Learning and Individual Differences最新文献_第4页

Measuring secondary education students' self-regulated learning processes with digital trace data

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2024.102625

Joni Lämsä , Susanne de Mooij , Olli Aksela , Shruti Athavale , Inti Bistolfi , Roger Azevedo , Maria Bannert , Dragan Gasevic , Inge Molenaar , Sanna Järvelä

This study investigates secondary education students' self-regulated learning (SRL) processes with digital trace data, particularly whether SRL processes found in secondary education are comparable to those observed in higher education. We therefore adapted a digital learning environment and rule-based AI algorithm originally designed to measure SRL in higher education and collected multi-trace data from 13-year-old students (N = 179) across three European countries during an essay-writing task. Hidden Markov modeling was employed to capture latent SRL processes. Four latent SRL processes emerged: orientation, first-reading, writing, and re-reading combined with monitoring. By clustering sequences of these latent SRL processes, we identified four sequential patterns of SRL processes at the task level: writing with metacognitive monitoring, writing intensively, reading first, writing next, and reading and writing simultaneously. Our findings highlight how AI and multi-trace data can be used to measure SRL during learning, providing a basis for enhancing personalized support.

Educational relevance and implications statement

Self-regulated learning (SRL) is vital in the digital world. In this study, we investigated secondary education students' SRL processes with digital trace data. We also demonstrated that the instrumentation of a digital learning environment and rule-based AI algorithm originally designed to measure SRL processes in higher education can be leveraged to measure SRL processes in secondary education students. The real-time measurement of covert SRL processes is important as this information can 1) raise students' awareness on their learning, 2) help teachers to support students' learning, and 3) form the basis for providing personalized support for these processes with the help of AI-enhanced learning technologies.

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引用次数: 0

When struggling readers meet the screen – A secondary analysis of ePIRLS 2016 data

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2024.102623

Oscar Skovdahl , Ladislao Salmerón , Øistein Anmarkrud

Despite past efforts to investigate how students' interactions with digital devices shape their digital reading comprehension skills, we still need more knowledge about struggling readers in digital reading contexts. Previous research has shown that digital reading comprehension is negatively associated with general digital device usage and positively associated with some academic digital reading activities in the general student population. We used data from ePIRLS 2016 to investigate whether such patterns are related differently to struggling and nonstruggling readers. For struggling readers, we found that digital reading comprehension was negatively associated with the general use of digital devices for schoolwork. There was no statistically significant relationship between academic digital reading activities and digital reading comprehension. In contrast, this relationship was positively associated with digital reading comprehension among nonstruggling readers. We discuss how typical digital classroom activities may be differently related to digital reading comprehension depending on students' print reading comprehension skills.

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引用次数: 0

Corrigendum to “A longitudinal quasi-experiment of leaderboard effectiveness on learner behaviors and course performance” [Learning and Individual Differences (2024), volume 116, 102572]

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102636

Nga Do, Tao Jin , Reed Priest , Liza N. Meredith, Richard N. Landers

引用次数: 0

When mistakes instruct: Explaining errors in diagrams supports comprehension for low spatial individuals

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102632

Allison J. Jaeger

Learning from expository science text is challenging and often relies on spatial thinking skills to build an accurate mental model of the phenomena being described. Generative learning strategies have been shown to support improved text comprehension and may be especially beneficial for students with low spatial skills who struggle to generate spatial mental models. The present set of studies examined the effect of sketching versus explaining errors in diagrams on science text comprehension. Further, this work examined if the impacts of these generative learning activities interacted with spatial thinking skills. In Study 1, generating sketches or explaining erroneous diagrams resulted in lower comprehension compared to an active control condition. In Study 2, the generative learning activities were adapted to reduce extraneous cognitive processing and an additional erroneous examples condition with highlighted errors was included. Results demonstrated that explaining highlighted errors supported comprehension compared to generating sketches or copying correct diagrams. There was an interaction with spatial skills such that high spatial students demonstrated improved comprehension in the sketch and copy conditions, whereas students with high and low spatial students performed equally in the highlighted erroneous examples condition. These findings demonstrate that explaining errors in diagrams can support science text comprehension, and that this type of learning activity may rely less on spatial thinking skills.

Educational relevance and implications statement

Learning from expository science text is challenging and often relies on spatial thinking skills to build an accurate mental model of the phenomena being described. The goal of the present study was to examine the impact of different generative learning strategies on science text comprehension and how the impact of those strategies interacts with individual differences in spatial thinking skills. The results indicated that having students explain errors in example diagrams supported comprehension and was a more effective learning strategy for individuals with low spatial thinking skills than generating sketches. These results suggest that science instruction can be adapted to provide more support for students with lower spatial skills, which could ultimately have implications for increasing diversity and representation in the STEM pipeline.

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引用次数: 0

What is creative in childhood writing? Computationally measured linguistic characteristics explain much of the variance in subjective human-rated creativity scores 什么是儿童写作的创造性？计算测量的语言特点可以解释人类主观评定的创造力分数的大部分差异

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102626

Birsu Kandemirci , Roger E. Beaty , Dan Johnson , Bonamy R. Oliver , Yulia Kovas , Teemu Toivainen

The present study investigated the extent to which linguistic features of children's stories (analysed using automated techniques), predicted human-rated Creative Expressiveness and Logic scores (both assessed with the Consensual Assessment Technique). A sample of 160 children (Mage = 8.99 years, SD = 0.3) wrote stories based on three pictures. Eleven linguistic characteristics were measured: Length, Grammar, Originality, Controlled Lexical Diversity, Uncontrolled Lexical Diversity, Divergent Semantic Integration (DSI), Referential Cohesion, Narrativity, Syntactic Simplicity, Word Concreteness and Deep Cohesion. The results showed that 51 % of the variance in Creative Expressiveness was explained by Length, DSI, Originality, Grammar, and Controlled Lexical Diversity (sr² = 0.01 to 0.14). In comparison, 28 % of the variance in Logic scores was accounted for by DSI, Grammar, Controlled Lexical Diversity, Syntactic Simplicity, and Narrativity (sr² = 0.01 to 0.06). These findings offer insights for educational practices by identifying the linguistic characteristics relevant to children's creative writing as opposed to logical narration.

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引用次数: 0

Experimental evidence for rule learning as the underlying source of the item-position effect in reasoning ability measures

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2024.102622

Helene M. von Gugelberg , Karl Schweizer , Stefan J. Troche

For adequate description of reasoning test data, the consideration of the item-position effect (IPE) as a second latent variable in addition to reasoning ability is often required. The present study investigated the assumption that the learning of rules underlies the IPE. The factorial structure of two figural analogies tests was compared. 429 participants (age: 18–56 years) were randomly assigned to two conditions. In the continuous rule condition, the same rule had to be applied to all items and a typical IPE emerged. In the discontinuous rule condition, rules suddenly changed for the last items. This change led to the disruption of the IPE. A third latent variable was required to describe variance in the last items. Thus, the repetition of rules seems to be a precondition for a continuous IPE across test items. This is first evidence beyond correlations that individual differences in rule learning underlie the IPE.

Educational relevance

Reasoning tests are frequently used as an indicator of (general) intelligence and are valuable predictors of academic achievement. Our online experiment provides evidence for the notion that individual differences in reasoning tests are influenced by ad hoc rule learning during test taking that can be described as a latent variable and separated from the innate reasoning ability. These findings highlight the importance of not only looking at the overall performance but paying more attention to the dynamics of the test taking process itself.

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引用次数: 0

Memorizing plans with an app: Large individual differences in the effectiveness of retrieval-based and generative learning activities in a naturalistic context

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102641

Daniel Biedermann , Jasmin Breitwieser , Lea Nobbe , Hendrik Drachsler , Garvin Brod

What are effective learning activities in mobile, real-world contexts? We compared three learning activities in a planning app for children. The activities differed in their intended cognitive engagement according to the ICAP framework: a passive reading activity, an active retrieval activity, and a generative activity. Children (N = 106, 9–14 years) used the app to memorize one plan per day for 27 days. Unexpectedly, neither the retrieval activity nor the generative activity was associated with better overall recall than the passive activity. However, time spent on these activities and reported positive attitudes toward them moderated their effectiveness. Motivational and developmental factors predicted time spent on the retrieval and generative activities, and time on task in turn predicted their effectiveness. These findings suggest that the effectiveness of learning activities in real-world contexts depends on the ability and willingness of learners to engage with them repeatedly over time.

在现实世界的移动环境中，什么是有效的学习活动？我们比较了儿童规划应用程序中的三种学习活动。根据 ICAP 框架，这些活动在预期的认知参与方面有所不同：一种是被动阅读活动，一种是主动检索活动，还有一种是生成活动。儿童（106 人，9-14 岁）使用该应用程序在 27 天内每天记忆一个计划。出乎意料的是，检索活动和生成活动的总体记忆效果都没有被动活动好。然而，在这些活动上花费的时间和报告的对这些活动的积极态度调节了它们的效果。动机和发展因素预测了检索和生成活动所花费的时间，而完成任务的时间反过来又预测了它们的有效性。这些研究结果表明，真实世界情境中学习活动的有效性取决于学习者长期反复参与这些活动的能力和意愿。

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引用次数: 0

Stability of early number sense competencies for predicting mathematics difficulties 预测数学困难的早期数感能力的稳定性

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102633

Amber Beliakoff , Nancy Jordan , Alice Klein , Brianna Devlin , Chun-Wei Huang

Significant individual differences in children's number competencies exist in early childhood, and these competencies can have long-term implications for academic and economic success (National Research Council, 2009). The present study assessed the classification accuracy of the Screener for Early Number Sense (SENS), a screening tool grounded in an evidence-informed conceptual model of number sense that is designed for children in pre-kindergarten (pre-K), kindergarten, and first grade. A cohort of 450 children was assessed on the SENS, followed by a standardized mathematics achievement measure one year later. Receiver operating characteristic (ROC) curve analyses indicated that the SENS effectively differentiated children who went on to show math difficulties (MD) from those without MD. Accuracy rate was acceptable for pre-K, kindergarten, and first grade. An analysis of SENS performance over time categorized by MD risk status revealed differing patterns of growth across the pre-K vs. kindergarten year. These collective findings underscore the importance of math screening as early as pre-K.

Educational relevance

Educators need reliable and valid tools to identify young children who may be at risk for mathematics learning difficulties. The present study presents a number sense screener that accurately predicts pre-kindergarten, kindergarten, and first grade students' later mathematical difficulties. The study demonstrates how screener results and prevalence rates can be used to identify individual-level student risk and to make subsequent instructional decisions across varying schools or districts.

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引用次数: 0

Early predictors of mathematics learning difficulty in rural Chinese children

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102630

Yingyi Liu , Xiao Zhang , Nan Xiao

Mathematics learning difficulty (MLD) can be manifested in the early years of primary school, yet its early indicators remain largely unexplored, particularly in the context of rural children. This study sought to address this gap by investigating the early predictors of MLD in rural Chinese children. The first wave of assessments conducted on 106 rural preschoolers (aged 40–60 months) encompassed IQ, spatial skills, short-term and working memory, visual attention, and vocabulary. Two years later, in Grade 1, their mathematics achievement was assessed, leading to the identification of 26 children with MLD (25 % percentile cut-off). After adjusting for age, it was found that children with MLD scored lower on preschool measures of spatial skills and visual attention compared to their typically achieving peers. Logistic regression analyses further revealed that lower preschool visual attention scores were indicative of a higher MLD probability in Grade 1. Also, a longer duration of boarding preschool attendance was associated with a lower MLD probability. This study thus provides novel insights into early cognitive and contextual factors that contribute to the later identification of MLD in rural Chinese children.

Educational relevance and implications statement

The present study revealed that disparities in spatial skills and visual attention, measured in preschool, differentiated rural Chinese children with and without mathematics learning difficulty (MLD). Additionally, visual attention and boarding school experience during preschool appeared to be uniquely predictive of the likelihood of MLD two years later. Practically, visual attention could be considered to be included in the early screening tools to detect children potentially at risk of developing MLD, at least in rural Chinese settings. Moreover, despite concerns about the well-being of children receiving institutionalized residential childcare at a young age, the practice of boarding during preschool in rural China appears to exert some beneficial effects on children's math development.

数学学习困难（MLD）可在小学低年级表现出来，但其早期指标在很大程度上仍未被探索，尤其是在农村儿童的背景下。本研究试图通过调查中国农村儿童数学学习困难的早期预测指标来弥补这一空白。研究对106名农村学龄前儿童（40-60个月）进行了第一轮评估，评估内容包括智商、空间技能、短期记忆和工作记忆、视觉注意力和词汇量。两年后，在一年级时，对他们的数学成绩进行了评估，最终确定了 26 名患有小儿麻痹症的儿童（百分位数为 25%）。在对年龄进行调整后发现，与成绩一般的同龄儿童相比，患有小儿麻痹症的儿童在学前空间技能和视觉注意力方面的得分较低。逻辑回归分析进一步显示，较低的学前视觉注意力得分预示着一年级有较高的 MLD 概率。此外，在寄宿学前班就读的时间越长，患失智症的概率就越低。本研究揭示了学龄前儿童在空间技能和视觉注意力方面存在的差异，这些差异区分了有数学学习困难（MLD）和没有数学学习困难（MLD）的中国农村儿童。此外，学前时期的视觉注意力和寄宿学校经历似乎对两年后出现数学学习困难的可能性具有独特的预测作用。实际上，至少在中国农村地区，视觉注意力可被视为早期筛查工具的一部分，以发现有可能患上小儿麻痹症的儿童。此外，尽管人们对幼年时接受机构寄宿式保育的儿童的健康状况表示担忧，但在中国农村地区，学龄前寄宿的做法似乎对儿童的数学发展产生了一些有益的影响。

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引用次数: 0

Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement

IF 3.8 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Learning and Individual Differences

Pub Date : 2025-02-01 DOI: 10.1016/j.lindif.2025.102631

Elizabeth Olivier , Benoit Galand , Jessica Bélanger , Alexandre J.S. Morin

The study assesses student perceptions of their teachers' practices and their associations with motivational and academic achievement. Multilevel latent profile analyses (3710 grade 9 students, 245 classrooms) identified five profiles at the student level: Average with focus on rules (20.50 %), Average with focus on need-support (30.45 %), Differential treatment (18.86 %), Need-support and differential treatment (11.70 %), and High-on-all (18.50 %). Students corresponding to the High-on-all profile reported the most positive outcomes. We identified three profiles at the classroom level: Mostly differential treatment (20.75 %), which was associated with the worst outcomes, Average and high-on-all (41.20 %), and Mostly need-supportive (38.06 %).

Educational Relevance Statement

This study has implications for initial and continuing teacher training. By identifying profiles of teaching practices perceived by students and classrooms, the study informs what combinations of practices are positively associated with different aspects of student motivation and achievement, according to their perceptions. The findings also contribute to understanding that some practices (e.g., differential treatment), generally thought to deplete student motivation, might not need to be proscribed as long as they are counterbalanced with high levels of other positive practices (e.g., need supportive practices and rule enforcement).

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引用次数: 0