Learning and Individual Differences最新文献

{"title":"Thinking dispositions and epistemic cognition: Combined influences when reading to learn","authors":"Christian Tarchi ,&nbsp;Jason Braasch ,&nbsp;Anna Paola Fallaci ,&nbsp;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":"2025-09-01","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}

{"title":"Temporal stability of need satisfaction and frustration profiles and their association with motivational functioning","authors":"Christa Krijgsman ,&nbsp;Lisette Hornstra ,&nbsp;David Litalien ,&nbsp;Leen Haerens ,&nbsp;Lars Borghouts ,&nbsp;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":"2025-08-30","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}

{"title":"Towards studying students’ autonomy-regulation strategies as a specific part of their motivation regulation","authors":"Linda Zenger,&nbsp;Barbara Flunger,&nbsp;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>_<em>1</em> = 221<em>; N</em>_<em>2</em> = 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":"2025-08-25","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}

{"title":"Early literacy and executive function profiles in Spanish-English emergent bilinguals","authors":"Ye Shen","doi":"10.1016/j.lindif.2025.102775","DOIUrl":"10.1016/j.lindif.2025.102775","url":null,"abstract":"<div><div>This study investigated the interplay between early literacy and executive function (EF) skills in influencing English reading development among Spanish-English emergent bilinguals. Using a person-centered approach, I identified three distinct bilingual early literacy and EF profiles: (1) Average Bilingual Literacy with High Cognitive Flexibility but Low Working Memory, (2) Below-Average Bilingual Literacy and EF with Low Cognitive Flexibility, and (3) High Spanish Literacy with High EF, especially Working Memory. Children in the High Spanish Literacy with High EF, especially Working Memory profile consistently outperformed other groups in English reading, underscoring the contributions of Spanish reading skills and EF, particularly working memory, to English reading. Further, older children and those with higher parental education were more likely to be in profiles with stronger literacy and EF skills. Findings underscore the interplay between cognitive, literacy, and environmental factors in bilingual children's reading development and have implications for early literacy instruction and intervention.</div></div><div><h3>Educational relevance and implications statement</h3><div>This study examines how early literacy skills in Spanish and English, along with executive function abilities, influence emergent bilingual children's reading development. I identified distinct profiles of emergent bilinguals based on their literacy and cognitive skills in kindergarten, with those characterized by having stronger early literacy and cognitive skills consistently outperforming other groups. This highlights the crucial role of strong literacy and cognitive skills, especially working memory and early Spanish reading proficiency in supporting English reading growth. Additionally, I found that older children and those with higher parental education were more likely to belong to profiles with stronger literacy and executive function skills. These findings emphasize the importance of fostering bilingual children's heritage language literacy, as early Spanish reading skills contribute to long-term English reading success and provide crucial insights into designing instructional approaches that build on bilingual children's strengths to support their literacy development.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102775"},"PeriodicalIF":9.0,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144886630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"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,&nbsp;Anna Ehrengruber,&nbsp;Lara Spitzley,&nbsp;Nils Eller,&nbsp;Christina Reiterer,&nbsp;Martha Rieger,&nbsp;Hannah Skerbinz,&nbsp;Florentina Teuschel,&nbsp;Marc Wiemer,&nbsp;Stephan E. Vogel,&nbsp;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":"2025-08-20","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}

{"title":"Homogeneous numerosity and visual perception deficits across mild, moderate and severe mathematics difficulties","authors":"Yujie Lu ,&nbsp;Xiaoxia Zhang ,&nbsp;Xingman Chen ,&nbsp;Xinlin Zhou ,&nbsp;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":"2025-08-18","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}

{"title":"Novel word learning over different time scales: A comparison of paired-associate and cross-situational paradigms","authors":"Anne Neveu ,&nbsp;Emma Libersky ,&nbsp;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":"2025-08-16","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}

{"title":"Social background as a moderator of immigration-related disparities in parent-child-activities and in early vocabulary","authors":"Katrin M. Wolf ,&nbsp;Katharina Kluczniok ,&nbsp;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":"2025-08-05","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}

{"title":"Measuring conscientiousness and its impact on academic performance: Insights from self-reports and behavioral data","authors":"Ursina E. Raemy,&nbsp;Natalie Borter,&nbsp;Danièle A. Gubler,&nbsp;Adrian Büchli,&nbsp;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":"2025-08-05","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}

{"title":"The trajectory of student agentic engagement in mathematics: The role of individual variables","authors":"Valentina Grazia ,&nbsp;Chiara Giberti ,&nbsp;Consuelo Mameli","doi":"10.1016/j.lindif.2025.102766","DOIUrl":"10.1016/j.lindif.2025.102766","url":null,"abstract":"<div><div>This study investigates the longitudinal trajectory of agentic engagement in mathematics over a school year and the influence on it of individual factors, namely student gender and personality traits. Data were collected from more than 400 sixth graders in Northern Italy, by use of the Agentic Engagement Scale and the Big Five Questionnaire for Children. Latent growth curve modeling revealed a significant decline in agentic engagement over time. Initial levels of agentic engagement did not differ between male and female students; however, female students exhibited a steeper decline over time. Personality traits, specifically openness and extraversion, were positively associated with higher initial levels of agentic engagement but did not influence its trajectory. These findings are discussed by highlighting that, while individual characteristics such as gender and personality play a role, the development of agentic engagement cannot be fully understood without considering also the influence of the learning environment.</div></div><div><h3>Educational relevance statement</h3><div>This study tested the trajectory of agentic engagement in mathematics over a school year in 6th grade, a novel direction of inquiry in the field, while also testing the role of individual variables such as gender and personality traits. The results highlight a concerning declining trend in agentic engagement, which was steeper for female students with respect to their male counterparts, with no significant effect of personality traits. Thus, these findings bring the attention, by exclusion rather than confirmation, on the importance of the learning environment, suggesting urgent reflections on the contemporary topic of students' active participation in learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102766"},"PeriodicalIF":9.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771850","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}