Pub Date : 2024-11-06DOI: 10.1016/j.lindif.2024.102580
Yi Jiang , Linjia Zhang , Chun Chen
We investigated the latent profiles of social-emotional learning (SEL) competencies among Chinese high school students and their association with academic motivation, achievement, and personal characteristics. Latent profile analysis of a sample of 1530 eleventh graders revealed four distinct profiles: high SEL competencies, average SEL competencies, low SEL competencies, and extremely low SEL competencies. There were significant differences in students' expectancy-value beliefs and achievement goals across these profiles. However, achievement levels did not significantly vary with SEL profiles, suggesting that SEL and academic success might coexist independently in Chinese high school students. The profiles also showed meaningful associations with student characteristics, including gender and growth mindset. Notably, different from studies conducted in the Western context, the underrepresentation of female students in the high SEL competencies group highlights a potential cultural disparity, warranting further investigation. The findings of this study emphasize the importance of integrating SEL curricula into Chinese educational settings to enhance students' social, emotional, and academic development.
我们研究了中国高中生社会情感学习（SEL）能力的潜在特征及其与学习动机、成绩和个人特征的关系。我们对 1530 名十一年级学生的样本进行了潜特征分析，发现了四种不同的特征：较高的社会情感学习能力、一般的社会情感学习能力、较低的社会情感学习能力和极低的社会情感学习能力。在这些特征中，学生的期望值信念和成绩目标存在明显差异。然而，学生的成绩水平并没有随着 SEL 状况的不同而发生明显的变化，这表明在中国高中生中，SEL 和学业成功可能是独立共存的。此外，这些特征还与学生的特征（包括性别和成长型思维模式）产生了有意义的关联。值得注意的是，与在西方背景下进行的研究不同，女性学生在高 SEL 能力组中所占比例较低，这凸显了潜在的文化差异，值得进一步研究。本研究的结果强调了将SEL课程融入中国教育环境以促进学生社交、情感和学业发展的重要性。
{"title":"Latent profiles of Chinese students' social-emotional learning competencies and their associations with academic motivation and achievement","authors":"Yi Jiang , Linjia Zhang , Chun Chen","doi":"10.1016/j.lindif.2024.102580","DOIUrl":"10.1016/j.lindif.2024.102580","url":null,"abstract":"<div><div>We investigated the latent profiles of social-emotional learning (SEL) competencies among Chinese high school students and their association with academic motivation, achievement, and personal characteristics. Latent profile analysis of a sample of 1530 eleventh graders revealed four distinct profiles: <em>high SEL competencies</em>, <em>average SEL competencies</em>, <em>low SEL competencies</em>, and <em>extremely low SEL competencies</em>. There were significant differences in students' expectancy-value beliefs and achievement goals across these profiles. However, achievement levels did not significantly vary with SEL profiles, suggesting that SEL and academic success might coexist independently in Chinese high school students. The profiles also showed meaningful associations with student characteristics, including gender and growth mindset. Notably, different from studies conducted in the Western context, the underrepresentation of female students in the high SEL competencies group highlights a potential cultural disparity, warranting further investigation. The findings of this study emphasize the importance of integrating SEL curricula into Chinese educational settings to enhance students' social, emotional, and academic development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102580"},"PeriodicalIF":3.8,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142592638","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 : 2024-10-31DOI: 10.1016/j.lindif.2024.102578
Eunjin Seo , You-kyung Lee , Rebecca S. Steingut , Edna C. Alfaro , Kejin Lee
This research examines how the multiplicative effect of expectancy and value on achievement-related outcomes differ based on students' individual differences, including age, race, and gender. We analyzed longitudinal data from 10th-grade students (Study 1: n ≈ 10,700) and 3rd-grade students (Study 2: n ≈ 9680) who identified as Black or White. The results indicate that expectancy and value synergistically predict later achievement in adolescents, but not in children. We did not find evidence of different effects based on race or gender. Our findings tentatively indicate that expectancy beliefs closely aligned with their relative achievement levels, along with a clear understanding of value, could enhance the synergistic effects of expectancy and value. The findings challenge the universality of the multiplicative model of expectancy-value theory across different populations and contexts.
Educational relevance and implications statement
The multiplicative model of expectancy and value suggests that when people believe they can succeed (expectancy) and find meaning in a task (value), their achievement gains a boost that surpasses the combined gains from high expectancy and high value considered separately. The current study reveals a synergistic effect, indicating that the combined influence is greater than the individual effects when considered separately, specifically in adolescent students, but not in younger children. These findings imply that the multiplicative model of expectancy-value theory may not apply universally.
{"title":"Testing the generalizability of the multiplicative effects of expectancy and value across different ages, genders, and races","authors":"Eunjin Seo , You-kyung Lee , Rebecca S. Steingut , Edna C. Alfaro , Kejin Lee","doi":"10.1016/j.lindif.2024.102578","DOIUrl":"10.1016/j.lindif.2024.102578","url":null,"abstract":"<div><div>This research examines how the multiplicative effect of expectancy and value on achievement-related outcomes differ based on students' individual differences, including age, race, and gender. We analyzed longitudinal data from 10th-grade students (Study 1: <em>n</em> ≈ 10,700) and 3rd-grade students (Study 2: <em>n</em> ≈ 9680) who identified as Black or White. The results indicate that expectancy and value synergistically predict later achievement in adolescents, but not in children. We did not find evidence of different effects based on race or gender. Our findings tentatively indicate that expectancy beliefs closely aligned with their relative achievement levels, along with a clear understanding of value, could enhance the synergistic effects of expectancy and value. The findings challenge the universality of the multiplicative model of expectancy-value theory across different populations and contexts.</div></div><div><h3>Educational relevance and implications statement</h3><div>The multiplicative model of expectancy and value suggests that when people believe they can succeed (expectancy) and find meaning in a task (value), their achievement gains a boost that surpasses the combined gains from high expectancy and high value considered separately. The current study reveals a synergistic effect, indicating that the combined influence is greater than the individual effects when considered separately, specifically in adolescent students, but not in younger children. These findings imply that the multiplicative model of expectancy-value theory may not apply universally.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102578"},"PeriodicalIF":3.8,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142560604","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 : 2024-10-29DOI: 10.1016/j.lindif.2024.102577
David W. Putwain , Andrea Mallaburn , Tanja Held
Studies have shown how expectancy and subjective task values (STVs) support, and perceived cost can undermine, science achievement and aspirations. Studies that combine multiple facets of STVs and cost with expectancy to explore impacts of science achievement and aspiration, in early adolescence, are lacking. The sample comprised 1240 students (498 males, mean age of 12.4 years) who self-reported expectancy, STVs, and cost. Between one and two weeks later students self-reported science aspirations and took a 30-min science test. A latent profile analysis indicated a four-profile solution was optimal. A profile comprised of high expectancy and STV, with low cost, showed the highest achievement and aspirations. In profiles where expectancy and STV were lower, or cost higher, achievement and aspirations were lower. Our findings imply classroom strategies, or interventions, to raise expectation and STV, and reduce cost, would benefit students at a critical age.
Educational implications statement
In students aged 11–14 years the highest science achievement and aspirations were found in a motivational profile where success was expected in combination with a perception of science being interesting/enjoyable, important, and useful, along with a perception that the cost of studying science (e.g., the effort involved) was low. Science achievement and aspirations were lower in motivational profiles where expectations and interest/enjoyment in science was lower, and cost was higher. Instructional strategies, interventions, and outreach activities, that raise accurate expectations of success and interest/enjoyment in science, and which reduce costs, would be possible ways to boost science aspirations and achievement.
{"title":"Science motivation, academic achievement, career aspirations in early adolescents","authors":"David W. Putwain , Andrea Mallaburn , Tanja Held","doi":"10.1016/j.lindif.2024.102577","DOIUrl":"10.1016/j.lindif.2024.102577","url":null,"abstract":"<div><div>Studies have shown how expectancy and subjective task values (STVs) support, and perceived cost can undermine, science achievement and aspirations. Studies that combine multiple facets of STVs and cost with expectancy to explore impacts of science achievement and aspiration, in early adolescence, are lacking. The sample comprised 1240 students (498 males, mean age of 12.4 years) who self-reported expectancy, STVs, and cost. Between one and two weeks later students self-reported science aspirations and took a 30-min science test. A latent profile analysis indicated a four-profile solution was optimal. A profile comprised of high expectancy and STV, with low cost, showed the highest achievement and aspirations. In profiles where expectancy and STV were lower, or cost higher, achievement and aspirations were lower. Our findings imply classroom strategies, or interventions, to raise expectation and STV, and reduce cost, would benefit students at a critical age.</div></div><div><h3>Educational implications statement</h3><div>In students aged 11–14 years the highest science achievement and aspirations were found in a motivational profile where success was expected in combination with a perception of science being interesting/enjoyable, important, and useful, along with a perception that the cost of studying science (e.g., the effort involved) was low. Science achievement and aspirations were lower in motivational profiles where expectations and interest/enjoyment in science was lower, and cost was higher. Instructional strategies, interventions, and outreach activities, that raise accurate expectations of success and interest/enjoyment in science, and which reduce costs, would be possible ways to boost science aspirations and achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102577"},"PeriodicalIF":3.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142537512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-19DOI: 10.1016/j.lindif.2024.102576
Frédéric Guay, Patrick Racine, Richard Bradet
In this study, we hypothesized that a higher parents' fixed mindset will lead to lower achievement in math, French and English (MEF) school subjects, but also that lower achievement in MEF will lead to a higher parents' fixed mindset. We have also tested the mediational role of academic self-concept (ASC) in the parents' fixed mindset-children's achievement relation. Participants (n = 1046 students and their parents) have filled twice a questionnaire. Results indicate that parents' fixed mindset significantly and negatively predicted subsequent achievement in French and English, but the magnitude of these coefficients was quite low (β < | 0.07|). Moreover, most relations connecting prior ASC to subsequent achievement in MEF were not supported thereby discarding the possibility that ASC mediates the parents' fixed mindset-children's achievement relation. Overall, these results cast some doubts about the importance of parental fixed mindset for children's academic achievement and ASC.
Educational relevance and implications of the research
The present study tests if the effect of parental fixed mindset on achievement in Math, English, and French school subjects is explained by students' academic self-concept in these school subjects. The results showed that parental fixed mindset weakly predicts subsequent achievement in French and English and that academic self-concept does not mediate this small association. Thus, the safest conclusion is that parents' mindsets are related to their children's achievement, but so weakly that it is difficult to recommend any intervention based on parental mindsets with this research.
{"title":"Parents' implicit intelligence beliefs about children's intelligence: Implications for children's academic self-concept and achievement in Maths, English, and French","authors":"Frédéric Guay, Patrick Racine, Richard Bradet","doi":"10.1016/j.lindif.2024.102576","DOIUrl":"10.1016/j.lindif.2024.102576","url":null,"abstract":"<div><div>In this study, we hypothesized that a higher parents' fixed mindset will lead to lower achievement in math, French and English (MEF) school subjects, but also that lower achievement in MEF will lead to a higher parents' fixed mindset. We have also tested the mediational role of academic self-concept (ASC) in the parents' fixed mindset-children's achievement relation. Participants (<em>n</em> = 1046 students and their parents) have filled twice a questionnaire. Results indicate that parents' fixed mindset significantly and negatively predicted subsequent achievement in French and English, but the magnitude of these coefficients was quite low (β < | 0.07|). Moreover, most relations connecting prior ASC to subsequent achievement in MEF were not supported thereby discarding the possibility that ASC mediates the parents' fixed mindset-children's achievement relation. Overall, these results cast some doubts about the importance of parental fixed mindset for children's academic achievement and ASC.</div></div><div><h3>Educational relevance and implications of the research</h3><div>The present study tests if the effect of parental fixed mindset on achievement in Math, English, and French school subjects is explained by students' academic self-concept in these school subjects. The results showed that parental fixed mindset weakly predicts subsequent achievement in French and English and that academic self-concept does not mediate this small association. Thus, the safest conclusion is that parents' mindsets are related to their children's achievement, but so weakly that it is difficult to recommend any intervention based on parental mindsets with this research.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102576"},"PeriodicalIF":3.8,"publicationDate":"2024-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142526398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-17DOI: 10.1016/j.lindif.2024.102571
Andrew J. Martin , Helen Tam
There has been growth in the number of final year school students applying for an offer of a place at university prior to completing their last year of school. This study investigated the role of early entry offer status in 1512 final year (Year 12) Australian students' academic performance—and also in a sub-sample's (n = 525) self-reported academic motivation and engagement, academic stress responses, and personal wellbeing. We found no significant effects on final year performance, academic motivation and engagement, or personal wellbeing as a function of early entry offer status—thus, most final year school outcomes were accounted for by factors unrelated to a student's early entry offer status. However, there was a small but significant positive effect for academic buoyancy among students who had applied for and received an early entry offer—thus, in part assisting their capacity to navigate academic challenge.
{"title":"What is the link between an early university entry offer and the academic and personal wellbeing outcomes of students in their final year of school?","authors":"Andrew J. Martin , Helen Tam","doi":"10.1016/j.lindif.2024.102571","DOIUrl":"10.1016/j.lindif.2024.102571","url":null,"abstract":"<div><div>There has been growth in the number of final year school students applying for an offer of a place at university prior to completing their last year of school. This study investigated the role of early entry offer status in 1512 final year (Year 12) Australian students' academic performance—and also in a sub-sample's (<em>n</em> = 525) self-reported academic motivation and engagement, academic stress responses, and personal wellbeing. We found no significant effects on final year performance, academic motivation and engagement, or personal wellbeing as a function of early entry offer status—thus, most final year school outcomes were accounted for by factors unrelated to a student's early entry offer status. However, there was a small but significant positive effect for academic buoyancy among students who had applied for and received an early entry offer—thus, in part assisting their capacity to navigate academic challenge.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102571"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the relationship between intelligence and creativity using divergent-exploratory and convergent-integrative thinking as key concepts. Researchers analyzed secondary data from 854 children, including 238 children with high intellectual potential (IQ > 130). Intelligence was measured using WISC (Wechsler Intelligence Scale for Children), and creativity was assessed through EPoC (Evaluation of Potential for Creativity). Segmented Regression Analysis (SRA) and Necessary Condition Analysis (NCA) explored these relationships. Positive correlations were found between convergent-integrative thinking and verbal comprehension or processing speed. However, no significant breakpoints were detected between Total IQ and creative potential sub-dimensions. A sufficient level of processing speed was necessary for achieving high divergent-exploratory thinking scores, while minimum levels of Total IQ or fluid reasoning were required for convergent-integrative thinking. The study suggested using a Generalized Additive Model (GAM) to capture complex, non-linear relationships. This approach offers educational insights by highlighting cognitive strengths and weaknesses in assessments.
{"title":"Is intelligence necessary and sufficient for creativity? An analysis of convergent and divergent thinking","authors":"Merav Dechaume , Maxence Mercier , Cyrille Feybesse , Todd Lubart , Gaëlle Chouvelon , Solenn Kermarrec , Sylvie Tordjman","doi":"10.1016/j.lindif.2024.102575","DOIUrl":"10.1016/j.lindif.2024.102575","url":null,"abstract":"<div><div>This study examined the relationship between intelligence and creativity using divergent-exploratory and convergent-integrative thinking as key concepts. Researchers analyzed secondary data from 854 children, including 238 children with high intellectual potential (IQ > 130). Intelligence was measured using WISC (Wechsler Intelligence Scale for Children), and creativity was assessed through EPoC (Evaluation of Potential for Creativity). Segmented Regression Analysis (SRA) and Necessary Condition Analysis (NCA) explored these relationships. Positive correlations were found between convergent-integrative thinking and verbal comprehension or processing speed. However, no significant breakpoints were detected between Total IQ and creative potential sub-dimensions. A sufficient level of processing speed was necessary for achieving high divergent-exploratory thinking scores, while minimum levels of Total IQ or fluid reasoning were required for convergent-integrative thinking. The study suggested using a Generalized Additive Model (GAM) to capture complex, non-linear relationships. This approach offers educational insights by highlighting cognitive strengths and weaknesses in assessments.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102575"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-17DOI: 10.1016/j.lindif.2024.102574
Liyan Yu , Xiuhong Tong
This study examined the potential pathways connecting emotional intelligence to reading comprehension of narrative and non-narrative texts, and the influence of family socioeconomic status (SES) on these pathways. We tracked 689 Chinese third-grade students (341 female; Mage = 9.23 years, SD = 0.66) from wave 1 (grade three) to wave 3 (grade five). Results revealed that after controlling for gender, reading comprehension, and non-verbal intelligence at wave 1, word reading and vocabulary knowledge at wave 2 were significant mediators linking emotional intelligence at wave 1 to reading comprehension of both narrative and non-narrative texts at wave 3. In contrast, working memory at wave 2 served as a mediator only between emotional intelligence at wave 1 and reading comprehension of non-narrative texts at wave 3. Additionally, family SES moderated the pathways linking emotional intelligence to reading comprehension. These findings provide a comprehensive understanding of mechanisms linking emotional intelligence to reading comprehension.
Educational relevance and implications statement
Using both narrative and non-narrative texts, our study found that for Chinese primary school students, word reading (β = 0.04, 95 % CI [0.03, 0.07] for narrative texts; β = 0.04, 95 % CI [0.02, 0.06] for non-narrative texts) and vocabulary knowledge at age 10 (β = 0.03, 95 % CI [0.01, 0.05] for narrative texts; β = 0.02, 95 % CI [0.10, 0.04] for non-narrative texts) significantly mediate the relationship between emotional intelligence at age 9 and reading comprehension at age 11. These results highlight the importance of combining word reading, vocabulary knowledge, and emotional intelligence during intervention to improve children's reading comprehension. We also found that working memory at age 10 significantly mediates the relationship between emotional intelligence at age 9 and reading comprehension at age 11 for non-narrative (β = 0.01, 95 % CI [0.01, 0.03]), but not narrative, texts (β = 0.01, 95 % CI [−0.004, 0.02]). These findings underscore the importance of considering text genre when examining the development of reading comprehension, designing reading instruction, and establishing reading interventions. Additionally, emotional intelligence at age 9 is more strongly associated with word reading, vocabulary knowledge, and working memory at age 10 for children from low socioeconomic status (SES) families compared to those from high-SES families, highlighting the need for more attention to the emotional intelligence development in children from low-SES backgrounds.
本研究探讨了连接情商与叙事和非叙事文本阅读理解的潜在途径，以及家庭社会经济地位（SES）对这些途径的影响。我们对689名中国三年级学生（341名女生；年龄=9.23岁，SD=0.66）进行了从第一波（三年级）到第三波（五年级）的跟踪调查。结果显示，在控制了第一阶段的性别、阅读理解能力和非语言智能后，第二阶段的单词阅读和词汇知识是第一阶段情商与第三阶段叙事和非叙事文本阅读理解能力之间的重要中介。相比之下，第二阶段的工作记忆仅是第一阶段情商与第三阶段非叙事文本阅读理解之间的中介。此外，家庭经济状况也调节了情商与阅读理解之间的联系。这些发现为我们全面了解情商与阅读理解之间的关联机制提供了依据。教育相关性及启示声明通过对叙事文本和非叙事文本的研究，我们发现对于中国小学生而言，单词阅读（β = 0.04，95 % CI [0.03, 0.07]; β = 0.04, 95 % CI [0.02, 0.06] for non-narrative texts）和10岁时的词汇知识（β = 0.03, 95 % CI [0.01, 0.05] for narrative texts; β = 0.02, 95 % CI [0.10, 0.04] for non-narrative texts）显著地调节了9岁时的情绪智力和11岁时的阅读理解能力之间的关系。这些结果凸显了在干预过程中将单词阅读、词汇知识和情商结合起来以提高儿童阅读理解能力的重要性。我们还发现，对于非叙事文本（β = 0.01，95 % CI [0.01，0.03]）而非叙事文本（β = 0.01，95 % CI [-0.004，0.02]），10 岁时的工作记忆对 9 岁时的情商和 11 岁时的阅读理解能力之间的关系有显著的中介作用。这些发现强调了在研究阅读理解能力的发展、设计阅读教学和制定阅读干预措施时考虑文本体裁的重要性。此外，与来自高社会经济地位家庭的儿童相比，来自低社会经济地位家庭的儿童在9岁时的情商与10岁时的单词阅读、词汇知识和工作记忆有更密切的关系，这突出表明需要更多地关注来自低社会经济地位家庭的儿童的情商发展。
{"title":"Emotional intelligence and reading comprehension: Examining mediating roles of word reading, vocabulary, and working memory","authors":"Liyan Yu , Xiuhong Tong","doi":"10.1016/j.lindif.2024.102574","DOIUrl":"10.1016/j.lindif.2024.102574","url":null,"abstract":"<div><div>This study examined the potential pathways connecting emotional intelligence to reading comprehension of narrative and non-narrative texts, and the influence of family socioeconomic status (SES) on these pathways. We tracked 689 Chinese third-grade students (341 female; Mage = 9.23 years, SD = 0.66) from wave 1 (grade three) to wave 3 (grade five). Results revealed that after controlling for gender, reading comprehension, and non-verbal intelligence at wave 1, word reading and vocabulary knowledge at wave 2 were significant mediators linking emotional intelligence at wave 1 to reading comprehension of both narrative and non-narrative texts at wave 3. In contrast, working memory at wave 2 served as a mediator only between emotional intelligence at wave 1 and reading comprehension of non-narrative texts at wave 3. Additionally, family SES moderated the pathways linking emotional intelligence to reading comprehension. These findings provide a comprehensive understanding of mechanisms linking emotional intelligence to reading comprehension.</div></div><div><h3>Educational relevance and implications statement</h3><div>Using both narrative and non-narrative texts, our study found that for Chinese primary school students, word reading (<em>β</em> = 0.04, 95 % CI [0.03, 0.07] for narrative texts; <em>β</em> = 0.04, 95 % CI [0.02, 0.06] for non-narrative texts) and vocabulary knowledge at age 10 (<em>β</em> = 0.03, 95 % CI [0.01, 0.05] for narrative texts; <em>β</em> = 0.02, 95 % CI [0.10, 0.04] for non-narrative texts) significantly mediate the relationship between emotional intelligence at age 9 and reading comprehension at age 11. These results highlight the importance of combining word reading, vocabulary knowledge, and emotional intelligence during intervention to improve children's reading comprehension. We also found that working memory at age 10 significantly mediates the relationship between emotional intelligence at age 9 and reading comprehension at age 11 for non-narrative (<em>β</em> = 0.01, 95 % CI [0.01, 0.03]), but not narrative, texts (<em>β</em> = 0.01, 95 % CI [−0.004, 0.02]). These findings underscore the importance of considering text genre when examining the development of reading comprehension, designing reading instruction, and establishing reading interventions. Additionally, emotional intelligence at age 9 is more strongly associated with word reading, vocabulary knowledge, and working memory at age 10 for children from low socioeconomic status (SES) families compared to those from high-SES families, highlighting the need for more attention to the emotional intelligence development in children from low-SES backgrounds.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102574"},"PeriodicalIF":3.8,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142444754","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 : 2024-10-15DOI: 10.1016/j.lindif.2024.102572
Nga Do, Tao Jin , Reed Priest , Liza N. Meredith, Richard N. Landers
Leaderboards are increasingly viewed as a useful gamification technique to improve learning, partly due to their ease of implementation into common learning management systems. However, past research has revealed mixed results in terms of their effectiveness. This inconsistency may be attributable to a lack of attention to research design, conflation of multiple design factors, or overreliance on correlational studies. In the present study, a longitudinal quasi-experimental design incorporating random assignment of groups to leaderboard conditions was used to examine the effect of leaderboards on optional practice behaviors and course performance in a college course. Although practice behaviors were linked to course performance, the leaderboard did not meaningfully affect those practice behaviors and also negatively affected course performance through other mediators. These results highlight the critical role of rigorous theory-based design of gamified systems and also demonstrate the need for rigorous research designs to understand actual impacts.
Educational relevance and implications statement
Our research explored the impact of using leaderboards, a common gamification strategy, in an educational setting to see if they would motivate students to engage in optional practice activities, with the aim of improving their course performance. Surprisingly, we found that leaderboards did not encourage additional practice and, unexpectedly, led to lower exam scores. This suggests that leaderboards, while intended to boost motivation and learning through competition, might have the opposite effect by potentially undermining students' motivation or altering their perception of the course's value. These findings underscore the complexity of integrating gamification into education and highlight the necessity for careful design and testing of such strategies to ensure they align with educational goals. Our study is crucial for educators and instructional designers as it provides evidence that not all gamification techniques work as intended and stresses the importance of understanding the underlying psychological impacts on students.
{"title":"A longitudinal quasi-experiment of leaderboard effectiveness on learner behaviors and course performance","authors":"Nga Do, Tao Jin , Reed Priest , Liza N. Meredith, Richard N. Landers","doi":"10.1016/j.lindif.2024.102572","DOIUrl":"10.1016/j.lindif.2024.102572","url":null,"abstract":"<div><div>Leaderboards are increasingly viewed as a useful gamification technique to improve learning, partly due to their ease of implementation into common learning management systems. However, past research has revealed mixed results in terms of their effectiveness. This inconsistency may be attributable to a lack of attention to research design, conflation of multiple design factors, or overreliance on correlational studies. In the present study, a longitudinal quasi-experimental design incorporating random assignment of groups to leaderboard conditions was used to examine the effect of leaderboards on optional practice behaviors and course performance in a college course. Although practice behaviors were linked to course performance, the leaderboard did not meaningfully affect those practice behaviors and also negatively affected course performance through other mediators. These results highlight the critical role of rigorous theory-based design of gamified systems and also demonstrate the need for rigorous research designs to understand actual impacts.</div></div><div><h3>Educational relevance and implications statement</h3><div>Our research explored the impact of using leaderboards, a common gamification strategy, in an educational setting to see if they would motivate students to engage in optional practice activities, with the aim of improving their course performance. Surprisingly, we found that leaderboards did not encourage additional practice and, unexpectedly, led to lower exam scores. This suggests that leaderboards, while intended to boost motivation and learning through competition, might have the opposite effect by potentially undermining students' motivation or altering their perception of the course's value. These findings underscore the complexity of integrating gamification into education and highlight the necessity for careful design and testing of such strategies to ensure they align with educational goals. Our study is crucial for educators and instructional designers as it provides evidence that not all gamification techniques work as intended and stresses the importance of understanding the underlying psychological impacts on students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102572"},"PeriodicalIF":3.8,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438129","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 : 2024-10-15DOI: 10.1016/j.lindif.2024.102570
Stanley Cheng , Rebecca Bull , Emma C. Burns , David Muñez
The current study examines how kindergarten domain-general and domain-specific factors, mathematical skills at primary 1 (P1), and socioeconomic status (SES) predict high versus low (top and bottom 13th percentile) mathematical ability at primary 6 (P6). Four-hundred-and-seven P6 students had previously completed the measures. Logistic path analyses showed that SES, P1 mathematics, and fluid intelligence showed direct significant effects on P6 high achievement group membership. Visuospatial working memory, SES, reading, and P1 mathematics showed direct effects on P6 low group membership. Number sense, fine motor skills, and reading demonstrated indirect effects on both group memberships through P1 mathematics. No significant effect was found for executive functioning or verbal working memory. Findings suggest that there is a qualitative difference in mathematical ability across the performance spectrum. Assessment and instruction should be differentiated to account for predictors that are specific to either end of the ability spectrum.
Educational relevance and implications of the research
Mathematical ability plays a critical role in future academic success and quality of life, and also provides the foundational knowledge for engagement in STEM school subjects and careers. While we know there are some early cognitive and environmental factors that predict future mathematical outcomes, little is known about whether they predict both mathematical high and low achievers differently. This study is one of very few that uses a large-scale longitudinal design to track how early factors predict students' mathematical performance across the two ends of the achievement continuum over eight years. The findings add to the existing literature that cognitive factors predict mathematical competencies differently across developmental time, and that there are some common and unique predictors of performance at the two ends of the achievement continuum. The outcomes of the study inform educators that fine motor skills, basic reading skills, and number sense are likely to be important fundamental skills for early mathematical development, which may have a carry-effect on both mathematical success and failure in late primary school. Visuospatial working memory and basic reading skills are likely to be particularly important to prevent students from falling behind, whereas logical reasoning skills appear to be particularly important for mathematically talented students.
{"title":"The highs and lows of mathematical ability: Shared and distinct longitudinal predictors of mathematical ability grouping","authors":"Stanley Cheng , Rebecca Bull , Emma C. Burns , David Muñez","doi":"10.1016/j.lindif.2024.102570","DOIUrl":"10.1016/j.lindif.2024.102570","url":null,"abstract":"<div><div>The current study examines how kindergarten domain-general and domain-specific factors, mathematical skills at primary 1 (P1), and socioeconomic status (SES) predict high versus low (top and bottom 13th percentile) mathematical ability at primary 6 (P6). Four-hundred-and-seven P6 students had previously completed the measures. Logistic path analyses showed that SES, P1 mathematics, and fluid intelligence showed direct significant effects on P6 high achievement group membership. Visuospatial working memory, SES, reading, and P1 mathematics showed direct effects on P6 low group membership. Number sense, fine motor skills, and reading demonstrated indirect effects on both group memberships through P1 mathematics. No significant effect was found for executive functioning or verbal working memory. Findings suggest that there is a qualitative difference in mathematical ability across the performance spectrum. Assessment and instruction should be differentiated to account for predictors that are specific to either end of the ability spectrum.</div></div><div><h3>Educational relevance and implications of the research</h3><div>Mathematical ability plays a critical role in future academic success and quality of life, and also provides the foundational knowledge for engagement in STEM school subjects and careers. While we know there are some early cognitive and environmental factors that predict future mathematical outcomes, little is known about whether they predict both mathematical high and low achievers differently. This study is one of very few that uses a large-scale longitudinal design to track how early factors predict students' mathematical performance across the two ends of the achievement continuum over eight years. The findings add to the existing literature that cognitive factors predict mathematical competencies differently across developmental time, and that there are some common and unique predictors of performance at the two ends of the achievement continuum. The outcomes of the study inform educators that fine motor skills, basic reading skills, and number sense are likely to be important fundamental skills for early mathematical development, which may have a carry-effect on both mathematical success and failure in late primary school. Visuospatial working memory and basic reading skills are likely to be particularly important to prevent students from falling behind, whereas logical reasoning skills appear to be particularly important for mathematically talented students.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102570"},"PeriodicalIF":3.8,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142438200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-10-14DOI: 10.1016/j.lindif.2024.102573
Jaeyun Han , Pilvi Peura , Calah J. Ford , Amanda R. Butz , Ellen L. Usher
When investigating the sources of self-efficacy, researchers have historically focused on learners' perceptions of positive (e.g., direct & vicarious successes, encouragement & praise) and negative (e.g., stress, anxiety) experiences. These approaches may not capture other types of efficacy-relevant experiences. The purpose of this study was to investigate how early adolescent readers perceive and integrate diverse types of efficacy-relevant information. Students (N = 1804) responded to items related to four hypothesized sources of self-efficacy that reflected opportunities and obstacles in reading. Latent profile analysis indicated four profiles related to students' efficacy-relevant reading experiences. These profiles were examined in relation to students' gender, socioeconomic status, grade level, and race/ethnicity. Students exposed to mostly positive sources of information showed higher levels of reading self-efficacy and reading achievement than those reporting more exposure to negative sources of information. Results highlight the importance of providing opportunities and minimizing obstacles to support adolescents' reading self-efficacy.
{"title":"Opportunities and obstacles: Using profile analysis to examine sources of reading self-efficacy in early adolescence","authors":"Jaeyun Han , Pilvi Peura , Calah J. Ford , Amanda R. Butz , Ellen L. Usher","doi":"10.1016/j.lindif.2024.102573","DOIUrl":"10.1016/j.lindif.2024.102573","url":null,"abstract":"<div><div>When investigating the sources of self-efficacy, researchers have historically focused on learners' perceptions of positive (e.g., direct & vicarious successes, encouragement & praise) and negative (e.g., stress, anxiety) experiences. These approaches may not capture other types of efficacy-relevant experiences. The purpose of this study was to investigate how early adolescent readers perceive and integrate diverse types of efficacy-relevant information. Students (<em>N</em> = 1804) responded to items related to four hypothesized sources of self-efficacy that reflected opportunities and obstacles in reading. Latent profile analysis indicated four profiles related to students' efficacy-relevant reading experiences. These profiles were examined in relation to students' gender, socioeconomic status, grade level, and race/ethnicity. Students exposed to mostly positive sources of information showed higher levels of reading self-efficacy and reading achievement than those reporting more exposure to negative sources of information. Results highlight the importance of providing opportunities and minimizing obstacles to support adolescents' reading self-efficacy.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"116 ","pages":"Article 102573"},"PeriodicalIF":3.8,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433907","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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