Pub Date : 2025-12-01Epub Date: 2025-09-27DOI: 10.1016/j.lindif.2025.102804
Lea Nemeth , Johannes Osterberg , Frank Lipowsky
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.
{"title":"Tailoring interleaved practice: Does adaptive sequencing boost the interleaving effect?","authors":"Lea Nemeth , Johannes Osterberg , 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":"2025-12-01","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}
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.
Educational relevance statement
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.
{"title":"Tracking self-regulated learning in action: How individual differences shape positive and negative regulation across three types of tasks","authors":"Ernesto Panadero , Alazne Fernández-Ortube , David Zamorano , Leire Pinedo , Iván Sánchez-Iglesias , 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":"2025-12-01","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}
Pub Date : 2025-12-01Epub Date: 2025-09-15DOI: 10.1016/j.lindif.2025.102785
Ton de Jong , Martha Georgiou , Hasan Ozgur Kapici , Martin Schwichow , Talitha Christine Visser
This paper explores how principles drawn from direct instruction can inform the design of inquiry-based instruction, moving beyond traditional debates that pit one method against the other. Inquiry-based instruction encourages students to infer and construct knowledge through activities such as hypothesis generation, experimentation, data analysis, and drawing conclusions, while direct instruction involves explicit guidance, modeling, and structured practice, so as to minimize errors. Both methods have unique strengths: inquiry-based instruction fosters conceptual understanding and higher-order thinking, while direct instruction ensures mastery of foundational skills such as problem solving. Recent work has tried combinations of these approaches, using designs where inquiry cycles are supported by just-in-time direct instruction or alternating methods to try to optimize learning; this paper presents another approach and attempts to apply direct instruction principles within guided inquiry learning. Examples from disciplines such as mathematics, biology, chemistry, and physics as presented within the Go-Lab ecosystem illustrate how blending these methods can support students' active engagement while ensuring robust knowledge development.
{"title":"Why not have the best of both worlds? How to use direct instruction principles in inquiry-based instructional design","authors":"Ton de Jong , Martha Georgiou , Hasan Ozgur Kapici , Martin Schwichow , Talitha Christine Visser","doi":"10.1016/j.lindif.2025.102785","DOIUrl":"10.1016/j.lindif.2025.102785","url":null,"abstract":"<div><div>This paper explores how principles drawn from direct instruction can inform the design of inquiry-based instruction, moving beyond traditional debates that pit one method against the other. Inquiry-based instruction encourages students to infer and construct knowledge through activities such as hypothesis generation, experimentation, data analysis, and drawing conclusions, while direct instruction involves explicit guidance, modeling, and structured practice, so as to minimize errors. Both methods have unique strengths: inquiry-based instruction fosters conceptual understanding and higher-order thinking, while direct instruction ensures mastery of foundational skills such as problem solving. Recent work has tried combinations of these approaches, using designs where inquiry cycles are supported by just-in-time direct instruction or alternating methods to try to optimize learning; this paper presents another approach and attempts to apply direct instruction principles within guided inquiry learning. Examples from disciplines such as mathematics, biology, chemistry, and physics as presented within the Go-Lab ecosystem illustrate how blending these methods can support students' active engagement while ensuring robust knowledge development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102785"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060752","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}
Pub Date : 2025-12-01Epub Date: 2025-09-11DOI: 10.1016/j.lindif.2025.102782
Marvin Fendt, Xenia Muth, Peter Adriaan Edelsbrunner
Critical evaluation of source credibility is essential in today’s digital landscape but often requires explicit instruction. Our meta-analysis synthesizes findings from 64 controlled experimental studies to assess the effectiveness of four different intervention approaches (i.e., historical thinking, multiple document literacy, sourcing, and lateral reading) to foster source credibility assessment. Source credibility assessment interventions were overall effective (), with lateral reading showing the largest effects. We found considerable heterogeneity (95% Prediction Interval [−0.33, 1.17]), indicating that expected effect sizes in a random study from among the population of studies reviewed range from small negative to large positive effects. Greater effects were observed with graduated participants compared to other educational backgrounds, as well as in university and school settings, regardless of age and gender composition. Additionally, interventions that used the open Internet demonstrated enhanced effectiveness. We conclude that (1) lateral reading is particularly suited to the digital information landscape, (2) repeated practice may enhance intervention effectiveness, and (3) ecological validity is highly important for intervention effectiveness.
{"title":"Judging a text by its author — A meta-analysis of interventions to foster source credibility assessment","authors":"Marvin Fendt, Xenia Muth, Peter Adriaan Edelsbrunner","doi":"10.1016/j.lindif.2025.102782","DOIUrl":"10.1016/j.lindif.2025.102782","url":null,"abstract":"<div><div>Critical evaluation of source credibility is essential in today’s digital landscape but often requires explicit instruction. Our meta-analysis synthesizes findings from 64 controlled experimental studies to assess the effectiveness of four different intervention approaches (i.e., historical thinking, multiple document literacy, sourcing, and lateral reading) to foster source credibility assessment. Source credibility assessment interventions were overall effective (<span><math><mrow><mi>g</mi><mo>=</mo><mn>0</mn><mo>.</mo><mn>42</mn><mo>,</mo><mi>p</mi><mo><</mo><mo>.</mo><mn>001</mn></mrow></math></span>), with lateral reading showing the largest effects. We found considerable heterogeneity (95% Prediction Interval [−0.33, 1.17]), indicating that expected effect sizes in a random study from among the population of studies reviewed range from small negative to large positive effects. Greater effects were observed with graduated participants compared to other educational backgrounds, as well as in university and school settings, regardless of age and gender composition. Additionally, interventions that used the open Internet demonstrated enhanced effectiveness. We conclude that (1) lateral reading is particularly suited to the digital information landscape, (2) repeated practice may enhance intervention effectiveness, and (3) ecological validity is highly important for intervention effectiveness.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102782"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050463","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}
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.
{"title":"What matters for students' social and emotional skills: The associations with student, parent, and teacher growth mindsets?","authors":"Jing Zhang , Hansheng Zhang , Kaiyue Shang , 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":"2025-12-01","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}
Pub Date : 2025-12-01Epub Date: 2025-09-18DOI: 10.1016/j.lindif.2025.102787
Cheyeon Ha , Sophia H.J. Hwang , Rebecca Baelen , Anabela C. Santos , Dana Murano , Johari Harris , Paul Goren , Kimberly A. Schonert-Reichl
As articulated in the United Nations Sustainable Development Goal (SDG), achieving inclusive and equitable quality education is a global imperative (United Nations, 2015, 2025), and inclusive approaches such as social and emotional learning (SEL) represent a vital pathway toward realizing this vision in future education. However, there is still a shortage of empirical studies that examine the implementation of such learning support programs in K-12 schools to validate their intended outcomes. We emphasize the critical need of inclusive SEL in schools and propose ways that future educational approaches can more effectively foster the positive development of diverse learners. Specifically, we explored how inclusive SELthat integrates multicultural perspectives and emphasizes individual differences, can contribute to a paradigm shift in future education. Ultimately, we integrate theoretical perspectives to illustrate how these school-based SEL programs can contribute to methodological advancements and a deeper understanding of individual learning differences in future educational research.
{"title":"Suggestions for culturally inclusive learning: Integrating diversity in educational research and promoting inclusive social and emotional learning support for all","authors":"Cheyeon Ha , Sophia H.J. Hwang , Rebecca Baelen , Anabela C. Santos , Dana Murano , Johari Harris , Paul Goren , Kimberly A. Schonert-Reichl","doi":"10.1016/j.lindif.2025.102787","DOIUrl":"10.1016/j.lindif.2025.102787","url":null,"abstract":"<div><div>As articulated in the United Nations Sustainable Development Goal (SDG), achieving inclusive and equitable quality education is a global imperative (United Nations, 2015, 2025), and inclusive approaches such as social and emotional learning (SEL) represent a vital pathway toward realizing this vision in future education. However, there is still a shortage of empirical studies that examine the implementation of such learning support programs in K-12 schools to validate their intended outcomes. We emphasize the critical need of inclusive SEL in schools and propose ways that future educational approaches can more effectively foster the positive development of diverse learners. Specifically, we explored how inclusive SELthat integrates multicultural perspectives and emphasizes individual differences, can contribute to a paradigm shift in future education. Ultimately, we integrate theoretical perspectives to illustrate how these school-based SEL programs can contribute to methodological advancements and a deeper understanding of individual learning differences in future educational research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102787"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107698","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}
Pub Date : 2025-12-01Epub Date: 2025-09-18DOI: 10.1016/j.lindif.2025.102789
Haibo Zhang , George K. Georgiou , Rui Chen , Gai Zhao , Yuyin Ding , Yao Deng , Sha Tao
This study aimed to examine the cross-lagged relations between English phonological awareness (EPA), English rapid automatized naming (ERAN), and word reading among native Chinese-speaking children, and the cross-linguistic effects of Chinese phonological awareness (CPA) and Chinese rapid automatized naming (CRAN) on English reading. Participants were 132 Mandarin-speaking Chinese children from Grades 2 to 5 (70 boys, 62 girls; Mage = 9.32 years, SD = 1.07) who were followed for a year. At baseline (T1) and follow-up (T2), they were assessed on EPA, ERAN, and English word reading. At T1, they were also assessed on CPA and CRAN. Cross-lagged model analysis revealed that T1 English word reading predicted T2 EPA and ERAN. There were no cross-linguistic effects of CPA and CRAN on English word reading. These findings suggest that for native Chinese-speaking children, English metalinguistic skills are influenced by their English word reading abilities and not the opposite.
Educational relevance and implications statement
For children who do not have exposure to English at home prior to going to school and learning English, their metalinguistic skills do not develop in the same way as they do for native English speakers, where metalinguistic abilities typically precede reading development. Instead, their metalinguistic skills may be “delayed” and develop after reading. Additionally, the lack of cross-linguistic effects from Chinese metalinguistic cognition to English reading suggests the need for language-specific screening tools to accurately identify potential reading difficulties in bilingual contexts.
{"title":"Cross-lagged relations between phonological awareness, rapid automatized naming, and english word reading among native Chinese-speaking children","authors":"Haibo Zhang , George K. Georgiou , Rui Chen , Gai Zhao , Yuyin Ding , Yao Deng , Sha Tao","doi":"10.1016/j.lindif.2025.102789","DOIUrl":"10.1016/j.lindif.2025.102789","url":null,"abstract":"<div><div>This study aimed to examine the cross-lagged relations between English phonological awareness (EPA), English rapid automatized naming (ERAN), and word reading among native Chinese-speaking children, and the cross-linguistic effects of Chinese phonological awareness (CPA) and Chinese rapid automatized naming (CRAN) on English reading. Participants were 132 Mandarin-speaking Chinese children from Grades 2 to 5 (70 boys, 62 girls; <em>M</em><sub>age</sub> = 9.32 years, <em>SD</em> = 1.07) who were followed for a year. At baseline (T1) and follow-up (T2), they were assessed on EPA, ERAN, and English word reading. At T1, they were also assessed on CPA and CRAN. Cross-lagged model analysis revealed that T1 English word reading predicted T2 EPA and ERAN. There were no cross-linguistic effects of CPA and CRAN on English word reading. These findings suggest that for native Chinese-speaking children, English metalinguistic skills are influenced by their English word reading abilities and not the opposite.</div></div><div><h3>Educational relevance and implications statement</h3><div>For children who do not have exposure to English at home prior to going to school and learning English, their metalinguistic skills do not develop in the same way as they do for native English speakers, where metalinguistic abilities typically precede reading development. Instead, their metalinguistic skills may be “delayed” and develop after reading. Additionally, the lack of cross-linguistic effects from Chinese metalinguistic cognition to English reading suggests the need for language-specific screening tools to accurately identify potential reading difficulties in bilingual contexts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102789"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107701","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}
Pub Date : 2025-12-01Epub Date: 2025-09-12DOI: 10.1016/j.lindif.2025.102778
Emma J. Carpendale , Melissa J. Green , Sonia L.J. White , Kate E. Williams , Stacy Tzoumakis , Oliver J. Watkeys , Felicity Harris , Kirstie O'Hare , Kristin R. Laurens
This research examined the extent to which students' social-emotional skills during middle childhood (age ∼ 11 years) mediated longitudinal associations between literacy and numeracy skills measured at school entry (age ∼ 5 years) and early secondary school (age ∼ 12 years). Among 20,814 Australian students from the New South Wales Child Development Study, multi-level mediation analyses examined the indirect effect of Language and Cognitive skills (school-based; from Kindergarten teacher-report on the Australian Early Development Census) on reading and numeracy attainment (standardised scores from the Year 7 National Assessment Program–Literacy and Numeracy), through students' self-reported Self-Awareness and Self-Management (from the Middle Childhood Survey–Social-Emotional Learning in Year 6). Significant, partial mediation by Self-Awareness accounted for 37–40 % of the effect of early skills on later attainment, suggesting early skills may inform students' academic confidence, which then supports their achievement. Independent contributions of cognitive and social-emotional skills to achievement endorses formal teaching of both domains.
{"title":"Middle childhood social-emotional competencies mediate the effects of school-entry literacy and numeracy skills on secondary school reading and numeracy attainment","authors":"Emma J. Carpendale , Melissa J. Green , Sonia L.J. White , Kate E. Williams , Stacy Tzoumakis , Oliver J. Watkeys , Felicity Harris , Kirstie O'Hare , Kristin R. Laurens","doi":"10.1016/j.lindif.2025.102778","DOIUrl":"10.1016/j.lindif.2025.102778","url":null,"abstract":"<div><div>This research examined the extent to which students' social-emotional skills during middle childhood (age ∼ 11 years) mediated longitudinal associations between literacy and numeracy skills measured at school entry (age ∼ 5 years) and early secondary school (age ∼ 12 years). Among 20,814 Australian students from the <em>New South Wales Child Development Study</em>, multi-level mediation analyses examined the indirect effect of Language and Cognitive skills (school-based; from Kindergarten teacher-report on the <em>Australian Early Development Census</em>) on reading and numeracy attainment (standardised scores from the Year 7 <em>National Assessment Program–Literacy and Numeracy</em>), through students' self-reported Self-Awareness and Self-Management (from the <em>Middle Childhood Survey–Social-Emotional Learning</em> in Year 6). Significant, partial mediation by Self-Awareness accounted for 37–40 % of the effect of early skills on later attainment, suggesting early skills may inform students' academic confidence, which then supports their achievement. Independent contributions of cognitive and social-emotional skills to achievement endorses formal teaching of both domains.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102778"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050464","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}
Pub Date : 2025-12-01Epub Date: 2025-10-20DOI: 10.1016/j.lindif.2025.102811
Sophie von Stumm , Alexandra Starr , Ivan Voronin , Margherita Malanchini
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.
Educational relevance and implications statement
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.
{"title":"The developmental interplay between household chaos and educational achievement from age 9 through 16 years: A genetically sensitive study","authors":"Sophie von Stumm , Alexandra Starr , Ivan Voronin , 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":"2025-12-01","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}
Pub Date : 2025-12-01Epub Date: 2025-09-16DOI: 10.1016/j.lindif.2025.102781
Katharina M. Bach , Sarah I. Hofer , Sarah Bichler
Adaptivity allows for meeting diverse students' needs. Building on the Ada-LIT framework, this review systematically investigates 1) in which contexts, 2) based on which sources and types of assessment, 3) through which operationalizations and types of delivery, and 4) with which targeted outcomes adaptations are made in schools. We identified 69 publications double-screening 555 empirical research articles published between 2018 and 2022. Most research was conducted in elementary schools, particularly in math, and adaptivity was mainly delivered by systems. Performance was the most frequent adaptive source and targeted outcome, with less emphasis on emotions or demographic characteristics. Assessment of the adaptive source relied primarily on trace data. Operationalizations were mainly on a micro-level, specifically adaptive navigation, support, and difficulty progression. Studies typically do not report on all six components of adaptivity as outlined in the framework. The Ada-LIT framework can guide rigorous designs and reporting of studies investigating adaptivity in schools.
Educational relevance
The Ada-LIT framework integrates six essential components of adaptivity in schools: context, source, assessment, delivery, operationalization, and outcome. The review showed adaptivity is primarily based on performance and implemented to improve performance, delivered mainly by systems, and mostly investigated in math. This highlights underexplored areas, accentuating an agenda for future research that taps into other essential components of adaptive learning, instruction, and teaching (LIT) in schools. The framework can guide consistent and comprehensive reporting of future research, fostering the clarity and comparability of findings and, thus, enhancing a collective understanding, robust evidence generation, and an actionable implementation model of adaptive LIT in schools.
{"title":"Adaptive learning, instruction, and teaching in schools: Unraveling context, sources, implementation, and goals in a systematic review","authors":"Katharina M. Bach , Sarah I. Hofer , Sarah Bichler","doi":"10.1016/j.lindif.2025.102781","DOIUrl":"10.1016/j.lindif.2025.102781","url":null,"abstract":"<div><div>Adaptivity allows for meeting diverse students' needs. Building on the Ada-LIT framework, this review systematically investigates 1) in which contexts, 2) based on which sources and types of assessment, 3) through which operationalizations and types of delivery, and 4) with which targeted outcomes adaptations are made in schools. We identified 69 publications double-screening 555 empirical research articles published between 2018 and 2022. Most research was conducted in elementary schools, particularly in math, and adaptivity was mainly delivered by systems. Performance was the most frequent adaptive source and targeted outcome, with less emphasis on emotions or demographic characteristics. Assessment of the adaptive source relied primarily on trace data. Operationalizations were mainly on a micro-level, specifically adaptive navigation, support, and difficulty progression. Studies typically do not report on all six components of adaptivity as outlined in the framework. The Ada-LIT framework can guide rigorous designs and reporting of studies investigating adaptivity in schools.</div></div><div><h3>Educational relevance</h3><div>The Ada-LIT framework integrates six essential components of adaptivity in schools: context, source, assessment, delivery, operationalization, and outcome. The review showed adaptivity is primarily based on performance and implemented to improve performance, delivered mainly by systems, and mostly investigated in math. This highlights underexplored areas, accentuating an agenda for future research that taps into other essential components of adaptive learning, instruction, and teaching (LIT) in schools. The framework can guide consistent and comprehensive reporting of future research, fostering the clarity and comparability of findings and, thus, enhancing a collective understanding, robust evidence generation, and an actionable implementation model of adaptive LIT in schools.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102781"},"PeriodicalIF":9.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107700","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}
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