Pub Date : 2025-09-19DOI: 10.1016/j.lindif.2025.102798
Oana Costache , Peter A. Edelsbrunner , Eva S. Becker , Fabio Sticca , Fritz C. Staub , Thomas Goetz
In this three-year-longitudinal study, we examined how students' gender, conscientiousness, academic specialization, and perceived need satisfaction predict stability and change in students' extrinsic and intrinsic value beliefs across mathematics, German, English, and French. Additionally, we investigated the relationship between changes in these motivational profiles and students' domain-specific academic achievement. Multilevel latent transition analyses based on a sample of 850 Swiss-German upper-secondary students (Mage= 15.6 years, 54 % female) revealed four domain-independent profiles of extrinsic value beliefs and five domain-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs were related to stable personal factors such as students' gender, choice of specialization domain, and conscientiousness. In contrast, changes in intrinsic value beliefs depended on students' year-specific perceived need satisfaction, notably in mathematics and French. There were no significant associations between a decline in intrinsic value beliefs and students' domain-specific achievement at any measurement point.
Educational relevance statement
Across math and languages in 9th to 11th grade, some students' ascribed value to these subjects declines whereas others' remains stable. Being male, choosing a STEM major, and being less conscientious predict loss in value ascribed to grades. Lack of perceived autonomy, competence, and social embeddedness predicts loss in subject likeability. Interventions aimed at improving students' perceived autonomy, competence, and social embeddedness may prevent motivational decline.
{"title":"Who loses motivation and who keeps it up? Investigating factors for changes in motivational profiles across multiple domains","authors":"Oana Costache , Peter A. Edelsbrunner , Eva S. Becker , Fabio Sticca , Fritz C. Staub , Thomas Goetz","doi":"10.1016/j.lindif.2025.102798","DOIUrl":"10.1016/j.lindif.2025.102798","url":null,"abstract":"<div><div>In this three-year-longitudinal study, we examined how students' gender, conscientiousness, academic specialization, and perceived need satisfaction predict stability and change in students' extrinsic and intrinsic value beliefs across mathematics, German, English, and French. Additionally, we investigated the relationship between changes in these motivational profiles and students' domain-specific academic achievement. Multilevel latent transition analyses based on a sample of 850 Swiss-German upper-secondary students (<em>M</em><sub>age</sub> <em>=</em> 15.6 years, 54 % female) revealed four domain-independent profiles of extrinsic value beliefs and five domain-specific profiles of intrinsic value beliefs. Transitions into profiles with lower extrinsic value beliefs were related to stable personal factors such as students' gender, choice of specialization domain, and conscientiousness. In contrast, changes in intrinsic value beliefs depended on students' year-specific perceived need satisfaction, notably in mathematics and French. There were no significant associations between a decline in intrinsic value beliefs and students' domain-specific achievement at any measurement point.</div></div><div><h3>Educational relevance statement</h3><div>Across math and languages in 9th to 11th grade, some students' ascribed value to these subjects declines whereas others' remains stable. Being male, choosing a STEM major, and being less conscientious predict loss in value ascribed to grades. Lack of perceived autonomy, competence, and social embeddedness predicts loss in subject likeability. Interventions aimed at improving students' perceived autonomy, competence, and social embeddedness may prevent motivational decline.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102798"},"PeriodicalIF":9.0,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145107702","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 : 2025-09-18DOI: 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":"2025-09-18","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 : 2025-09-18DOI: 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":"2025-09-18","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 : 2025-09-16DOI: 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":"2025-09-16","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}
Pub 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":"2025-09-15","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 : 2025-09-15DOI: 10.1016/j.lindif.2025.102788
Yongliang Wang , Xiaofang Yan
The nature of data-driven learning (DDL) has made it a prominent topic in L2 research. While previous studies have often examined its impact on linguistic development, relatively few have investigated its effects on learners' individual traits and attitudinal variables. In the present study, willingness to attend classes (WTAC) is conceptualized as an attitudinal variable reflecting learners' motivation and inclination to participate in classroom activities. To address this gap, this experimental study evaluated the impact of DDL tasks on English as a foreign language (EFL) learners' WTAC. A total of 147 EFL learners were assigned to a control group (n = 73) receiving traditional instruction and an experimental group (n = 74) engaging in DDL tasks. WTAC was measured using a questionnaire administered at both the beginning and end of the semester. ANCOVA results indicated that incorporating DDL tasks into EFL classrooms significantly enhanced WTAC in the experimental group. These findings suggest that adopting a DDL approach can positively influence learners' classroom engagement by shaping their attitudes toward attendance.
Educational relevance statement
Data-driven learning (DDL) includes the use of corpus technology (directly or indirectly) to explore regular and authentic patterns of target language use and develop classroom tasks and activities in light of concordance outputs. Willingness to attend classes (WTAC) concerns learner's tendency and passion to be present in the classes. The current study examines the effect of DDL tasks on the degree of WTAC among Chinese EFL students. The findings of this study show that integrating technologies and corpus linguistic has positive influences on L2 learning and learners' attitudes and dispositions toward education and DDL can permeate into the psycho-affective, attitudinal, and behavioral aspects of L2 education, if it is effectively injected into the classes. The results may be theoretically significant for expanding theories related to DDL, discovery learning, and the noticing hypothesis.
{"title":"Investigating the influence of data-driven learning (DDL) on EFL students' willingness to attend classes (WTAC): An intervention study","authors":"Yongliang Wang , Xiaofang Yan","doi":"10.1016/j.lindif.2025.102788","DOIUrl":"10.1016/j.lindif.2025.102788","url":null,"abstract":"<div><div>The nature of data-driven learning (DDL) has made it a prominent topic in L2 research. While previous studies have often examined its impact on linguistic development, relatively few have investigated its effects on learners' individual traits and attitudinal variables. In the present study, willingness to attend classes (WTAC) is conceptualized as an <strong>attitudinal variable</strong> reflecting learners' motivation and inclination to participate in classroom activities. To address this gap, this experimental study evaluated the impact of DDL tasks on English as a foreign language (EFL) learners' WTAC. A total of 147 EFL learners were assigned to a control group (<em>n</em> = 73) receiving traditional instruction and an experimental group (<em>n</em> = 74) engaging in DDL tasks. WTAC was measured using a questionnaire administered at both the beginning and end of the semester. ANCOVA results indicated that incorporating DDL tasks into EFL classrooms significantly enhanced WTAC in the experimental group. These findings suggest that adopting a DDL approach can positively influence learners' classroom engagement by shaping their attitudes toward attendance.</div></div><div><h3>Educational relevance statement</h3><div>Data-driven learning (DDL) includes the use of corpus technology (directly or indirectly) to explore regular and authentic patterns of target language use and develop classroom tasks and activities in light of concordance outputs. Willingness to attend classes (WTAC) concerns learner's tendency and passion to be present in the classes. The current study examines the effect of DDL tasks on the degree of WTAC among Chinese EFL students. The findings of this study show that integrating technologies and corpus linguistic has positive influences on L2 learning and learners' attitudes and dispositions toward education and DDL can permeate into the psycho-affective, attitudinal, and behavioral aspects of L2 education, if it is effectively injected into the classes. The results may be theoretically significant for expanding theories related to DDL, discovery learning, and the noticing hypothesis.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"124 ","pages":"Article 102788"},"PeriodicalIF":9.0,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060753","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 : 2025-09-12DOI: 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":"2025-09-12","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 : 2025-09-11DOI: 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":"2025-09-11","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}
Pub Date : 2025-09-05DOI: 10.1016/j.lindif.2025.102784
Mathilda Sandman , Anna Widlund , Jaana Viljaranta , Johan Korhonen
This study explores stability and change in mathematics motivational profiles (expectancies, values, costs) among fifth graders (N = 583) across one school year. Latent profile and transition analyses distinguished five profiles: High cost (low self-concept and interest, exceptionally high costs), Less motivated (low self-concept and interest, high costs), Indifferent (lowered interest, elevated costs), Moderately motivated (moderate motivation) and Positively motivated (high self-concept and interest, low costs).
While many students reported stable patterns of motivational beliefs, 40 % experienced positive or negative shifts in their profile membership. Positively motivated students, overrepresented by boys, performed highest in mathematics. Conversely, more girls belonged to the High cost profile, which performed the lowest. Neither gender nor performance was related to changes in profile membership. These findings highlight that students' motivational beliefs are malleable even within short periods, and that schools should not only support motivation but also try to prevent math-related costs among this age group.
Educational relevance and implications statement
This study gives an insight into fifth graders' math motivation by identifying motivational profiles that consider both positive and negative aspects of motivation. Furthermore, examined how these profiles change over one school year as well as their relations to math performance and gender. We identified five different motivational patterns among fifth graders and saw that the most prominent dimensions of motivation were self-concept, interest, and costs (emotional and effort cost). Therefore, effort should be put, already in primary school, toward strengthening students' beliefs in their abilities, increasing interest, and limiting the negative experiences of math to prevent declines in motivation.
As often proven before, students with positive motivation (i.e., high self-concept, interest, and low costs) performed better in math tests than students with negative motivation (i.e., low self-concept, interest, and high costs). Students were also seen to transition from one profile to either a more positive or negative profile during one school year, indicating that it is possible for educators to enhance motivation, but also that declines in motivation can occur during short time periods. Additionally, special emphasis should be put on enhancing girls' motivation, as they were at greater risk of being negatively motivated.
{"title":"Individual differences in fifth graders' math motivation – stability and change across the school year","authors":"Mathilda Sandman , Anna Widlund , Jaana Viljaranta , Johan Korhonen","doi":"10.1016/j.lindif.2025.102784","DOIUrl":"10.1016/j.lindif.2025.102784","url":null,"abstract":"<div><div>This study explores stability and change in mathematics motivational profiles (expectancies, values, costs) among fifth graders (<em>N</em> = 583) across one school year. Latent profile and transition analyses distinguished five profiles: <em>High cost</em> (low self-concept and interest, exceptionally high costs), <em>Less motivated</em> (low self-concept and interest, high costs), <em>Indifferent</em> (lowered interest, elevated costs), <em>Moderately motivated</em> (moderate motivation) and <em>Positively motivated</em> (high self-concept and interest, low costs).</div><div>While many students reported stable patterns of motivational beliefs, 40 % experienced positive or negative shifts in their profile membership. <em>Positively motivated</em> students, overrepresented by boys, performed highest in mathematics. Conversely, more girls belonged to the <em>High cost</em> profile, which performed the lowest. Neither gender nor performance was related to changes in profile membership. These findings highlight that students' motivational beliefs are malleable even within short periods, and that schools should not only support motivation but also try to prevent math-related costs among this age group.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study gives an insight into fifth graders' math motivation by identifying motivational profiles that consider both positive and negative aspects of motivation. Furthermore, examined how these profiles change over one school year as well as their relations to math performance and gender. We identified five different motivational patterns among fifth graders and saw that the most prominent dimensions of motivation were self-concept, interest, and costs (emotional and effort cost). Therefore, effort should be put, already in primary school, toward strengthening students' beliefs in their abilities, increasing interest, and limiting the negative experiences of math to prevent declines in motivation.</div><div>As often proven before, students with positive motivation (i.e., high self-concept, interest, and low costs) performed better in math tests than students with negative motivation (i.e., low self-concept, interest, and high costs). Students were also seen to transition from one profile to either a more positive or negative profile during one school year, indicating that it is possible for educators to enhance motivation, but also that declines in motivation can occur during short time periods. Additionally, special emphasis should be put on enhancing girls' motivation, as they were at greater risk of being negatively motivated.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102784"},"PeriodicalIF":9.0,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145003684","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}
This longitudinal study tested a conceptual model involving children's motor-skill learning, cognitive measures, and word-level literacy measures as predictors of higher levels of literacy skills. Motor skill learning was assessed with the Invented Letter Task (ILT), representing procedural learning. Second graders (n = 124) from low-SES schools practiced skill-learning across two consecutive days and two weeks later. Midway through the year, fine-motor coordination, working memory, phonological awareness, vocabulary, spelling, writing, and reading fluency were assessed. National standardized literacy tests were administered at the end of the school year. Using structural equation modeling, skill-learning first-day achievements (signifying learning) and two-week post-training performance (signifying automaticity), along with measures assessed midyear, served as predictors of reading comprehension and written expression, confirming the contribution of skill-learning to literacy acquisition. The risk for impairments in reading comprehension/written expression was tested using the same model, indicating similar, but not identical, associations.
Educational relevance statement
This study underscores the importance of skill-learning abilities for literacy development in second-grade children from low-income families. By using a letter-writing task, end-of-year reading and writing performance were predicted. The research identified key factors that may indicate which children are at risk for literacy impairments, emphasizing the need for early interventions. Early training in basic skills is shown to have significant long-term educational benefits. These findings suggest that educators can use such tasks to screen and support students, thereby improving literacy outcomes.
{"title":"Skill learning as a predictor of literacy abilities and related impairments among second-graders from low-SES","authors":"Chagit Hollander , Shoshi Dorfberger , Michal Hochhauser , Esther Adi-Japha","doi":"10.1016/j.lindif.2025.102779","DOIUrl":"10.1016/j.lindif.2025.102779","url":null,"abstract":"<div><div>This longitudinal study tested a conceptual model involving children's motor-skill learning, cognitive measures, and word-level literacy measures as predictors of higher levels of literacy skills. Motor skill learning was assessed with the Invented Letter Task (ILT), representing procedural learning. Second graders (<em>n</em> = 124) from low-SES schools practiced skill-learning across two consecutive days and two weeks later. Midway through the year, fine-motor coordination, working memory, phonological awareness, vocabulary, spelling, writing, and reading fluency were assessed. National standardized literacy tests were administered at the end of the school year. Using structural equation modeling, skill-learning first-day achievements (signifying learning) and two-week post-training performance (signifying automaticity), along with measures assessed midyear, served as predictors of reading comprehension and written expression, confirming the contribution of skill-learning to literacy acquisition. The risk for impairments in reading comprehension/written expression was tested using the same model, indicating similar, but not identical, associations.</div></div><div><h3>Educational relevance statement</h3><div>This study underscores the importance of skill-learning abilities for literacy development in second-grade children from low-income families. By using a letter-writing task, end-of-year reading and writing performance were predicted. The research identified key factors that may indicate which children are at risk for literacy impairments, emphasizing the need for early interventions. Early training in basic skills is shown to have significant long-term educational benefits. These findings suggest that educators can use such tasks to screen and support students, thereby improving literacy outcomes.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102779"},"PeriodicalIF":9.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144988604","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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