Learning and Individual Differences最新文献

{"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}

{"title":"Differential use and effectiveness of practice testing: Who benefits and who engages?","authors":"Jakob Schwerter ,&nbsp;Fani Lauermann ,&nbsp;Taiga Brahm ,&nbsp;Kou Murayama","doi":"10.1016/j.lindif.2025.102761","DOIUrl":"10.1016/j.lindif.2025.102761","url":null,"abstract":"<div><div>Practice testing is an effective learning strategy, yet low-achieving students often underutilize it despite its benefits. This study investigates who benefits from and who engages in practice testing within an authentic educational setting. We collected data from 325 undergraduates (56 % self-identified as female) in a gateway mathematics course, combining survey responses, practice testing records, and exam performance (points, grades, passing). Employing regressions and prediction rule ensembles, we analyzed a comprehensive set of predictors (prior/current achievement, motivational beliefs, personality, and volitional factors). Increased practice testing was linked to improved exam performance, especially for students with moderate-to-high current achievement. Students with lower prior achievement were less likely to test themselves and required more practice testing attempts to achieve similar exam performance improvements. Predictors of practice testing included prior achievement, intrinsic value, and mastery goals. Therefore, integrating low-stakes testing with motivation-supportive interventions may reduce performance gaps and promote equity in higher education.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102761"},"PeriodicalIF":9.0,"publicationDate":"2025-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144771851","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":"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>₂₀₁₂ = <em>4191, N</em>₂₀₁₅ <em>= 2502, N</em>₂₀₁₆ = <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":"2025-07-28","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}

{"title":"The role of learners' cognitive abilities in L2 collocation learning from proactively or interactively enhanced textual input","authors":"Jookyoung Jung ,&nbsp;Andrea Révész ,&nbsp;Matt Stainer ,&nbsp;Ana Pellicer-Sánchez ,&nbsp;Danni Shi ,&nbsp;Yoojin Chung","doi":"10.1016/j.lindif.2025.102759","DOIUrl":"10.1016/j.lindif.2025.102759","url":null,"abstract":"<div><div>Sixty Chinese ESL learners read three English texts that contained 12 target collocations presented in one of three conditions: no highlighting, proactive highlighting (target collocations highlighted before reading), or interactive highlighting (target collocations highlighted upon gaze detection). Immediate and delayed collocation form recall and recognition tests were administered to measure learning gains. Participants' cognitive abilities were assessed in terms of their explicit language aptitude (LLAMA B and F tests), implicit learning ability (serial reaction time task), and working memory (operation span task and Chinese nonword span task). We found that both proactive and interactive highlighting mitigated the role of LLAMA B scores in recalling target collocation forms. Interactive highlighting was also effective in neutralizing the role of LLAMA B and nonword span scores in recognizing the target collocation forms. However, learners with higher LLAMA F and operation spans benefited more from interactive highlighting when learning new target collocation forms.</div></div><div><h3>Educational relevance statement</h3><div>This study examined if the effectiveness of textual enhancement may change depending on second language (L2) learners' language aptitude and working memory in the context of learning new L2 collocations from reading. For this study, two types of textual enhancement techniques were developed, i.e., proactive highlighting (target collocations highlighted in advance of reading) and interactive highlighting (target collocations highlighted upon gaze detection) (<span><span>Reder, 1973</span></span>; <span><span>Révész et al., 2023</span></span>). The findings of this study revealed the pedagogical efficacy of the textual enhancement technique as a way to mitigate the influence of learners' vocabulary learning aptitude (as assessed with LLAMA B test) in learning new collocations from L2 reading. The interactive highlighting was also shown to be effective in reducing the impact of learners' vocabulary learning aptitude and phonological memory (as measured with Chinese nonword span task) in L2 collocation learning. Additionally, this study found that those with higher language analytic skills (as assessed with LLAMA F test) and executive functions (as measured with operation span task) benefited more from interactive highlighting. These findings suggest that textual enhancement, especially interactive highlighting, may be a useful pedagogical strategy for L2 learners with limited vocabulary and phonological memory, helping them acquire new collocations through reading. Further research will be needed to confirm whether gaze-contingent enhancement might disadvantage learners with lower analytical skills and complex working memory capacity.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"123 ","pages":"Article 102759"},"PeriodicalIF":3.8,"publicationDate":"2025-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144703929","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":"Catching up? Sex differences in prior conceptual knowledge, socio-emotional experiences, and academic achievements among STEM undergraduates","authors":"Anne Deiglmayr ,&nbsp;Michal Berkowitz ,&nbsp;Bruno Rütsche ,&nbsp;Nora Dittmann ,&nbsp;Renate Schubert ,&nbsp;Elsbeth Stern","doi":"10.1016/j.lindif.2025.102762","DOIUrl":"10.1016/j.lindif.2025.102762","url":null,"abstract":"<div><div>The present study examined sex differences in prior conceptual knowledge, socio-emotional factors, self-regulated learning, and grade point average (GPA) among first-year students in mathematics-intensive STEM programs (<em>n</em> = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math (<em>d</em> = -0.51) and physics (<em>d</em> = -0.88). During their first university year, women experienced higher levels of belonging uncertainty (<em>d</em> = 0.41) and stress (<em>d</em> = 0.70). In their first-year exams, women obtained a slightly lower GPA than men (<em>d</em> = -0.23). Hierarchical multiple regressions revealed that prior conceptual knowledge and grades, followed by socio-emotional factors and self-regulation, were independently predictive of first-year GPA. The effect of sex on first-year GPA was eliminated when either of these factors or their combination were included. The sex difference in first-year GPA was small, given the initial differences in prior knowledge. We discuss processes enabling students to compensate for lower prior knowledge as well as socio-emotional costs.</div></div><div><h3>Educational relevance and implications statement</h3><div>In a large sample of first-year university students in mathematics-intensive STEM fields, we found that women entered university with lower prior knowledge in math and physics, reported higher belonging uncertainty and stress during their first year, and obtained lower grades at the end of their first year. Yet, the sex difference in prior knowledge was much larger than the sex difference in first-year grade point average (GPA), demonstrating that women were able to compensate. The statistical analyses help to understand the interplay of sex, relevant prior knowledge, was well as socio-emotional factors and self-regulation, for first-year university STEM students' achievement. On a practical level, our findings point towards the importance of supporting students of any sex or gender in compensating for lacks in relevant prior knowledge.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102762"},"PeriodicalIF":3.8,"publicationDate":"2025-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144696667","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 accuracy of performance judgements and academic achievement: A two-sample two-wave study of German primary and lower secondary school students","authors":"Anna Hawrot,&nbsp;Timo Gnambs,&nbsp;Kathrin Lockl","doi":"10.1016/j.lindif.2025.102764","DOIUrl":"10.1016/j.lindif.2025.102764","url":null,"abstract":"<div><div>In metacognition research, performance judgements and their accuracy are considered pivotal for self-regulated learning and task performance. However, their long-term impact on academic achievement remains under-researched. This study investigated the role of performance judgements and their accuracy for later maths competencies and explored whether this relationship varied with age. We used data on student performance judgements in a maths test, actual performance, and performance in a maths test two years later collected from 5551 German primary and 4780 lower secondary school students. Response surface analyses supported none of the five competing hypotheses that we investigated. They indicated the dominant role of past competencies and a positive, although weaker, effect of judgements, especially at high competence levels. Students in both samples overestimated their performance, with secondary school students being more accurate. The study suggests refining theoretical models to better link past performance, performance judgements, and accuracy to short- and long-term achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102764"},"PeriodicalIF":3.8,"publicationDate":"2025-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144687095","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}