Learning and Individual Differences最新文献

{"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}

{"title":"Digital reading and what makes it hard for whom: Individual differences in learning from digital texts","authors":"Eliane Segers ,&nbsp;Byeong-Young Cho ,&nbsp;Johannes Naumann","doi":"10.1016/j.lindif.2025.102801","DOIUrl":"10.1016/j.lindif.2025.102801","url":null,"abstract":"<div><div>We introduce a special issue on digital reading that focuses on examining the roles and contributions of reader individual differences in learning from digital texts. In this introduction, we explain how reading of digital texts can be viewed from different angles. A first angle is that of the text, which is often the dichotomized between print (e.g., paper) versus digital (e.g., computer screen). Specific elements of digital texts (e.g., interactivity, hypertextuality, multimodality, uncertainty) pose additional questions. Second is the reader, and individual differences among readers. The third angle regards task variables. Together, these three shape the processing of digital texts, which is the fourth angle in reading digital texts. We argue that the science of reading needs to expand to include the science of digital reading, as not all that is known from paper reading can be transferred one-on-one to digital reading. Digital text with all its opportunities and challenges will presumably stay. And while the forms may change (e.g., social networks or microblogs were not present 15 years ago), the main challenges associated with cognitive and affective processing, namely integration and evaluation, stay the same. We conclude that it is imperative that we systematically advance our knowledge of which individual difference factors make it harder or easier for students to cope with these challenges and benefit from the opportunities, also in light of seeing which might be more (e.g., epistemic beliefs, reading skills and strategies), or less (e.g., working memory capacity) educationally malleable.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102801"},"PeriodicalIF":9.0,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145424791","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":"Exploring latent writing profiles and their connection to intervention responsiveness","authors":"Seohyeon Choi ,&nbsp;Emily A. Reno ,&nbsp;Jechun An ,&nbsp;Emma Shanahan ,&nbsp;Erica Lembke ,&nbsp;Kristen L. McMaster","doi":"10.1016/j.lindif.2025.102790","DOIUrl":"10.1016/j.lindif.2025.102790","url":null,"abstract":"<div><div>We investigated whether elementary students identified as needing intensive early writing interventions exhibit distinct writing profiles based on key writing dimensions—accuracy, productivity, and quality/complexity. We also explored whether the effects of writing support within a Data-Based Individualization (DBI) framework differed by students' writing profile membership. Latent profile analysis conducted on a sample of students (<em>N</em> = 289) with intensive early writing needs—approximately half of whom received DBI support, while the rest received business-as-usual writing instruction—identified three distinct profiles. These profiles varied in the specificity and severity of needs across the writing dimensions. Mixed-effects modeling revealed that students' profile membership did not moderate the impact of DBI on post-intervention writing outcomes. We discuss these findings in relation to theoretical and methodological implications for better understanding and examining young students struggling with beginning writing, as well as practical implications for instructional and assessment practices.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102790"},"PeriodicalIF":9.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145110047","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":"Individual differences in language learning and teaching: Growing pains at the theory-methods interface","authors":"Yasser Teimouri ,&nbsp;Ekaterina Sudina ,&nbsp;Luke Plonsky","doi":"10.1016/j.lindif.2025.102786","DOIUrl":"10.1016/j.lindif.2025.102786","url":null,"abstract":"<div><div>The role of individual differences (IDs) in second language acquisition (SLA) is well established, with two dedicated journals, a biannual conference, book series, handbooks, and a professional organization all focused on this area. However, these structural and visible signs of growth may present an overly optimistic view of the domain's maturity. As we argue in this paper, a closer look at IDs in SLA reveals significant concerns in theory, methods, and their interface, with construct validity emerging as a critical issue. Despite a large body of empirical research, relatively few IDs have been sufficiently theorized or rigorously validated, leading to exploratory analyses, susceptibility to HARKing, and other questionable research practices (see Hiver &amp; Al-Hoorie, 2020; Isbell et al., 2022). Methodologically, while recent efforts at scale validation (e.g., Botes et al., 2021; Teimouri, 2018) are commendable, a lack of systematic validation and insufficient attention to construct clarity undermine the field's theoretical robustness and empirical reliability (Papi &amp; Teimouri, 2024; Sudina, 2021, 2023a). Furthermore, as shown in other domains of SLA (e.g., Plonsky, 2023), research on IDs often overlooks understudied and underserved populations, limiting both its generalizability and social utility. This paper addresses these critical issues and their impact on the field's contributions to theory and practice, offering specific, actionable recommendations to guide future research.</div></div><div><h3><em>Educational relevance</em></h3><div>This study highlights the critical importance of construct validity in Individual Differences (IDs) research within Second Language Acquisition (SLA). We argue that failing to validate constructs rigorously leads to theoretical ambiguities, unreliable findings, and misleading conclusions. In addition, replicating studies without ensuring construct validity risks reinforcing conceptual flaws rather than advancing scientific knowledge. By prioritizing construct validation in SLA, educators, researchers, and policymakers can rely on more accurate assessments of learner differences, leading to better-informed language learning interventions and teaching strategies.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102786"},"PeriodicalIF":9.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109503","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":"Enhancing argumentative writing with data-driven learning: Exploring developmental trajectories and learner profiles","authors":"Wenjuan Qin,&nbsp;Weiran Wang,&nbsp;Yongyan Zheng","doi":"10.1016/j.lindif.2025.102800","DOIUrl":"10.1016/j.lindif.2025.102800","url":null,"abstract":"<div><div>This study examines the effectiveness of a data-driven learning (DDL) intervention in enhancing EFL learners' argumentative writing skills. The research has two primary objectives: 1) to examine developmental trajectories of EFL learners' argumentative writing at lexical, syntactic, and organizational levels; 2) to identify distinct learner profiles that emerge based on the development of these linguistic measures. 199 EFL students participated in seven iterative cycles of argumentative writing assignments, followed by corpus-based analysis and personalized feedback. Results revealed diverse developmental paths across three linguistic levels. Three distinct learner profiles emerged: high-performing formal language users, functional language adventurers, and low-performing formal and functional language users. The findings highlight the dynamic, non-linear nature of language development and underscore the need for personalized instructional strategies and sustained support for higher-order writing skills. This study bridges research and practice gaps through an innovative researcher-practitioner partnership, providing valuable insights for optimizing DDL interventions in language education.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102800"},"PeriodicalIF":9.0,"publicationDate":"2025-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145120054","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":"Individual differences in learning from digital texts: What do we know and where do we go from here?","authors":"Kate Cain","doi":"10.1016/j.lindif.2025.102803","DOIUrl":"10.1016/j.lindif.2025.102803","url":null,"abstract":"<div><div>Digital reading has become integral in our education, recreational reading, and professional lives. The papers in this special issue explore individual differences in how readers understand, process, and learn from digital texts across different age groups and tasks. This commentary summarises study findings about the similarities in processing information presented on paper and on screen, and the unique challenges that arise through the content and activities that are a focus of digital reading, such as internet-based search and learning. I conclude with recommendations for future research to elucidate how reader characteristics and experience interact with digital reading tasks and texts to influence comprehension and learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102803"},"PeriodicalIF":9.0,"publicationDate":"2025-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107699","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}