Learning and Individual Differences最新文献

This study investigated whether linguistic proficiencies in students' first language (L1)— Spanish—and English (L2) moderated the response to intensive reading intervention for sixth- and seventh-grade multilingual learners (MLs) with reading difficulties. We used confirmatory factor analysis to estimate proficiency scores in English and Spanish using measures of expressive and receptive vocabulary, syntax, and grammar. We then used latent variable moderated structural equation modeling to evaluate how proficiency in English and Spanish moderated the effect of treatment on students' reading outcomes in response to intervention. Two important findings occurred. First, the overall linguistic proficiencies of the sample were below average, suggesting the prevalence of low L1 and L2 may be high among the population of middle gradeMLs with reading difficulties. Second, we observed only one significant moderation effect: the effect of treatment on students' letter and word recognition was statistically significantly higher for students with higher English proficiency.

The renaming of expectancy-value theory (EVT) to situated expectancy-value theory (SEVT) highlights researchers' recognition that culture and context are fundamental to understanding students' motivation. Much of the work on SEVT, however, has taken a variable-centered approach. Despite the growth of studies using SEVT, researchers have seldom examined differences in the configurations of expectancy-value beliefs of students from different cultural contexts. We aimed to examine cross-cultural similarities and differences in the configurations of expectancy and value beliefs. Data were from Western (N = 42,182; Australia, New Zealand, UK, and USA) and Eastern (N = 41,488; Hong Kong, Macau, Mainland China, and Taipei, Japan, Korea) cultures. Multigroup latent profile analysis identified four profiles in each culture, categorizing students into high, moderate, low, and very low expectancy-value groups. Results revealed both cross-cultural similarities (same number of profiles, means of expectancy and value for three out of four profiles) and differences (within-profile differences, profile sizes, and associations of profiles with predictors and outcomes). The findings emphasize importance of taking culture into account when exploring students' motivation across diverse contexts.

Students often face decisions between academic and leisure activities, especially when they have academic activities that need to be completed but are disturbed by leisure activities at the same time. The relative strength of study and leisure values has been theorized to be related to students' decisions in study-leisure conflicts, yet previous studies have focused mainly on the role of the absolute strength of study or leisure values. This study aims to test the relationship between the relative strength of study and leisure values and early adolescent students' decisions in study-leisure conflicts and systematically consider multiple value components defined in expectancy-value theory. Data were collected from 2564 Chinese seventh graders and analysed by latent difference score modelling. The results showed that students with higher study interest value, higher study attainment value, higher study utility value, or lower study cost relative to leisure value components tended to choose academic activities in study-leisure conflicts. Moreover, when considering the four value components simultaneously, the relative strength of study and leisure attainment values had the strongest effect on decisions in study-leisure conflicts. These findings provide a new perspective and new evidence for the relationship between students' study and leisure values and decisions in study-leisure conflicts.

This paper introduces a theory-driven trigger regulation framework for advancing multimodal analytical approaches to research about self-regulated learning. Events and/or situations that may inhibit learning processes and, thus, require regulatory responses are defined as trigger events. Empirically identifying trigger signals in multimodal data as markers for the regulation of cognition, motivation, emotion, and behavior has great potential for advancing the field. We propose a trigger regulation framework and explain how it can be leveraged in multimodal research for detecting trigger signals focusing analysis on meaningful regulatory responses. This conceptual framework offers potential to guide methodological and analytical advances in research to examine the situated nature of regulatory responses and within-person individual differences in SRL as they play out during complex task work and teamwork.

Educational relevance and implications statement

The trigger regulation framework contributes to advancing multimodal approaches to the study of SRL. It presents a theory driven analytical approach for detecting, modeling, and interpreting adaptive and maladaptive regulation during individual or collaborative work. Grounding analytical approaches to multimodal data analysis in this framework has potential to increase the quality and accuracy of research findings and interpretations and inform the development of interventions and AI systems.

This study adopted a person-centered method to investigate the latent profiles of students' cognitive appraisals based on control-value theory, providing a picture of their academic emotional landscape. Students' appraisal profiles regarding academic emotions were also compared. The data were collected from 1762 students (50.7 % male; M_age = 13.88, SD = 0.84) in 68 mathematics classrooms across 11 secondary schools in Jiangsu, China. Latent profile analysis identified four patterns based on academic control and value: extrinsic value orientation (4.9 %) and low (13.4 %), medium (41.3 %), and high appraisal profiles (40.4 %). Students in the high appraisal profile showed the highest level of positive emotions and the lowest level of negative emotions, followed by those with the medium appraisal profile. Those in the extrinsic value orientation profile, however, displayed the lowest level of positive emotions and the highest level of negative emotions. The four profiles also showed significant correlations with the students' background characteristics.

Educational relevance statement

This study aims to explore possible subgroups of control and value appraisals and their relationships with academic emotions in mathematics classrooms. This study suggests that students in the high appraisal profile (i.e., high academic control and value) tend to report high levels of positive emotions and low levels of negative emotions, followed by students in the medium profile (i.e., medium academic control and value). Additionally, students in the extrinsic value orientation profile (i.e., high extrinsic value but low academic control and intrinsic value) performed worse than the students in other three appraisal profiles both emotionally and academically. Therefore, it is crucial to foster students' competence beliefs and intrinsic value in mathematics to enhance their positive learning experiences.

Research indicates that, on average, students' intrinsic value in language arts declines throughout school. According to situated expectancy-value theory, however, not all students follow the same developmental trajectory. This study examined interindividual differences in this development from Grades 5–7 using growth mixture modelling (N = 1325 German students). We further studied how gender, socioeconomic status, prior achievement, and classroom climate predicted trajectory class membership. We identified five intrinsic value trajectory classes, with most, but not all, students best classified into a declining class. Classes' initial value levels differed. Girls were more likely than boys to be grouped into a trajectory class characterized by a high or moderate initial value that slightly decreased, as were students who perceived their classroom climate as more positive. Class membership was associated with subsequent achievement. Our findings underscore the necessity for educators and researchers to recognize intrinsic value heterogeneity within classrooms.

The importance of students' goal pursuit is well documented, yet little is known about how motivations of significant peers relate to students' individual goals. Accordingly, we investigated relationships between student's perceptions of peers' goals, peers' reported goals, and individual achievement goals of 472 Israeli high-school students in 26 classrooms. Both goals of the social peer-group (i.e., group of classmates a student spends much time with), and all classmates' goals were related to individual goals. Individual mastery goals had stronger links with social peer-group's mastery goals than with all classmates' mastery goals. Perceived peer goals were significantly related to individual goals after accounting for classmates' and social group's goals, suggesting that both perceived and actual reports are informative, likely targeting different processes of peer-group influence. Simultaneous examination of all classmates' and of particular social groups' goals suggests that focusing on certain groups rather than the entire classroom is beneficial when promoting mastery.

Much research has investigated students' metacognitive growth focusing on their metacognitive knowledge and metacognitive strategies as individual differences in learning to write in a second/foreign language (L2). Yet to date, changes in metacognitive experiences when learning to write, a subcategory of metacognition, have been insufficiently scrutinized. To bridge this gap, we employed a mixed-methods approach to examine learners' development in English as a foreign language (EFL), capturing their metacognitive experiences longitudinally. Specifically, we investigated the changes in 390 EFL learners' metacognitive experiences in writing and their writing development over one semester. A questionnaire was used to measure these learners' metacognitive experiences over two writing tasks, capturing metacognitive judgments, metacognitive feelings, online task-specific metacognitive knowledge, and online task-specific metacognitive strategies. We selected 12 participants for follow-up semi-structured interviews. We processed the quantitative data using Latent Profile Analysis (LPA) to identify these EFL learners' metacognitive experience profiles. Findings of LPA using Mplus 8.3 revealed two metacognitive experiences profiles, characterized by intensive and less intensive metacognitive experiences. Further quantitative analysis using paired samples t-tests in SPSS 24.0 indicated that EFL learners' metacognitive experiences changed in alignment with their writing development in terms of lexical complexity, syntactic complexity, fluency, and overall writing scores. Qualitative findings from thematic analysis using NVivo 12 identified two factors affecting the changes in EFL learners' metacognitive experiences, including their involvement in writing and development in linguistic competence. As is evident, the quantitative and qualitative findings point to a more nuanced and precise understanding of the changes in these EFL learners' metacognitive experiences in learning to write.

The expectancy-value theory (EVT) explains the relationship between reading achievement and expectancy-value factors (i.e., self-concept and task value). As an extension of EVT, the situated expectancy-value theory (SEVT) emphasizes the influence of situational context. Adopting a multi-level modeling approach and drawing on Hofstede's (2011) Cultural Dimensions Theory, we investigated the relationship between SEVT factors (i.e., reading enjoyment and self-concept) and reading achievement using the PISA 2018 dataset. We focused on the moderation effects of six cultural dimensions (e.g., collectivism-individualism) on the relationship between reading enjoyment, self-concept, and reading achievement, along with socioeconomics factors (i.e., country income inequality, country affluence) as country-level covariates. Our findings confirm that (1) there is a positive relationship between the expectancy-value factors and reading achievement and (2) reading self-concept but not enjoyment is a stronger predictor of reading achievement in countries that highly value individualism, egalitarianism, and short-term orientation. Besides, reading enjoyment is more strongly linked to reading achievement in wealthy countries.

Educational relevance statement

The findings of this study have important implications for teaching and educational policy-making. Since self-concept and enjoyment strongly correlate with reading achievement, the intervention in students' reading enjoyment and self-concept should be an important consideration in reading classes. In addition, the strength of the association between expectancy-value factors and reading achievement depends on the cultural and socioeconomic characteristics. While it is difficult to change a country's cultural norms and socioeconomic situation fundamentally, reforms can be made to create a school and family environment that affords the motivation “seeds” to grow. Particularly, policymakers need to consider how to promote egalitarianism, respect personal goal pursuit and autonomy, emphasize both long-term and short-term goals during teaching and learning. Finally, in developing countries, boosting education investment can provide additional resources to foster the literacy development of students with a passion for reading, ultimately enhancing their reading achievement.