Learning and Individual Differences最新文献_第4页

Gender-specific same- and cross-domain effects of academic performance and subjective well-being in Chinese adolescent friendships 中国青少年友谊中学业成绩和主观幸福感的性别同域和跨域效应

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-11-08 DOI: 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.

本研究探讨了中国早期青少年朋友学业成绩和主观幸福感的同域和跨域贡献以及潜在的性别差异。参与者是591对同性友谊中的1182名五年级初中生（年龄= 11.25岁，SD = 0.34, 54.8%是女孩）。学业成绩、主观幸福感和友谊的两波数据是从自我报告和同伴提名中收集的。行为者-伴侣相互依赖模型结果显示，青少年主观幸福感对其学业成绩有正向预测作用，而性别间的负相关关系不显著。在伴侣效应方面，研究发现男孩的学习成绩和女孩在友谊中的主观幸福感会随着时间的推移而产生传染效应。跨领域效应只在女孩中观察到，拥有较高主观幸福感的朋友与学习成绩的提高有关，而拥有较高数学成绩的朋友则预示着较低的主观幸福感。这些发现促进了我们对性别友谊对学习成绩和主观幸福感的影响的理解，并讨论了实际意义。这项为期一年的纵向研究通过友谊的视角调查了中国背景下青少年学业成绩和主观幸福感的同域和跨域效应，在中国背景下，学业成功被强调，而幸福被忽视。本研究强调了主观幸福感作为中国早期青少年学业成绩提高的跨领域预测因子的重要性。性别差异是显著的：随着时间的推移，男孩的学习成绩和女孩的主观幸福感会在友谊中传染。有快乐朋友的女孩学习成绩更好，而有数学成绩更好朋友的女孩的主观幸福感更低。因此，学校和教育工作者应该优先考虑学生的心理健康，以支持他们的学业功能。鼓励教育机构的从业者利用朋友影响中的性别特定效应来促进学生的学业成功和幸福。

{"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}

引用次数: 0

What does current genAI actually mean for student learning? 当前的人工智能对学生的学习到底意味着什么？

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-11-07 DOI: 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.

许多genAI（生成式人工智能）爱好者和广大公众将genAI视为教育领域的一股强大力量。不幸的是，一些呼吁或直接将基因人工智能引入正规教育的人未能完全理解以下一个或两个现实：a.基因人工智能的知识是什么；b.人类如何在任何给定的知识领域学习。未能理解并因此参与这些在教育中使用人工智能的基础，会对国际学生产生影响。本文通过考虑基因人工智能（以其当前形式）如何作为一种有用的学习工具来解决这一差距。随着genAI的不断发展和变化，领域学习模型是递归地解决学术领域学习问题的一种方法。教育相关声明：这篇论文阐述了认知过程，它是学习的基础，必须与基因人工智能对教育过程的任何贡献相交叉。与长期存在的模型一致，我们认为，在决定我们当前的基因何时以及如何对学生有用时，学生的先验知识是基础。

{"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}

引用次数: 0

Co-developmental trajectories of subjective well-being in school and academic achievement among elementary school students: Relations to time-varying psychosocial adjustment 小学生在校主观幸福感与学业成就的共同发展轨迹：与时变心理社会适应的关系

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-11-04 DOI: 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 (M_age = 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.

摘要本研究探讨小学生在校主观幸福感与学业成就的共同发展轨迹及其与心理社会适应的关系。共对2287名中国四年级学生（年龄9.45岁，45.0%为女性）进行了四次评估，每隔六个月进行一次。平行过程潜类增长模型显示了四种异质轨迹。一致高稳定组的学生报告了最好的社会心理适应。主观主观行为量表下降较低和主观主观行为量表高度稳定组的学生出现抑郁症状的风险最大，这强调了教育者持续监测学生的主观主观行为量表和主观主观行为量表以促进健康适应的重要性。本研究通过以人为本的设计，揭示了小学生主观主观行为和主观行为在社会心理适应方面的异质性共同发展模式，为促进小学生最佳社会心理适应提供了微妙的启示。

{"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}

引用次数: 0

Self-regulation of motivation in university students – a longitudinal study of interindividual differences and intraindividual trajectories 大学生动机的自我调节——个体间差异和个体内部轨迹的纵向研究

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-11-04 DOI: 10.1016/j.lindif.2025.102817

Olena Kryshko , Michael Becker , Jens Fleischer , Detlev Leutner

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' (N_t1 = 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.

在SRL框架下对动机自我调节的研究近年来取得了重大进展，强调了动机调节过程的相关性和复杂性。然而，先前的研究很少考虑到不同的动机调节结构，它们的预测因素，或随着时间的推移发展模式。本纵向研究涵盖了大学教育的几个学期，重点研究了学生（Nt1 = 922）动机调节自我效能感和动机调节策略（整体策略和特定策略）使用频率的个体间差异的轨迹和相关预测因素。潜在增长曲线模型的结果揭示了这些构式中独特的发展模式，以及它们的初始水平和轨迹与认知和成就相关、个性相关和社会人口变量之间的独特关联。总的来说，严谨性是动机调节过程最有力的预测因子。此外，成绩较差的学生、更神经质的学生、男性和第一代学生可能特别受益于个性化的支持计划，以提高他们的动机调节技能。教育相关性陈述本纵向研究对大学生动机调节过程的复杂性提供了新颖的见解。我们的研究结果表明，动机调节的自我效能感和不同动机调节策略的使用频率随着时间的推移而呈现出独特的变化。此外，学生的认知能力、学业成绩、人格因素、性别、大学代际状况等背景特征对其初始水平和发展模式有不同程度的影响。这些结果强调了实证考虑不同动机调节成分的重要性，并可能有助于为特定学生群体提供更优的支持。

{"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}

引用次数: 0

Reciprocal association between theory of mind and reading comprehension of narrative (but not expository) text in middle childhood: A latent change score approach 心理理论与儿童中期叙事（而非说明性）文本阅读理解的相互关联：一种潜在变化评分方法

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-11-03 DOI: 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.

Preregistration: https://doi.org/10.17605/OSF.IO/69Q5R

Data: https://data.mendeley.com/datasets/zfzd852xpg/1

本研究对159名儿童（8-10岁，M = 9.96, SD = 0.93，女孩92名）的心理理论和阅读理解共同发生的发展变化进行了纵向研究。我们在两个时间点使用相同的ToM、叙事阅读理解（NRC）和说说性阅读理解（ERC）测量方法对参与者进行了为期一年的跟踪。应用潜在变化评分（LCS）模型，我们发现ToM和NRC的个体差异不仅会随着时间的推移影响彼此的生长，而且在初始测量和变化分数上都具有显著的相关性。然而，在一年的时间间隔中，只有最初的ToM与ERC的增加有关，反之则不然。这些发现表明社会认知和学术发展之间存在相互的因果关系，并强调了在教育干预中整合这两个领域的重要性。教育相关性声明我们的研究结果表明，随着时间的推移，心理理论（ToM）和叙事阅读理解（NRC）是相互相关的，这表明加强一个领域可以加速另一个领域的发展。重要的是，在ToM或NRC中具有较强初始能力的儿童在其他领域获得了更大的收益，这表明没有早期支持的风险或扩大了成就差距。此外，ToM预测了后来在说说性阅读理解（ERC）方面的进步，强调了它在支持对日益复杂的学术文本的理解方面的作用。这些结果表明，在教育实践中整合ToM和阅读理解训练可以促进认知和学术的同步发展。这种整合可能对有早期学习困难风险的学生特别有影响，为有针对性的发展知情干预提供了一个有希望的方向。预注册：https://doi.org/10.17605/OSF.IO/69Q5RData: https://data.mendeley.com/datasets/zfzd852xpg/1

{"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}

引用次数: 0

Separating prior knowledge from acquired knowledge: An individual differences analysis of PISA - learning in the digital world 从获得的知识中分离先验知识：数字世界中PISA学习的个体差异分析

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-10-30 DOI: 10.1016/j.lindif.2025.102820

Leonard Tetzlaff , Lothar Persic-Beck , Ulf Kröhne , Carolin Hahnel , Daniel Schiffner , Frank Goldhammer

The innovative PISA domain “Learning in the digital world (LDW)” integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task.

Educational relevance statement

This study provides initial evidence that a learning process takes place during PISA-LDW assessments. Students that made use of the provided learning opportunities and/or have high intelligence consistently performed better than would be expected based on their prior knowledge. The use of learning opportunities was related to the learning goal orientation of students. Digital environments should be designed in a way that is conducive to learning goal orientations and provide explicit learning opportunitites.

创新的PISA领域“数字世界中的学习（LDW）”将知识和技能评估与学习机会相结合。为了调查在评估过程中是否发生了学习，我们分析了737名德国PISA 2022学生的数据，并模拟了学生先前的知识和技能无法解释的测试表现的个体差异。然后，我们将这些差异与学习活动（在任务中使用工作示例）和学习先决条件（一般智力和掌握导向）联系起来，以验证他们对基于任务中获得的知识和技能的表现的解释。在控制了先验知识（21%的方差）之后，我们发现了大量剩余的性能方差。这些差异与学习先决条件和学习活动的显著关系为解释任务中学习的结果所发现的差异提供了进一步的证据。教育相关性声明本研究提供了初步证据，证明在PISA-LDW评估期间发生了学习过程。利用提供的学习机会和/或具有高智商的学生始终比基于他们先前知识的预期表现得更好。学习机会的利用与学生的学习目标取向有关。数字环境的设计应有利于学习目标导向，并提供明确的学习机会。

{"title":"Separating prior knowledge from acquired knowledge: An individual differences analysis of PISA - learning in the digital world","authors":"Leonard Tetzlaff , Lothar Persic-Beck , Ulf Kröhne , Carolin Hahnel , Daniel Schiffner , Frank Goldhammer","doi":"10.1016/j.lindif.2025.102820","DOIUrl":"10.1016/j.lindif.2025.102820","url":null,"abstract":"<div><div>The innovative PISA domain “Learning in the digital world (LDW)” integrates the assessment of knowledge and skills with opportunities for learning. To investigate whether learning took place during the assessment, we analyzed data from 737 German PISA 2022 students and modeled individual differences in test performance that could not be explained by students'prior knowledge and skills. We then related these differences to learning activity (the use of worked examples during a task) and learning prerequisites (general intelligence and mastery orientation) to validate their interpretation as performance based on knowledge and skills acquired during the task. We found substantial remaining variance in performance after controlling for prior knowledge (21 % of variance). Significant relationships of these differences with both learning prerequisites and learning activity provide further evidence for interpreting found differences as a result of learning during the task.</div></div><div><h3>Educational relevance statement</h3><div>This study provides initial evidence that a learning process takes place during PISA-LDW assessments. Students that made use of the provided learning opportunities and/or have high intelligence consistently performed better than would be expected based on their prior knowledge. The use of learning opportunities was related to the learning goal orientation of students. Digital environments should be designed in a way that is conducive to learning goal orientations and provide explicit learning opportunitites.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102820"},"PeriodicalIF":9.0,"publicationDate":"2025-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420044","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

Emotional intelligence predicts initial status and growth of reading comprehension in primary school students 情绪智力预测小学生阅读理解的初始状态和成长

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-10-28 DOI: 10.1016/j.lindif.2025.102814

Liyan Yu , Catherine McBride , Xiuhong Tong

This study examined the associations between emotional intelligence and the initial level and growth rate of reading comprehension in narrative and non-narrative texts. A sample of 689 Chinese third-grade students (49.49 % girls; M_age = 9.23 years, SD = 0.66) from eight primary schools was assessed over three years. At Time 1, students completed measures of emotional intelligence, word reading, and listening comprehension. Reading comprehension was assessed at all three time points. Latent growth curve modeling revealed that emotional intelligence at Time 1 predicted the initial level of reading comprehension for both narrative and non-narrative texts but only predicted the growth rate for narrative texts. These findings highlight the importance of emotional intelligence in reading comprehension, particularly for narrative texts, and emphasize the need to incorporate it into reading comprehension models.

Educational relevance statement

The findings that emotional intelligence is associated with initial reading comprehension for both narrative and non-narrative texts and that it uniquely predicts growth for narrative texts, highlights new opportunities for enhancing reading instruction. Gender differences, with boys showing lower initial comprehension and slower growth, underscore the need for gender-sensitive instructional strategies. These results suggest that incorporating emotional intelligence into literacy education and adapting instruction based on text genre and gender may lead to more effective and equitable reading outcomes for diverse learners.

本研究考察了情绪智力与叙事文本和非叙事文本阅读理解的初始水平和增长速度之间的关系。对来自8所小学的689名中国三年级学生（49.49%为女生；年龄= 9.23岁，SD = 0.66）进行了为期三年的评估。在第一阶段，学生们完成了情商、单词阅读和听力理解的测试。阅读理解在所有三个时间点进行评估。隐性增长曲线模型显示，时间1的情绪智力可以预测叙事文本和非叙事文本的初始阅读理解水平，但只能预测叙事文本的阅读理解增长率。这些发现强调了情商在阅读理解中的重要性，特别是对于叙事文本，并强调了将其纳入阅读理解模型的必要性。教育相关性陈述：研究发现情绪智力与叙事和非叙事文本的初始阅读理解有关，并且它独特地预测了叙事文本的发展，强调了加强阅读教学的新机会。性别差异，男孩表现出较低的初始理解能力和较慢的成长，强调了对性别敏感的教学策略的必要性。这些结果表明，将情商纳入识字教育，并根据文本类型和性别调整教学，可能会为不同的学习者带来更有效和公平的阅读结果。

{"title":"Emotional intelligence predicts initial status and growth of reading comprehension in primary school students","authors":"Liyan Yu , Catherine McBride , Xiuhong Tong","doi":"10.1016/j.lindif.2025.102814","DOIUrl":"10.1016/j.lindif.2025.102814","url":null,"abstract":"<div><div>This study examined the associations between emotional intelligence and the initial level and growth rate of reading comprehension in narrative and non-narrative texts. A sample of 689 Chinese third-grade students (49.49 % girls; <em>M</em><sub>age</sub> = 9.23 years, <em>SD</em> = 0.66) from eight primary schools was assessed over three years. At Time 1, students completed measures of emotional intelligence, word reading, and listening comprehension. Reading comprehension was assessed at all three time points. Latent growth curve modeling revealed that emotional intelligence at Time 1 predicted the initial level of reading comprehension for both narrative and non-narrative texts but only predicted the growth rate for narrative texts. These findings highlight the importance of emotional intelligence in reading comprehension, particularly for narrative texts, and emphasize the need to incorporate it into reading comprehension models.</div></div><div><h3>Educational relevance statement</h3><div>The findings that emotional intelligence is associated with initial reading comprehension for both narrative and non-narrative texts and that it uniquely predicts growth for narrative texts, highlights new opportunities for enhancing reading instruction. Gender differences, with boys showing lower initial comprehension and slower growth, underscore the need for gender-sensitive instructional strategies. These results suggest that incorporating emotional intelligence into literacy education and adapting instruction based on text genre and gender may lead to more effective and equitable reading outcomes for diverse learners.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102814"},"PeriodicalIF":9.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420043","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

Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions 绘制教育心理学的智力景观：60种期刊、学者和机构的引文排名和网络结构

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-10-28 DOI: 10.1016/j.lindif.2025.102816

Jinran Wu , Herbert W. Marsh , Jiesi Guo , Johnmarshall Reeve , Reinhard Pekrun , Theresa Dicke , Hye-Ryen Jang , Geetanjali Basarkod

Understanding how influence is structured within educational psychology is critical for advancing research quality, equity, and impact. We introduce a replicable, field-sensitive framework that combines (a) the Educational Psychology H-index (EP-H), which isolates within-field impact, and (b) a cross-citation network mapping journals and subfields. Using 27,482 articles from 60 Web of Science educational-psychology journals (2015–2024), we rank researchers, institutions, countries, and journals, examine convergent validity with established metrics, and identify thematic clusters centered on motivation, learning strategies, emotions, and cognition. Results reveal concentrated influence alongside meaningful international contributions. Leading journals include Journal of Educational Psychology and Educational Psychology Review, with Learning and Individual Differences showing strong connectivity across cognitive, emotional, and motivational subfields. The approach clarifies how citation volume and structural position jointly influence visibility, provides transparent tools for editors and institutions, and can be adapted to other disciplines where disciplinary context is relevant.

Educational relevance and implications

This study provides editors, institutions, and researchers with a clear understanding of who and what influences educational psychology. Using a field-specific Educational Psychology H-index (EP-H) and a cross-citation network, we identify journals that connect subfields and scholars who are most visible within the discipline. These tools help early-career scholars select venues and assist departments in evaluating contributions in core areas of educational psychology. The approach is transparent, replicable, and adaptable to related areas of education research.

了解影响在教育心理学中是如何构成的，对于提高研究质量、公平性和影响至关重要。我们引入了一个可复制的、领域敏感的框架，该框架结合了(a)教育心理学h指数（EP-H），该指数隔离了领域内的影响，以及(b)交叉引用网络映射期刊和子领域。使用来自60个Web of Science教育心理学期刊（2015-2024）的27,482篇文章，我们对研究人员、机构、国家和期刊进行了排名，用既定的指标检查了收敛效度，并确定了以动机、学习策略、情感和认知为中心的主题集群。结果显示，除了有意义的国际贡献外，还具有集中的影响力。包括《教育心理学杂志》和《教育心理学评论》在内的主要期刊，《学习与个体差异》显示了认知、情感和动机子领域之间的紧密联系。该方法阐明了引文量和结构位置如何共同影响可见性，为编辑和机构提供了透明的工具，并且可以适用于与学科背景相关的其他学科。教育的相关性和意义本研究为编辑、机构和研究人员提供了一个清晰的认识，谁和什么影响教育心理学。使用特定领域的教育心理学h指数（EP-H）和交叉引用网络，我们确定了连接子领域和在该学科中最引人注目的学者的期刊。这些工具帮助早期职业学者选择场所，并协助院系评估教育心理学核心领域的贡献。这种方法是透明的、可复制的，并且适用于教育研究的相关领域。

{"title":"Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions","authors":"Jinran Wu , Herbert W. Marsh , Jiesi Guo , Johnmarshall Reeve , Reinhard Pekrun , Theresa Dicke , Hye-Ryen Jang , Geetanjali Basarkod","doi":"10.1016/j.lindif.2025.102816","DOIUrl":"10.1016/j.lindif.2025.102816","url":null,"abstract":"<div><div>Understanding how influence is structured within educational psychology is critical for advancing research quality, equity, and impact. We introduce a replicable, field-sensitive framework that combines (a) the Educational Psychology H-index (EP-H), which isolates within-field impact, and (b) a cross-citation network mapping journals and subfields. Using 27,482 articles from 60 Web of Science educational-psychology journals (2015–2024), we rank researchers, institutions, countries, and journals, examine convergent validity with established metrics, and identify thematic clusters centered on motivation, learning strategies, emotions, and cognition. Results reveal concentrated influence alongside meaningful international contributions. Leading journals include Journal of Educational Psychology and Educational Psychology Review, with Learning and Individual Differences showing strong connectivity across cognitive, emotional, and motivational subfields. The approach clarifies how citation volume and structural position jointly influence visibility, provides transparent tools for editors and institutions, and can be adapted to other disciplines where disciplinary context is relevant.</div></div><div><h3>Educational relevance and implications</h3><div>This study provides editors, institutions, and researchers with a clear understanding of who and what influences educational psychology. Using a field-specific Educational Psychology H-index (EP-H) and a cross-citation network, we identify journals that connect subfields and scholars who are most visible within the discipline. These tools help early-career scholars select venues and assist departments in evaluating contributions in core areas of educational psychology. The approach is transparent, replicable, and adaptable to related areas of education research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102816"},"PeriodicalIF":9.0,"publicationDate":"2025-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420041","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

Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students 通过反馈信息提高数字阅读理解能力：一项针对中学生的大型长期动态方法

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-10-27 DOI: 10.1016/j.lindif.2025.102818

Amelia Mañá , Lidia Altamura , Pablo Delgado , Laura Gil , Mario Romero-Palau , Marian Serrano-Mendizábal , Cristina Vargas , Ladislao Salmerón

Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.

Educational relevance statement

In today's digital age, high school students face significant challenges in self-regulating their reading comprehension process. Addressing this particular concern, the current study examines how answering questions and receiving feedback while reading digital texts can enhance self-regulation and comprehension in high school students. Of particular relevance for instruction was the fact that different types of feedback had opposing effects depending on students grade level. Providing elaborated information aimed at guiding text processing to solve a comprehension question (e.g., “It is important to combine the information in the text with your own knowledge”) supported students in their early years of high school, while simply stating whether the response was correct or incorrect worked better for those in the final years of high school. These results can help educators make informed decisions about designing feedback in digital environments to promote self-regulation and comprehension.

许多高中生很难有效地阅读复杂的数字文件，这些文件需要不同的自我调节过程，比如识别主要思想或整合多个文件。为了促进这些过程，我们设计并测试了一种长期动态方法，让700名7至10年级的学生回答辅助理解问题，并立即收到关于表现（纠正）或回答问题的不同过程和策略（阐述）的反馈。令人惊讶的是，反馈对理解分数的影响因样本而异。精细化反馈对7 - 8年级学生的自我调节和理解得分有积极影响，而纠正性反馈对9 - 10年级学生的自我调节和理解得分有更大的影响。在两个样本中，学生的复习时间都部分介导了这种效应。我们讨论了适应学生教育水平的动态评估干预的必要性。在当今的数字时代，高中生在自我调节阅读理解过程中面临着重大挑战。为了解决这一特殊问题，当前的研究探讨了在阅读数字文本时回答问题和接受反馈如何提高高中生的自我调节和理解能力。与教学特别相关的是，根据学生的年级水平不同，不同类型的反馈会产生相反的效果。提供旨在指导文本处理的详细信息来解决理解问题（例如，“将文本中的信息与你自己的知识结合起来是很重要的”）对高中早期的学生很有帮助，而简单地说明回答是正确的还是错误的对高中最后几年的学生更有效。这些结果可以帮助教育工作者做出明智的决定，在数字环境中设计反馈，以促进自我调节和理解。

{"title":"Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students","authors":"Amelia Mañá , Lidia Altamura , Pablo Delgado , Laura Gil , Mario Romero-Palau , Marian Serrano-Mendizábal , Cristina Vargas , Ladislao Salmerón","doi":"10.1016/j.lindif.2025.102818","DOIUrl":"10.1016/j.lindif.2025.102818","url":null,"abstract":"<div><div>Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.</div></div><div><h3>Educational relevance statement</h3><div>In today's digital age, high school students face significant challenges in self-regulating their reading comprehension process. Addressing this particular concern, the current study examines how answering questions and receiving feedback while reading digital texts can enhance self-regulation and comprehension in high school students. Of particular relevance for instruction was the fact that different types of feedback had opposing effects depending on students grade level. Providing elaborated information aimed at guiding text processing to solve a comprehension question (e.g., “It is important to combine the information in the text with your own knowledge”) supported students in their early years of high school, while simply stating whether the response was correct or incorrect worked better for those in the final years of high school. These results can help educators make informed decisions about designing feedback in digital environments to promote self-regulation and comprehension.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102818"},"PeriodicalIF":9.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420042","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

Factors affecting children's learning during COVID-19 COVID-19期间影响儿童学习的因素

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-10-27 DOI: 10.1016/j.lindif.2025.102819

Susan Sonnenschein , Michele Stites , Besjanë Krasniqi

In spring 2020, an estimated 55.1 million children in the United States experienced school closures related to COVID-19 (Education Week, 2020). As a result of these closures, 93 % of families reported their children's schools transitioned to virtual learning (U.S. Census, 2021). Research has found significant gaps in students' learning because of these COVID-19 pandemic school closures. This paper describes the educational areas most negatively impacted by the COVID-19 school closures as identified by families and schools. The negative impacts were especially significant for students of color, families from near or below the poverty line, and students with disabilities. As discussed below, students' learning during COVID-19 was most negatively impacted by lack of internet/technology, quality of and frequency of engagement in instruction, and attendance at virtual learning sessions. The article presents recommendations for decreasing the learning gaps left in the wake of the COVID-19 school closures and areas of future research inquiry.

Educational relevance

This paper examines the complex impacts of the COVID-19 pandemic on children's learning. We focus specifically on how systemic inequities were made worse during school closures. This review of the literature examines why specific student populations experienced more significant learning disruptions. Actionable recommendations, including differentiated instruction and the integration of UDL principles, are provided.

2020年春季，估计有5510万美国儿童因COVID-19而关闭学校（2020年教育周）。由于这些关闭，93%的家庭报告他们孩子的学校过渡到虚拟学习（美国人口普查，2021年）。研究发现，由于这些学校因COVID-19大流行而关闭，学生的学习出现了重大差距。本文描述了由家庭和学校确定的受COVID-19学校关闭影响最大的教育领域。对有色人种学生、接近或低于贫困线的家庭以及残疾学生的负面影响尤为显著。如下所述，在2019冠状病毒病疫情期间，缺乏互联网/技术、教学质量和参与频率以及参加虚拟学习课程对学生的学习产生了最大的负面影响。本文提出了减少COVID-19学校关闭后留下的学习差距的建议和未来研究探究的领域。本文探讨了新冠肺炎疫情对儿童学习的复杂影响。我们特别关注在学校关闭期间，系统性不平等是如何恶化的。这篇文献综述探讨了为什么特定的学生群体经历了更显著的学习中断。提出了可操作的建议，包括差异化指导和UDL原则的整合。

{"title":"Factors affecting children's learning during COVID-19","authors":"Susan Sonnenschein , Michele Stites , Besjanë Krasniqi","doi":"10.1016/j.lindif.2025.102819","DOIUrl":"10.1016/j.lindif.2025.102819","url":null,"abstract":"<div><div>In spring 2020, an estimated 55.1 million children in the United States experienced school closures related to COVID-19 (Education Week, 2020). As a result of these closures, 93 % of families reported their children's schools transitioned to virtual learning (U.S. Census, 2021). Research has found significant gaps in students' learning because of these COVID-19 pandemic school closures. This paper describes the educational areas most negatively impacted by the COVID-19 school closures as identified by families and schools. The negative impacts were especially significant for students of color, families from near or below the poverty line, and students with disabilities. As discussed below, students' learning during COVID-19 was most negatively impacted by lack of internet/technology, quality of and frequency of engagement in instruction, and attendance at virtual learning sessions. The article presents recommendations for decreasing the learning gaps left in the wake of the COVID-19 school closures and areas of future research inquiry.</div></div><div><h3>Educational relevance</h3><div>This paper examines the complex impacts of the COVID-19 pandemic on children's learning. We focus specifically on how systemic inequities were made worse during school closures. This review of the literature examines why specific student populations experienced more significant learning disruptions. Actionable recommendations, including differentiated instruction and the integration of UDL principles, are provided.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102819"},"PeriodicalIF":9.0,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145420040","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