Pub Date : 2025-10-01Epub Date: 2025-08-16DOI: 10.1016/j.lindif.2025.102776
Anne Neveu , Emma Libersky , Margarita Kaushanskaya
Word learning can take place through non-ambiguous word-referent pairings, as in paired-associate word learning (PAL), or in ambiguous contexts, as in cross-situational word learning (CSWL). Little is known about long-term retention of novel words in PAL, and even less so in CSWL. We assigned 378 participants to PAL or CSWL and tested retention either immediately, after a 6-min delay or a 24-h delay. We examined the role of learning condition, delay, and phonological working memory on learning performance. Results indicate better performance at immediate than at long delayed testing, and a sharper drop in performance with delay for PAL than for CSWL. Learning performance was higher in PAL than CSWL, and phonological working memory tended to be positively associated with learning. Results indicate that retention patterns differ across word learning paradigms, with higher retention overall in PAL but less memory decay over time in CSWL.
{"title":"Novel word learning over different time scales: A comparison of paired-associate and cross-situational paradigms","authors":"Anne Neveu , Emma Libersky , Margarita Kaushanskaya","doi":"10.1016/j.lindif.2025.102776","DOIUrl":"10.1016/j.lindif.2025.102776","url":null,"abstract":"<div><div>Word learning can take place through non-ambiguous word-referent pairings, as in paired-associate word learning (PAL), or in ambiguous contexts, as in cross-situational word learning (CSWL). Little is known about long-term retention of novel words in PAL, and even less so in CSWL. We assigned 378 participants to PAL or CSWL and tested retention either immediately, after a 6-min delay or a 24-h delay. We examined the role of learning condition, delay, and phonological working memory on learning performance. Results indicate better performance at immediate than at long delayed testing, and a sharper drop in performance with delay for PAL than for CSWL. Learning performance was higher in PAL than CSWL, and phonological working memory tended to be positively associated with learning. Results indicate that retention patterns differ across word learning paradigms, with higher retention overall in PAL but less memory decay over time in CSWL.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102776"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144858433","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}
Deficits in domain-specific numerosity processing and domain-general visual perception have been associated with mathematics difficulties (MD), yet findings remain inconsistent partly due to variability in MD screening cutoff thresholds. This study examined these deficits across three severity levels of MD in a total of 369 children aged 6 to 12 based on arithmetic fluency scores, using cutoffs of −2 SD (severe), −1.5 SD (moderate), and −1 SD (mild). Deficits in both numerosity processing and visual perception were observed across all MD severity levels. In severe MD, the combined contribution of the two skills provided stronger predictive power than visual perception alone. Findings supported the homogeneous cognitive deficits across severity levels, highlighting the importance of emphasizing both domain-specific numerosity processing and domain-general visual perception for accurate diagnosis and effective intervention.
Education relevance and implication
Students with MD demonstrate deficits in mastering number sense, memorizing arithmetic facts, and performing calculations accurately and fluently. However, there remains a lack of consensus on the cutoffs for MD screening, limiting comparability across studies. The present study addressed this gap by utilizing both strict and lenient cutoffs to examine deficits across varying severity levels of MD. Additionally, the study focused on the ongoing discussion of domain-specific and domain-general cognitive deficits in MD. The findings suggested that both numerosity processing and visual perception play essential roles in the accurate diagnosis and effective interventions for MD. First, integrating these measures into MD assessment tools could facilitate earlier identification of at-risk children, particularly in the early school years, prior to formal academic education. Second, educational interventions that address both types of cognitive deficits may be more effective, especially when tailored to the MD severity level. Visual perception training may be especially beneficial in early years or for children with milder MD, while more direct numerosity training may be required for children with more severe impairments. These findings underscore the importance of multidimensional assessment and intervention strategies that align with the heterogeneity of MD profiles.
{"title":"Homogeneous numerosity and visual perception deficits across mild, moderate and severe mathematics difficulties","authors":"Yujie Lu , Xiaoxia Zhang , Xingman Chen , Xinlin Zhou , Dazhi Cheng","doi":"10.1016/j.lindif.2025.102777","DOIUrl":"10.1016/j.lindif.2025.102777","url":null,"abstract":"<div><div>Deficits in domain-specific numerosity processing and domain-general visual perception have been associated with mathematics difficulties (MD), yet findings remain inconsistent partly due to variability in MD screening cutoff thresholds. This study examined these deficits across three severity levels of MD in a total of 369 children aged 6 to 12 based on arithmetic fluency scores, using cutoffs of −2 SD (severe), −1.5 SD (moderate), and −1 SD (mild). Deficits in both numerosity processing and visual perception were observed across all MD severity levels. In severe MD, the combined contribution of the two skills provided stronger predictive power than visual perception alone. Findings supported the homogeneous cognitive deficits across severity levels, highlighting the importance of emphasizing both domain-specific numerosity processing and domain-general visual perception for accurate diagnosis and effective intervention.</div></div><div><h3>Education relevance and implication</h3><div>Students with MD demonstrate deficits in mastering number sense, memorizing arithmetic facts, and performing calculations accurately and fluently. However, there remains a lack of consensus on the cutoffs for MD screening, limiting comparability across studies. The present study addressed this gap by utilizing both strict and lenient cutoffs to examine deficits across varying severity levels of MD. Additionally, the study focused on the ongoing discussion of domain-specific and domain-general cognitive deficits in MD. The findings suggested that both numerosity processing and visual perception play essential roles in the accurate diagnosis and effective interventions for MD. First, integrating these measures into MD assessment tools could facilitate earlier identification of at-risk children, particularly in the early school years, prior to formal academic education. Second, educational interventions that address both types of cognitive deficits may be more effective, especially when tailored to the MD severity level. Visual perception training may be especially beneficial in early years or for children with milder MD, while more direct numerosity training may be required for children with more severe impairments. These findings underscore the importance of multidimensional assessment and intervention strategies that align with the heterogeneity of MD profiles.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102777"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144860296","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 : 2025-10-01Epub Date: 2025-08-20DOI: 10.1016/j.lindif.2025.102765
Michaela A. Meier, Anna Ehrengruber, Lara Spitzley, Nils Eller, Christina Reiterer, Martha Rieger, Hannah Skerbinz, Florentina Teuschel, Marc Wiemer, Stephan E. Vogel, Roland H. Grabner
{"title":"Corrigendum to “The prediction of mathematical creativity scores: Mathematical abilities, personality and creative self-beliefs” [Learning and Individual Differences 113 (2024) 102473]","authors":"Michaela A. Meier, Anna Ehrengruber, Lara Spitzley, Nils Eller, Christina Reiterer, Martha Rieger, Hannah Skerbinz, Florentina Teuschel, Marc Wiemer, Stephan E. Vogel, Roland H. Grabner","doi":"10.1016/j.lindif.2025.102765","DOIUrl":"10.1016/j.lindif.2025.102765","url":null,"abstract":"","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102765"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060546","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 : 2025-10-01Epub Date: 2025-08-05DOI: 10.1016/j.lindif.2025.102757
Katrin M. Wolf , Katharina Kluczniok , Karoline Sachse
Children with immigrant background in Germany, on average, perform poorer on academic tests than children without immigrant background. Immigration-related disparities in family's social background account partly but not entirely for these gaps. With the present study, we aim to gain more insights into the development of immigration-related gaps in early childhood by examining the overlap of social and immigrant backgrounds. We analyzed if maternal education and family income moderate immigration-related disparities in parent-child-activities (PCA) and receptive vocabulary in German at the age of five with data from the newborn cohort study of the German National Educational Panel Study. The sample consisted of almost 3.500 children who were born in Germany. This study confirmed both social and immigration-related disparities in PCA and early vocabulary. Moreover, we found little evidence for the moderation of immigration-related disparities by social background at this early age in the learning experiences at home and vocabulary acquisition.
Educational relevance
In Germany, large-scale assessments consistently highlight disparities in child outcomes related to immigration background. However, our study suggests that the impact of an immigration background on children's learning experiences at home and their vocabulary varies depending on the family's social background. For instance, we found immigration-related disparities in the frequency of parent-child activities only among families with low maternal education. This underscores the importance of vocational training and development programs, which could not only lead to higher educational attainment but also improve German language proficiency.
{"title":"Social background as a moderator of immigration-related disparities in parent-child-activities and in early vocabulary","authors":"Katrin M. Wolf , Katharina Kluczniok , Karoline Sachse","doi":"10.1016/j.lindif.2025.102757","DOIUrl":"10.1016/j.lindif.2025.102757","url":null,"abstract":"<div><div>Children with immigrant background in Germany, on average, perform poorer on academic tests than children without immigrant background. Immigration-related disparities in family's social background account partly but not entirely for these gaps. With the present study, we aim to gain more insights into the development of immigration-related gaps in early childhood by examining the overlap of social and immigrant backgrounds. We analyzed if maternal education and family income moderate immigration-related disparities in parent-child-activities (PCA) and receptive vocabulary in German at the age of five with data from the newborn cohort study of the German National Educational Panel Study. The sample consisted of almost 3.500 children who were born in Germany. This study confirmed both social and immigration-related disparities in PCA and early vocabulary. Moreover, we found little evidence for the moderation of immigration-related disparities by social background at this early age in the learning experiences at home and vocabulary acquisition.</div></div><div><h3>Educational relevance</h3><div>In Germany, large-scale assessments consistently highlight disparities in child outcomes related to immigration background. However, our study suggests that the impact of an immigration background on children's learning experiences at home and their vocabulary varies depending on the family's social background. For instance, we found immigration-related disparities in the frequency of parent-child activities only among families with low maternal education. This underscores the importance of vocational training and development programs, which could not only lead to higher educational attainment but also improve German language proficiency.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102757"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780735","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 : 2025-10-01Epub Date: 2025-08-05DOI: 10.1016/j.lindif.2025.102767
Ursina E. Raemy, Natalie Borter, Danièle A. Gubler, Adrian Büchli, Stefan J. Troche
Despite a close conceptual association, meta-analyses revealed only a modest relationship between academic performance and conscientiousness, with the latter primarily measured by general self-reports. This study aimed to identify stable patterns of conscientiousness-related learning behaviors and explore their prediction of academic performance. In 221 psychology students, we repeatedly measured learning behaviors, such as preparedness, timeliness, time spent on feedback, and effort invested in solving tasks in online formative assessments across the term. These behaviors were stable across the term and intercorrelated. This allowed extracting a latent variable learning behavior-related (LBR) conscientiousness, which correlated with general self-reported conscientiousness (r = 0.37). In separate latent regression analyses, general self-reported (β = 0.14) and LBR conscientiousness (β = 0.36) significantly predicted final exam grades. When considered simultaneously, only LBR conscientiousness remained a significant predictor. Advantages and limitations of context-specific and behavior-related measures of conscientiousness in predicting academic performance are discussed regarding their potential to support students in their studies.
Educational relevance and implications
This study provides further evidence for the importance of conscientiousness in predicting academic performance. Using a learning-analytics approach, the study demonstrates that the prediction of academic performance can be significantly enhanced by examining not just self-reports of general conscientiousness but also context-specific conscientiousness-related behaviors. Capturing modifiable learning-relevant behaviors enables practical and personalized interventions that help students adjust their study strategies effectively, thereby improving their learning outcomes throughout the term and increasing their chances of success in exams.
{"title":"Measuring conscientiousness and its impact on academic performance: Insights from self-reports and behavioral data","authors":"Ursina E. Raemy, Natalie Borter, Danièle A. Gubler, Adrian Büchli, Stefan J. Troche","doi":"10.1016/j.lindif.2025.102767","DOIUrl":"10.1016/j.lindif.2025.102767","url":null,"abstract":"<div><div>Despite a close conceptual association, meta-analyses revealed only a modest relationship between academic performance and conscientiousness, with the latter primarily measured by general self-reports. This study aimed to identify stable patterns of conscientiousness-related learning behaviors and explore their prediction of academic performance. In 221 psychology students, we repeatedly measured learning behaviors, such as preparedness, timeliness, time spent on feedback, and effort invested in solving tasks in online formative assessments across the term. These behaviors were stable across the term and intercorrelated. This allowed extracting a latent variable <em>learning behavior-related (LBR) conscientiousness</em>, which correlated with <em>general self-reported conscientiousness</em> (<em>r</em> = 0.37). In separate latent regression analyses, <em>general self-reported</em> (β = 0.14) and <em>LBR conscientiousness</em> (β = 0.36) significantly predicted final exam grades. When considered simultaneously, only <em>LBR conscientiousness</em> remained a significant predictor. Advantages and limitations of context-specific and behavior-related measures of conscientiousness in predicting academic performance are discussed regarding their potential to support students in their studies.</div></div><div><h3>Educational relevance and implications</h3><div>This study provides further evidence for the importance of conscientiousness in predicting academic performance. Using a learning-analytics approach, the study demonstrates that the prediction of academic performance can be significantly enhanced by examining not just self-reports of general conscientiousness but also context-specific conscientiousness-related behaviors. Capturing modifiable learning-relevant behaviors enables practical and personalized interventions that help students adjust their study strategies effectively, thereby improving their learning outcomes throughout the term and increasing their chances of success in exams.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102767"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780736","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 : 2025-10-01Epub Date: 2025-08-25DOI: 10.1016/j.lindif.2025.102755
Linda Zenger, Barbara Flunger, Tamara van Gog
Students regularly struggle with motivation and, consequently, cannot reach their full academic potential. Intrinsic and identified motivation are most advantageous for academic outcomes and can be fostered through autonomy support. However, often, students cannot rely on support from others. In those situations, students might use autonomy-regulation strategies themselves. We investigated whether five autonomy-regulation strategies (creating choices, recognizing one's own perspective, using invitational self-talk, acknowledging one's own feelings, and displaying patience towards oneself) can be differentiated from established motivation-regulation strategies, like mastery self-talk. Moreover, we investigated the associations between autonomy-regulation strategies and distinct motivational qualities. In two samples with university students (N1 = 221; N2 = 155), bifactor exploratory structural equation modeling confirmed empirical distinguishability. Next to general motivation regulation, creating choices, enhancing personal significance, and mastery self-talk were positively associated with identified and intrinsic motivation, controlling for all other strategies. Mastery self-talk showed the most robust associations with academic outcomes.
Educational relevance statement
Supporting students' autonomy (e.g., enhancing ownership) has been shown to be effective for motivation and academic outcomes. However, university students often have to motivate themselves and regulate their own feelings of autonomy. The results of the present study showed that university students endorse the use of autonomy-regulation strategies as a unique part of motivation regulation. In addition to mastery self-talk, all autonomy-regulation strategies contributed strongly to a general tendency to self-regulate one's own motivation, which was positively associated with intrinsic motivation and academic effort but negatively associated with amotivation and dropout intentions. Our research implies that it is important to consider students' distinct autonomy-regulation and motivation-regulation strategies in addition to the general tendency to self-regulate motivation when studying how students can optimally enhance their motivation and engagement needed for reaching their full academic potential.
{"title":"Towards studying students’ autonomy-regulation strategies as a specific part of their motivation regulation","authors":"Linda Zenger, Barbara Flunger, Tamara van Gog","doi":"10.1016/j.lindif.2025.102755","DOIUrl":"10.1016/j.lindif.2025.102755","url":null,"abstract":"<div><div>Students regularly struggle with motivation and, consequently, cannot reach their full academic potential. Intrinsic and identified motivation are most advantageous for academic outcomes and can be fostered through autonomy support. However, often, students cannot rely on support from others. In those situations, students might use autonomy-regulation strategies themselves. We investigated whether five autonomy-regulation strategies (creating choices, recognizing one's own perspective, using invitational self-talk, acknowledging one's own feelings, and displaying patience towards oneself) can be differentiated from established motivation-regulation strategies, like mastery self-talk. Moreover, we investigated the associations between autonomy-regulation strategies and distinct motivational qualities. In two samples with university students (<em>N</em><sub><em>1</em></sub> = 221<em>; N</em><sub><em>2</em></sub> = 155), bifactor exploratory structural equation modeling confirmed empirical distinguishability. Next to general motivation regulation, creating choices, enhancing personal significance, and mastery self-talk were positively associated with identified and intrinsic motivation, controlling for all other strategies. Mastery self-talk showed the most robust associations with academic outcomes.</div></div><div><h3>Educational relevance statement</h3><div>Supporting students' autonomy (e.g., enhancing ownership) has been shown to be effective for motivation and academic outcomes. However, university students often have to motivate themselves and regulate their own feelings of autonomy. The results of the present study showed that university students endorse the use of autonomy-regulation strategies as a unique part of motivation regulation. In addition to mastery self-talk, all autonomy-regulation strategies contributed strongly to a general tendency to self-regulate one's own motivation, which was positively associated with intrinsic motivation and academic effort but negatively associated with amotivation and dropout intentions. Our research implies that it is important to consider students' distinct autonomy-regulation and motivation-regulation strategies in addition to the general tendency to self-regulate motivation when studying how students can optimally enhance their motivation and engagement needed for reaching their full academic potential.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102755"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144893050","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 : 2025-10-01Epub Date: 2025-08-30DOI: 10.1016/j.lindif.2025.102780
Christa Krijgsman , Lisette Hornstra , David Litalien , Leen Haerens , Lars Borghouts , Tim Mainhard
This study examined profiles of need satisfaction and frustration among secondary school students (N = 548) in physical education, stability over two months' time, and associations with students' motivation. Using a bifactor exploratory structural equation model, we examined students' global need fulfillment alongside specific autonomy, competence, and relatedness satisfaction and frustration. We contribute to theory in two ways. First, we identified meaningful subpopulations of secondary school physical education students. Global need fulfillment explained differences for the majority of students (Profile 3; 61.6%), displaying a need-based in-tandem pattern associated with adaptive motivational outcomes. However, the inclusion of specific need satisfaction and frustration components uncovered two important subgroups (Profile 2, 33.0%; Profile 1, 5.4%) characterized by slightly (Profile 2) and more (Profile 1) unbalanced profiles. These subgroups, associated with maladaptive outcomes, would have been overlooked using only global measures. Second, profile membership proved to be highly stable within students over a relatively short period.
Educational relevance and implications
The most valuable implication for education is that negative motivational outcomes (i.e., controlled motivation and amotivation) can be driven by various combinations of need-based experiences. Teachers could experiment with a wide range of motivational behaviors (Ahmadi et al., 2023) to counter negative motivational outcomes. However, for a subgroup of students (33.0%; Profile 2), characterized by higher levels of controlled motivation, especially those behaviors that aim to diminish relatedness frustration may be helpful. Teachers can, for instance, refrain from rejecting these students and show them unconditional regard. For another group of students (5.4%; Profile 1), characterized by higher levels of amotivation, especially those behaviors that aim to diminish autonomy frustration, may be effective. Teachers can, for instance, refrain from pressuring these students, use inviting language, allow their input or choice, or teach in students' preferred ways. Teachers could target specific students who need it the most, in pursuit of transitioning more students into more highly fulfilled profiles. Such experiments are particularly valuable, as students who feel more controlled or amotivated compared to their peers may demand a disproportionate share of the teacher's classroom management efforts.
摘要本研究考察了548名中学生在体育课程上的需求满意度、挫败感、两个月时间的稳定性，以及与学生学习动机的关系。使用双因素探索性结构方程模型，我们考察了学生的整体需求满足以及特定自主性、能力、关系满意度和挫败感。我们以两种方式对理论做出贡献。首先，我们确定了有意义的中学体育学生亚群。全球需求满足解释了大多数学生的差异（概况3；61.6%），显示出与适应性动机结果相关的基于需求的串联模式。然而，包括特定需求满足和挫折成分发现了两个重要的亚组（概况2,33.0%；概况1,5.4%），其特征是轻微（概况2）和更不平衡（概况1）。这些与适应不良结果相关的亚群，如果只使用全局测量方法，可能会被忽略。其次，在相对较短的时间内，学生的个人资料会员资格被证明是高度稳定的。对教育最有价值的启示是，消极的动机结果（即受控动机和动机）可以由各种基于需求的经验组合驱动。教师可以尝试各种各样的动机行为（Ahmadi et al., 2023）来对抗消极的动机结果。然而，对于一组学生（33.0%；资料2），其特点是更高水平的可控动机，特别是那些旨在减少关系挫折的行为可能是有帮助的。例如，教师可以避免拒绝这些学生，并对他们表示无条件的尊重。对于另一组学生（5.4%；资料1），其特点是动机水平较高，特别是那些旨在减少自主挫折的行为，可能是有效的。例如，教师可以避免给这些学生施加压力，使用邀请性的语言，允许他们输入或选择，或以学生喜欢的方式教学。教师可以针对最需要它的特定学生，追求将更多学生转变为更高度满足的学生。这样的实验特别有价值，因为与同龄人相比，那些感觉更受控制或更有动力的学生可能会要求教师在课堂管理方面付出不成比例的努力。
{"title":"Temporal stability of need satisfaction and frustration profiles and their association with motivational functioning","authors":"Christa Krijgsman , Lisette Hornstra , David Litalien , Leen Haerens , Lars Borghouts , Tim Mainhard","doi":"10.1016/j.lindif.2025.102780","DOIUrl":"10.1016/j.lindif.2025.102780","url":null,"abstract":"<div><div>This study examined profiles of need satisfaction and frustration among secondary school students (<em>N</em> = 548) in physical education, stability over two months' time, and associations with students' motivation. Using a bifactor exploratory structural equation model, we examined students' global need fulfillment alongside specific autonomy, competence, and relatedness satisfaction and frustration. We contribute to theory in two ways. First, we identified meaningful subpopulations of secondary school physical education students. Global need fulfillment explained differences for the majority of students (Profile 3; 61.6%), displaying a need-based in-tandem pattern associated with adaptive motivational outcomes. However, the inclusion of specific need satisfaction and frustration components uncovered two important subgroups (Profile 2, 33.0%; Profile 1, 5.4%) characterized by slightly (Profile 2) and more (Profile 1) unbalanced profiles. These subgroups, associated with maladaptive outcomes, would have been overlooked using only global measures. Second, profile membership proved to be highly stable within students over a relatively short period.</div></div><div><h3>Educational relevance and implications</h3><div>The most valuable implication for education is that negative motivational outcomes (i.e., controlled motivation and amotivation) can be driven by various combinations of need-based experiences. Teachers could experiment with a wide range of motivational behaviors (<span><span>Ahmadi et al., 2023</span></span>) to counter negative motivational outcomes. However, for a subgroup of students (33.0%; Profile 2), characterized by higher levels of controlled motivation, especially those behaviors that aim to diminish relatedness frustration may be helpful. Teachers can, for instance, refrain from rejecting these students and show them unconditional regard. For another group of students (5.4%; Profile 1), characterized by higher levels of amotivation, especially those behaviors that aim to diminish autonomy frustration, may be effective. Teachers can, for instance, refrain from pressuring these students, use inviting language, allow their input or choice, or teach in students' preferred ways. Teachers could target specific students who need it the most, in pursuit of transitioning more students into more highly fulfilled profiles. Such experiments are particularly valuable, as students who feel more controlled or amotivated compared to their peers may demand a disproportionate share of the teacher's classroom management efforts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102780"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920098","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 : 2025-10-01Epub Date: 2025-07-28DOI: 10.1016/j.lindif.2025.102763
Julia Gorges
This study investigated motivation to learn (MtL), conceptualized at a global level of abstraction, and participation in adult learning and training (PAE). In Study 1 (N = 747, 65.1 % female; age: M[SD] = 43.21[12.09] years), the nomological network of global MtL revealed strong correlations with mastery goal orientation, intrinsic task value, need for cognition, and self-concept of ability. Cross-sectional associations with (past and planned) PAE were small to moderate. Based on the representative German PIAAC longitudinal study covering four years between 2012 and 2016 (N2012 = 4191, N2015= 2502, N2016 = 2370) and using structural equation modeling, results from Study 2 support the hypothesis that global MtL affects PAE while controlling for level of education, employment, literacy, age, and sex. The results are discussed with respect to theoretical implications for the development of motivation theory and practical implications for the promotion of lifelong learning.
Educational impact and implications statement
This study examined adults' motivation to learn (MtL) at a global level of abstraction, overcoming previous limitations of focusing on specific educational settings or learning content. Global MtL may help to explain patterns of participation in adult education and training, particularly in relation to social inequalities. In addition, MtL may be malleable and thus amenable to targeted interventions, providing a starting point for promoting lifelong learning in adult populations.
{"title":"Global motivation to learn and adult learning: A nomological network analysis and a four-year longitudinal study","authors":"Julia Gorges","doi":"10.1016/j.lindif.2025.102763","DOIUrl":"10.1016/j.lindif.2025.102763","url":null,"abstract":"<div><div>This study investigated motivation to learn (MtL), conceptualized at a global level of abstraction, and participation in adult learning and training (PAE). In Study 1 (<em>N</em> = 747, 65.1 % female; age: <em>M</em>[<em>SD</em>] = 43.21[12.09] years), the nomological network of global MtL revealed strong correlations with mastery goal orientation, intrinsic task value, need for cognition, and self-concept of ability. Cross-sectional associations with (past and planned) PAE were small to moderate. Based on the representative German PIAAC longitudinal study covering four years between 2012 and 2016 (<em>N</em><sub>2012</sub> = <em>4191, N</em><sub>2015</sub> <em>= 2502, N</em><sub>2016</sub> = <em>2370</em>) and using structural equation modeling, results from Study 2 support the hypothesis that global MtL affects PAE while controlling for level of education, employment, literacy, age, and sex. The results are discussed with respect to theoretical implications for the development of motivation theory and practical implications for the promotion of lifelong learning.</div></div><div><h3>Educational impact and implications statement</h3><div>This study examined adults' motivation to learn (MtL) at a global level of abstraction, overcoming previous limitations of focusing on specific educational settings or learning content. Global MtL may help to explain patterns of participation in adult education and training, particularly in relation to social inequalities. In addition, MtL may be malleable and thus amenable to targeted interventions, providing a starting point for promoting lifelong learning in adult populations.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102763"},"PeriodicalIF":3.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144713510","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 : 2025-10-01Epub Date: 2025-09-01DOI: 10.1016/j.lindif.2025.102783
Christian Tarchi , Jason Braasch , Anna Paola Fallaci , Elisa Guidi
This theoretical paper explores the evolving concept of critical thinking in the context of contemporary education. Critical thinking has long been a central educational goal, emphasizing the ability to evaluate information critically and make informed judgments. This study examines the interplay between three key constructs: thinking dispositions (i.e., habits of mind influencing reasoning), intellectual virtues (i.e., admirable traits of character supporting reasoning), and epistemic cognition (i.e., processes through which individuals understand, evaluate, and justify knowledge claims and beliefs), particularly in reading comprehension. By analyzing extant research and theoretical frameworks, including the AIR model, we argue that fostering sophisticated thinking dispositions and intellectual virtues—such as actively-openminded thinking (AOT) and intellectual humility (IH)—enhances epistemic reading practices. We propose a profile-oriented approach, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of AOT/IH would approach a task involving the comprehension of multiple texts.
Educational relevance statement
Our focus is on the ways that people's thinking dispositions and intellectual virtues may interact to inform different epistemic approaches to complex learning scenarios, even in individuals with high levels of competence. We propose a profile-oriented approach to complex learning situations, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of actively-openmindedness and intellectual humility would approach a task involving the comprehension, evaluation, integration, and use of multiple texts.
{"title":"Thinking dispositions and epistemic cognition: Combined influences when reading to learn","authors":"Christian Tarchi , Jason Braasch , Anna Paola Fallaci , Elisa Guidi","doi":"10.1016/j.lindif.2025.102783","DOIUrl":"10.1016/j.lindif.2025.102783","url":null,"abstract":"<div><div>This theoretical paper explores the evolving concept of critical thinking in the context of contemporary education. Critical thinking has long been a central educational goal, emphasizing the ability to evaluate information critically and make informed judgments. This study examines the interplay between three key constructs: thinking dispositions (i.e., habits of mind influencing reasoning), intellectual virtues (i.e., admirable traits of character supporting reasoning), and epistemic cognition (i.e., processes through which individuals understand, evaluate, and justify knowledge claims and beliefs), particularly in reading comprehension. By analyzing extant research and theoretical frameworks, including the AIR model, we argue that fostering sophisticated thinking dispositions and intellectual virtues—such as actively-openminded thinking (AOT) and intellectual humility (IH)—enhances epistemic reading practices. We propose a profile-oriented approach, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of AOT/IH would approach a task involving the comprehension of multiple texts.</div></div><div><h3>Educational relevance statement</h3><div>Our focus is on the ways that people's thinking dispositions and intellectual virtues may interact to inform different epistemic approaches to complex learning scenarios, even in individuals with high levels of competence. We propose a profile-oriented approach to complex learning situations, using the AIR model of epistemic cognition to illustrate how individuals with varying levels of actively-openmindedness and intellectual humility would approach a task involving the comprehension, evaluation, integration, and use of multiple texts.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102783"},"PeriodicalIF":9.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144922559","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 : 2025-10-01Epub 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":"2025-10-01","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}
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