.lindif.2025.102809","url":null,"abstract":"<div><div>This study explored the co-developmental trajectories of subjective well-being in school (SWBS) and academic achievement (AA) and their relations to psychosocial adjustment among elementary school students. A total of 2287 Chinese students from Grade 4 (<em>M</em><sub>age</sub> = 9.45 years, 45.0 % female) were assessed on four occasions at six-month intervals. Parallel process latent class growth models indicated four heterogeneous trajectories. Students in the congruently high-stable group reported the best psychosocial adjustment. Students in the low-decreasing SWBS & high-stable AA group showed the greatest risk of depressive symptoms, underscoring the importance of educators' continuous monitoring of students' AA <em>and</em> SWBS to promote healthy adjustment. The person-centered design elucidated elementary school students' heterogeneous co-development patterns of SWBS and AA in relation to psychosocial adjustment over time, yielding nuanced implications for the promotion of optimal psychosocial adjustment for elementary school children.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102809"},"PeriodicalIF":9.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on the self-regulation of motivation within the SRL framework has recently undergone significant advancements, underlining both the relevance and complexity of motivational regulation processes. However, prior studies seldom accounted for distinct motivational regulation constructs, their predictors, or developmental patterns over time. This longitudinal study, covering several semesters of university education, focused on the intraindividual trajectories and relevant predictors of interindividual differences in students' (Nt1 = 922) self-efficacy for motivational regulation and frequency of use of motivational regulation strategies (overall and specific strategies). Results of latent growth curve modeling revealed unique developmental patterns in these constructs and unique associations of their initial levels and trajectories with cognitive and achievement-related, personality-related, and socio-demographic variables. Overall, conscientiousness was the most robust and powerful predictor of motivational regulation processes. Furthermore, lower-achieving students, more neurotic students, males, and first-generation students may especially benefit from individualized support programs to improve their motivational regulation skills.
Educational relevance statement
This longitudinal research provides novel insights into the complexity of motivational regulation processes in university students. Our findings indicate that self-efficacy for motivational regulation and frequency of use of different motivational regulation strategies unfold uniquely over time. Furthermore, their initial levels and developmental patterns are affected to a different extent by student background characteristics such as cognitive ability, prior academic achievement, personality factors, gender, and university generational status. These results underline the importance of empirically considering distinct motivational regulation components and may help provide more optimal support for specific groups of students.
{"title":"Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories","authors":"Olena Kryshko , Michael Becker , Jens Fleischer , Detlev Leutner","doi":"10.1016/j.lindif.2025.102817","DOIUrl":"10.1016/j.lindif.2025.102817","url":null,"abstract":"<div><div>Research on the self-regulation of motivation within the SRL framework has recently undergone significant advancements, underlining both the relevance and complexity of motivational regulation processes. However, prior studies seldom accounted for distinct motivational regulation constructs, their predictors, or developmental patterns over time. This longitudinal study, covering several semesters of university education, focused on the intraindividual trajectories and relevant predictors of interindividual differences in students' (<em>N</em><sub>t1</sub> = 922) self-efficacy for motivational regulation and frequency of use of motivational regulation strategies (overall and specific strategies). Results of latent growth curve modeling revealed unique developmental patterns in these constructs and unique associations of their initial levels and trajectories with cognitive and achievement-related, personality-related, and socio-demographic variables. Overall, conscientiousness was the most robust and powerful predictor of motivational regulation processes. Furthermore, lower-achieving students, more neurotic students, males, and first-generation students may especially benefit from individualized support programs to improve their motivational regulation skills.</div></div><div><h3>Educational relevance statement</h3><div>This longitudinal research provides novel insights into the complexity of motivational regulation processes in university students. Our findings indicate that self-efficacy for motivational regulation and frequency of use of different motivational regulation strategies unfold uniquely over time. Furthermore, their initial levels and developmental patterns are affected to a different extent by student background characteristics such as cognitive ability, prior academic achievement, personality factors, gender, and university generational status. These results underline the importance of empirically considering distinct motivational regulation components and may help provide more optimal support for specific groups of students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102817"},"PeriodicalIF":9.0,"publicationDate":"2025-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-03DOI: 10.1016/j.lindif.2025.102823
Qiyang Gao , Tianyu Xu , Peiyao Chen , Ruru Zhang , Zhenlin Wang
This study presents a longitudinal evidence of co-occurring developmental changes in theory of mind (ToM) and reading comprehension in a group of 159 children (ages 8–10; M = 9.96, SD = 0.93; 92 girls). We tracked participants over one year using identical measures of ToM, narrative reading comprehension (NRC), and expository reading comprehension (ERC) at two time points. Applying a Latent Change Score (LCS) model, we found that individual differences in ToM and NRC not only influenced each other's growth over time but were also significantly correlated at both initial measurement and in their change scores. However, only initial ToM was associated with gains in ERC during the one-year interval, but not vice versa. These findings suggest a reciprocal causal relationship between socio-cognitive and academic development and highlight the importance of integrating both domains in educational interventions.
Educational relevance statement
Our findings demonstrate that Theory of Mind (ToM) and narrative reading comprehension (NRC) are reciprocally related over time, suggesting that strengthening one domain can accelerate growth in the other. Importantly, children with stronger initial abilities in either ToM or NRC experienced greater gains in the other domain, indicating the risk or widening achievement gaps without early support. Moreover, ToM predicted later gains in expository reading comprehension (ERC), underscoring its role in supporting comprehension of increasingly complex academic texts. These results suggest that integrating ToM and reading comprehension training within educational practice can enhance cognitive and academic development in tandem. Such integration may be particularly impactful for students at risk of early learning difficulties, offering a promising direction for targeted, developmentally informed interventions.
{"title":"Reciprocal association between theory of mind and reading comprehension of narrative (but not expository) text in middle childhood: A latent change score approach","authors":"Qiyang Gao , Tianyu Xu , Peiyao Chen , Ruru Zhang , Zhenlin Wang","doi":"10.1016/j.lindif.2025.102823","DOIUrl":"10.1016/j.lindif.2025.102823","url":null,"abstract":"<div><div>This study presents a longitudinal evidence of co-occurring developmental changes in theory of mind (ToM) and reading comprehension in a group of 159 children (ages 8–10; <em>M</em> = 9.96, <em>SD</em> = 0.93; 92 girls). We tracked participants over one year using identical measures of ToM, narrative reading comprehension (NRC), and expository reading comprehension (ERC) at two time points. Applying a Latent Change Score (LCS) model, we found that individual differences in ToM and NRC not only influenced each other's growth over time but were also significantly correlated at both initial measurement and in their change scores. However, only initial ToM was associated with gains in ERC during the one-year interval, but not vice versa. These findings suggest a reciprocal causal relationship between socio-cognitive and academic development and highlight the importance of integrating both domains in educational interventions.</div></div><div><h3>Educational relevance statement</h3><div>Our findings demonstrate that Theory of Mind (ToM) and narrative reading comprehension (NRC) are reciprocally related over time, suggesting that strengthening one domain can accelerate growth in the other. Importantly, children with stronger initial abilities in either ToM or NRC experienced greater gains in the other domain, indicating the risk or widening achievement gaps without early support. Moreover, ToM predicted later gains in expository reading comprehension (ERC), underscoring its role in supporting comprehension of increasingly complex academic texts. These results suggest that integrating ToM and reading comprehension training within educational practice can enhance cognitive and academic development in tandem. Such integration may be particularly impactful for students at risk of early learning difficulties, offering a promising direction for targeted, developmentally informed interventions.</div><div>Preregistration: <span><span>https://doi.org/10.17605/OSF.IO/69Q5R</span><svg><path></path></svg></span></div><div>Data: <span><span>https://data.mendeley.com/datasets/zfzd852xpg/1</span><svg><path></path></svg></span></div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102823"},"PeriodicalIF":9.0,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145468168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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