Learning and Individual Differences最新文献

{"title":"Investigating academic and demographic similarities to career role models for motivating diverse college students in STEM","authors":"Xiao-Yin Chen ,&nbsp;Emily Q. Rosenzweig","doi":"10.1016/j.lindif.2025.102807","DOIUrl":"10.1016/j.lindif.2025.102807","url":null,"abstract":"<div><div>Similar role models can be powerful tools to motivate participation in science, technology, engineering, and math (STEM) disciplines, but it is unclear <em>what types</em> of similarity are most important to students' motivation. The current study investigated the different ways college students (<em>n</em> = 1185) perceived similarity to STEM role models and how different perceptions of similarity predicted students' STEM career motivation. We assessed overall trends as well as unique patterns among marginalized and non-marginalized gender and racial/ethnic groups in STEM. Perceiving academic similarity to role models positively and robustly predicted students' STEM career motivation, whereas perceiving demographic similarity to role models played a more limited role. Perceiving similar academic efforts to role models seemed to be especially important for motivating students from marginalized gender and racial/ethnic groups in STEM. Findings have important implications for how to leverage role models in college interventions designed to promote STEM motivation and career participation.</div></div><div><h3>Educational relevance and implications statement</h3><div>Though role models have been shown to be powerful tools in shaping motivation in many science, technology, engineering, and math (STEM) disciplines, not all STEM role models are equally powerful motivators to college students. Our results suggest that role models perceived as academically similar (i.e., in terms of academic abilities, interests, or efforts) may positively support college students' competence-related beliefs and values for pursuing STEM careers. Students' gender and racial/ethnic background also shaped how they related to and felt motivated by STEM role models. Presenting students with role models who put forth similar academic efforts to students may be especially helpful in supporting motivation among students from historically marginalized gender and racial/ethnic groups in STEM.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"125 ","pages":"Article 102807"},"PeriodicalIF":9.0,"publicationDate":"2025-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145366133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mathematics motivation, achievement, and gender inequality in social intuitions: Unpacking gender differences in STEM career expectations across 75 societies","authors":"Wei Wu ,&nbsp;Yanan Zhang","doi":"10.1016/j.lindif.2025.102815","DOIUrl":"10.1016/j.lindif.2025.102815","url":null,"abstract":"<div><div>Gender disparities in STEM career expectations emerge early and remain persistent worldwide. Drawing on PISA 2022 data from 75 societies (<em>N</em> = 578,627), this study examines how mathematics-related motivation and achievement interact with gender inequality in social institutions. Results indicate that males consistently report higher STEM career expectations than females. Intrinsic value in mathematics widens the gender gap, whereas academic achievement exerts a powerful equalizing effect that, at high levels, allows females to surpass males. Greater gender inequality in social institutions is linked to higher overall STEM expectations but simultaneously amplifies gender gaps. The equalizing effect of achievement is intensified in contexts of stronger family discrimination and restricted civil liberties but weakened when physical integrity is constrained. Conversely, the gap-widening effect of intrinsic value is attenuated under limited access to resources. Findings underscore the need for gender-responsive educational policies that address both individual processes and institutional conditions.</div></div><div><h3>Educational impact and implications statement</h3><div>This study demonstrates that mathematics-related motivation and achievement interact with gender inequality in social institutions to shape adolescents' STEM career expectations. While intrinsic value tends to widen gender gaps, high levels of academic achievement can act as an equalizer, underscoring the importance of supporting female students' achievement pathways. The moderating role of gender inequality in social institutions indicates that classroom interventions alone are insufficient; broader societal efforts to reduce restrictions on physical integrity are also essential to advance gender equity in STEM career expectations. The weakening of motivational effects under limited resources and assets highlights the need to ensure equitable access to STEM career opportunities. Together, these insights call for gender-responsive strategies and policies that enhance academic achievement, address structural barriers, and foster inclusive environments that encourage both female and male students to pursue STEM careers.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102815"},"PeriodicalIF":9.0,"publicationDate":"2025-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The developmental interplay between household chaos and educational achievement from age 9 through 16 years: A genetically sensitive study","authors":"Sophie von Stumm ,&nbsp;Alexandra Starr ,&nbsp;Ivan Voronin ,&nbsp;Margherita Malanchini","doi":"10.1016/j.lindif.2025.102811","DOIUrl":"10.1016/j.lindif.2025.102811","url":null,"abstract":"<div><div>We tested whether associations between household chaos, which refers to confusion and disorganisation in family homes, and educational achievement are confounded by genetics and family socioeconomic status (SES). We modelled the developmental interplay between chaos and achievement, including their reverse association (i.e., achievement → chaos), and its aetiology in up to 7591 twin pairs (49 % female), who were born in the mid-90s in the UK and assessed at age 9, 12, and 16 years. Associations between household chaos and educational achievement were consistently negative, bidirectional, and of small effect sizes across ages. These associations were best explained by genetic and environmental confounding. Family SES accounted for most of the confounding in the predictions from achievement to chaos; for the reverse, environments shared within families but distinct from SES were implied. Our findings suggest that long-term associations between children's experiences of household chaos and educational achievement are modest and non-causal.</div></div><div><h3>Educational relevance and implications statement</h3><div>Children's differences in educational achievement are evident from the first day of school. Understanding why children differ in educational achievement is key to improving their life chances. Here, we tested if a specific characteristic of children's rearing environment – the level of chaos that they experience in their family homes – predicted their educational achievement. We found that chaos and achievement were linked in both directions: Chaos influenced achievement, and achievement influenced chaos. However, these bidirectional influences did not reflect causal mechanisms. Instead, children's differences in the experience of chaos and educational achievement appear to have the same origin. Our study suggests that changing children's experience of chaos is unlikely to help better their educational achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102811"},"PeriodicalIF":9.0,"publicationDate":"2025-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions","authors":"Peter A. Edelsbrunner ,&nbsp;Leonard Tetzlaff ,&nbsp;Katharina M. Bach ,&nbsp;Denis Dumas ,&nbsp;Sarah I. Hofer ,&nbsp;Carmen Köhler ,&nbsp;Zoya Kozlova ,&nbsp;Julia Moeller ,&nbsp;Frank Reinhold ,&nbsp;Garrett J. Roberts ,&nbsp;Marie-Ann Sengewald ,&nbsp;Sarah Bichler","doi":"10.1016/j.lindif.2025.102812","DOIUrl":"10.1016/j.lindif.2025.102812","url":null,"abstract":"<div><div>Research on aptitude-treatment interactions and the differential effectiveness of educational interventions faces statistical challenges that may contribute to sparse findings and unclear replicability. These challenges include the presence of nonlinear-, floor-, or ceiling effects, underpowered samples, and the multivariate nature of learner aptitudes. Linear regression, which prevails as the typical statistical approach in this research area, lacks the flexibility to meet these challenges. As alternatives, we present three statistical approaches: (1) Additive regression models to capture and control nonlinear or floor/ceiling effects, (2) Bayesian multilevel modeling, which can improve statistical power and allows for more complex models, and (3) clustering multivariate constellations of learner aptitudes via latent profile analysis. We demonstrate these three approaches on a motivating dataset from a scientific reasoning training, discussing their relative (dis-)advantages and how these and further models may aid research into differential effectiveness across different research topics and designs.</div></div><div><h3>Educational relevance statement</h3><div>In educational interventions, researchers and practitioners are often interested in knowing for whom an intervention works best or worst. We present three statistical models that can help examine this question and overcome issues that have long bugged this field. We discuss how these approaches can help research across multiple areas, for example to examine the effects of educational technologies (augmented &amp; virtual reality).</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102812"},"PeriodicalIF":9.0,"publicationDate":"2025-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145333095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The future of personalized learning with AI","authors":"Jan L. Plass,&nbsp;Fabian Froehlich","doi":"10.1016/j.lindif.2025.102813","DOIUrl":"10.1016/j.lindif.2025.102813","url":null,"abstract":"<div><div>Personalized learning has the potential to enhance learning outcomes but faces challenges such as problems measuring learning variables, the lack of theoretical guidance for interventions based on these variables, and ethical considerations. The availability of new AI tools, including generative AI based on large language models (LLMs), has resulted in claims that the problem of personalization has been solved. The goals of this paper are to provide a shared, systematic language for describing adaptivity, adaptability and personalization of learning environments; to broaden how we conceptualize personalization; to define the adaptation cycle; and to discuss which aspects of the cycle can be supported by AI. Also discussed are levels of AI integration, and a proposed architecture for AI-based personalized learning environments.</div></div><div><h3>Education relevance</h3><div>The personalization of learning, i.e., the accommodation of every person's individual needs during the learning process, has been a goal for educators and learning environment designers alike. However, achieving this goal has been a challenge as key aspects of the personalization cycle face challenges, such as the measurement of learning variables and the lack of theoretical guidance for interventions based on these variables. We also need to consider ethical considerations related to unintended consequences of personalization. In this paper, we aim to deepen the discourse about personalized learning by defining key terms, showing how to broaden current conceptualizations of personalization to include affect, motivation, and socio-cultural variables, and providing terminology for the adaptivity cycle that allows for a more conceptual clarity. We then discuss how AI can support personalization of learning, with a focus on applications beyond chatbots. We introduce levels of AI integration in personalization and discuss an architecture that may enable personalization of learning through generative AI.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102813"},"PeriodicalIF":9.0,"publicationDate":"2025-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145333072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Defining external regulation on standardized test instructions: A key variable for the academic success of students in the digital world","authors":"Shir Bach-Kay ,&nbsp;Maggie E. Toplak","doi":"10.1016/j.lindif.2025.102805","DOIUrl":"10.1016/j.lindif.2025.102805","url":null,"abstract":"<div><div>Determining the degree of external regulation by educators in the increasing digitalization of the school context is one of the most important issues we are facing in the future of students' learning. Educators must determine how to set up the learning environment and amount of direction provided to elicit their student's best performance. Standardized test assessments of cognitive abilities provide an important reference point for operationalizing how degree of examiner structure and direction during the administration of these tests may be related to individual differences in student performance. Our analysis of standardized instructions of several different measures of cognitive assessments illustrates how these assessments vary in their degree of external regulation, such as specifications of set up of physical environment, amount of instruction and feedback provided, examiner direction during administration and timing factors. Based on a coding scheme to identify and quantify these factors, we present a proof of concept by examining whether degree of external regulation may explain individual differences in test performance, particularly in at-risk learners such as child and youth with ADHD. Operationalizing what we have learned from years of refining instructions for standardized test administration can serve as a useful reference point for determining factors to optimize student learning within the digitalization of learning environments.</div></div><div><h3>Educational relevance statement</h3><div>This paper discusses the importance of the environment (more specifically, the testing environment) for students' success, particularly at-risk learners such as students with ADHD. To illustrate how environmental structure can impact student performance, instructions for standardized test assessments of cognitive skills were used to show how environmental structure can be operationalized in learning environments. Standardized test assessments of cognitive abilities provide an important reference point for operationalizing how degree of examiner structure and direction during the administration of these tests is related to individual differences in student performance. In this paper, we surveyed the instructions of some of the most common standardized assessments of cognitive abilities (intelligence and executive function tasks) to operationalize the types and degree of structure provided as part of the instructions and administration of these tests. Then, we identified illustrative studies to demonstrate how the nature and amount of examiner direction may explain individual differences in test performance, particularly in at-risk learners such as students with ADHD. Finally, the relevance for at-risk learners in online learning environments is discussed, given that this environment may be particularly challenging for educators to control and regulate to optimize learners' success.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102805"},"PeriodicalIF":9.0,"publicationDate":"2025-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parental response to failure, teachers' goal-oriented instructional practices, and chinese adolescents' mastery motivation in math learning: A longitudinal multilevel examination","authors":"Tong Zhou ,&nbsp;Xi Chen ,&nbsp;Jingyao Bai ,&nbsp;Hongyu Fan ,&nbsp;Junsheng Liu","doi":"10.1016/j.lindif.2025.102810","DOIUrl":"10.1016/j.lindif.2025.102810","url":null,"abstract":"<div><div>This two-wave longitudinal study examined the unique and interactive effects of parents' and teachers' practices on Chinese adolescents' mastery motivation. Participants included 2093 middle school students (<em>M</em> _age = 14.01 years, <em>SD</em> = 0.71), their parents, and mathematics teachers. Data were collected via self-report questionnaires completed by parents, teachers and adolescents over six months. Multilevel modeling showed that parental person responses to failure negatively predicted adolescents' persistence at T2, while process responses had a positive effect. For negative reactions to failure, maternal person responses positively predicted negative reactions to failure only in classrooms with high levels of teacher's mastery-oriented practices. No such effect appeared in classrooms with low levels of these practices. Additionally, paternal person responses positively predicted adolescents' negative reactions to failure, whereas paternal process responses negatively predicted adolescents' negative reactions to failure. The implications of the results for parents' and teachers' practices on facilitating adolescents' math learning are discussed.</div></div><div><h3>Educational relevance statement</h3><div>This study provides new insights into the combined impact of parental and teacher practices on the development of adolescents' mastery motivation when they encounter setbacks in math learning. Using longitudinal multilevel approach, findings indicate that parental process responses foster persistence in adolescents, whereas person responses diminish their persistence when faced with failure. Additionally, when teachers focus on mastery-oriented practices in schools, but mothers emphasize person response at home, adolescents are more likely to have negative reactions to failure. Notably, only maternal person response was found to interact with teacher practices, while paternal responses showed consistent effects on adolescents' mastery motivation regardless of teacher practices. These results suggest that school-based interventions should actively involve both parents. For mothers, it is important to enhance the alignment between their practices at home with classroom practices. For fathers, it is important to improve their awareness of their influential role in adolescents' academic socialization. Encouraging consistent use of process responses across home and school may be key to fostering adolescents' resilience and motivation in the face of academic setbacks.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102810"},"PeriodicalIF":9.0,"publicationDate":"2025-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tracking self-regulated learning in action: How individual differences shape positive and negative regulation across three types of tasks","authors":"Ernesto Panadero ,&nbsp;Alazne Fernández-Ortube ,&nbsp;David Zamorano ,&nbsp;Leire Pinedo ,&nbsp;Iván Sánchez-Iglesias ,&nbsp;Lucía Barrenetxea-Mínguez","doi":"10.1016/j.lindif.2025.102808","DOIUrl":"10.1016/j.lindif.2025.102808","url":null,"abstract":"<div><div>Self-regulated learning (SRL) is essential for academic success yet few studies have explored how individual-level variables (e.g., prior academic achievement, self-reported SRL skills) relate to both adaptive (positive) and maladaptive (negative) SRL behaviors across different types of tasks. This study investigated the extent to which self-reported SRL skills and prior academic achievement predict both positive and negative SRL behaviors captured through think-aloud protocols, as well as task performance, across three cognitively distinct academic tasks (reading, oral analysis, and written analysis) within a repeated-measures design. Results showed that higher self-reported positive SRL and prior academic achievement predicted greater use of positive SRL strategies and better performance, whereas negative SRL behaviors appeared more sensitive to task demands than to individual traits. These findings highlight the value of distinguishing between positive and negative SRL and of integrating self-report and process data to better understand the dynamics of SRL and inform targeted educational interventions.</div></div><div><h3>Educational relevance statement</h3><div>This paper is educationally relevant because it shows that learning strategies should adapt to different tasks and stages providing evidence that self-regulated learning is context-dependent and dynamic, varying across tasks and individuals. Its findings inform the design of more responsive pedagogical interventions and valid assessment tools that capture students’ regulation processes in real learning contexts, emphasizing the role of prior achievement and strategy use in adaptive regulation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102808"},"PeriodicalIF":9.0,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145268316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tailoring interleaved practice: Does adaptive sequencing boost the interleaving effect?","authors":"Lea Nemeth ,&nbsp;Johannes Osterberg ,&nbsp;Frank Lipowsky","doi":"10.1016/j.lindif.2025.102804","DOIUrl":"10.1016/j.lindif.2025.102804","url":null,"abstract":"<div><div>Adaptive learning tailors instruction to learners' needs. An open question is whether potential benefits for learning also apply to adapting the sequencing of study materials. Interleaving exemplars benefits learning by fostering discriminative contrast between categories. Therefore, adapting the sequence in interleaved practice to individual learners' specific confusion patterns could boost its benefits. To test this assumption, 259 participants learned to classify paintings by six artists under blocked, random interleaved, or adaptive interleaved schedules. Blocking produced better performance and higher category learning judgments (CLJs) during study. Both interleaving conditions yielded better learning outcomes immediately and after a delay, though not higher post-study CLJs. No significant differences emerged between random and adaptive interleaving. The benefit of both interleaved conditions was independent of working memory capacity. Adaptive interleaving increased transitions between similar styles but did not reduce confusion errors. These results suggest that adaptive sequencing may not provide additional benefits beyond random interleaving.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102804"},"PeriodicalIF":9.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What matters for students' social and emotional skills: The associations with student, parent, and teacher growth mindsets?","authors":"Jing Zhang ,&nbsp;Hansheng Zhang ,&nbsp;Kaiyue Shang ,&nbsp;Zhongjing Huang","doi":"10.1016/j.lindif.2025.102799","DOIUrl":"10.1016/j.lindif.2025.102799","url":null,"abstract":"<div><div>Students' social and emotional skills are related to one's success in life. However, the association between students', parents', and teachers' mindsets and these skills remains underexplored. Our study utilizes data from 7268 Chinese adolescents aged 10 and 15 from the OECD Survey on Social and Emotional Skills, analyzing the relationship between mindsets and skills acquisition. The findings reveal that students' own mindsets are associated with their social and emotional skills, and that the mindsets of parents and teachers are also related to these skills. Practical implications are discussed, along with some insights into future education of social and emotional skills.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102799"},"PeriodicalIF":9.0,"publicationDate":"2025-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145159640","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}