Learning and Individual Differences最新文献

{"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":"2025-10-01","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":"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":"2025-10-01","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":"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":"2025-10-01","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":"Personal relevance and interest: exploring the relationships among three types of perceived personal relevance and middle school students' interest in a math lesson","authors":"Zhixing Guo,&nbsp;Luke Kutszik Fryer","doi":"10.1016/j.lindif.2025.102733","DOIUrl":"10.1016/j.lindif.2025.102733","url":null,"abstract":"<div><div>John Dewey proposed genuine interest as the alignment of the individual's sense of self with a particular concept or object, thereby leading to self-initiated engagement. Self-related information processing has also been pointed out in recent years to be an important component in interest development. However, what role self-relevance plays in students' interest has less often been explored in real classroom settings. The current study examined the role of students' three types of personal relevance (i.e., <em>personal association, personal usefulness, relevance as identification</em>) to the knowledge/skills taught in a math lesson in their interest in the lesson. Among 435 first-year Chinese middle school students, the longitudinal SEM demonstrated that students' three types of perceived personal relevance to the knowledge/skills taught in a math lesson positively predicted their interest with large effect sizes. <em>Personal usefulness</em> exhibited the largest predictive effects on students' interest in the current context. Implications are discussed in the end.</div></div><div><h3>Educational relevance and implications of the research</h3><div>Our study demonstrated that middle school students' three types of perceived personal relevance (i.e., <em>personal association, personal usefulness, relevance as identification</em>) to the knowledge/skills taught in a math lesson play an essential role in students' interest in the math lesson. The findings offer a way to understand middle school students' interest in a math lesson through the lens of three types of personal relevance. Educators may consider supporting different types of personal relevance when designing learning content and activities to elicit middle school students' interest in a math lesson.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102733"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144223357","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":"Longitudinal relationship between mathematics learning engagement and children's mathematics achievement: Different roles of children's mathematics anxiety and positive parenting style","authors":"Han Xiao ,&nbsp;Jingyuan Yang ,&nbsp;Jingyi Zhang ,&nbsp;Huanyu Li ,&nbsp;Xiao Yu","doi":"10.1016/j.lindif.2025.102747","DOIUrl":"10.1016/j.lindif.2025.102747","url":null,"abstract":"<div><div>To clarify how individual factors (i.e., mathematics learning engagement and mathematics anxiety) and family environmental factors (i.e., parenting style) longitudinally contribute to children's mathematics achievement, 323 Chinese primary school children (<em>M</em>age = 10.02 ± 0.88, 58.51 % girls) were measured at 3 times (June 2021, December 2021 and June 2022). After controlling for gender, age, and T1 mathematics achievement, children's T1 mathematics anxiety played a fully mediating role between T1 mathematics learning engagement and T2 (T3) mathematics achievement. T2 mathematics anxiety and T2 mathematics achievement played fully longitudinal chain mediating roles between T1 mathematics learning engagement and T3 mathematics achievement. Moreover, T2 positive parenting style moderated the path from children's T1 mathematics learning engagement to T2 mathematics anxiety, demonstrating the stress sensitization model of moderation. With China's new educational legislation, these findings provide a glimpse into the crucial mechanisms in the long-term associations related to children's mathematics learning.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102747"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144548429","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":"Exploring individual's emotional and autonomous learning profiles in AI-enhanced data-driven language learning: An expanded sor perspective","authors":"Honggang Liu ,&nbsp;Jiqun Fan ,&nbsp;Miaoyue Xia","doi":"10.1016/j.lindif.2025.102753","DOIUrl":"10.1016/j.lindif.2025.102753","url":null,"abstract":"<div><div>Artificial Intelligence (AI) technology has significantly empowered English as a Foreign Language (EFL) education, effectively addressed the individual needs of learners and advanced research into individual differences under Data-Driven Learning (DDL). Artificial Intelligence (AI) has not only transformed pedagogical approaches in EFL education but has also opened new avenues for Data-Driven Learning (DDL) research, particularly in examining learner individuality through advanced data analytics. In AI-enhanced DDL, studies examining learners' emotional profiles through data are notably rare, and the mechanisms by which emotional differences impact language skill development and academic achievement require further investigation. To address this gap, the current study focuses on 753 undergraduate non-English major students from three universities in East China. It investigates the mediating role of learners' autonomy and changes in learning attitudes on the pathways affecting academic engagement and continuance intention. The study extends the application of the SOR theory within AI-enhanced education, elucidating the psychological and emotional pathways through which external stimuli influence individual academic performance. Additionally, it provides insights into students' emotional regulation in AI-enhanced data-driven learning.</div></div><div><h3>Educational relevance and implications</h3><div>Data-Driven Learning (DDL) is an instructional approach that leverages large datasets, typically from corpora, to facilitate individualized language learning, which is also a significant direction for the application of AI in education. By leveraging AI technologies to analyze personal learning data, especially psychological and emotional data, learners can more efficiently plan their self-directed learning. The current study explores the important role of psychological and emotional factors in AI-enhanced DDL under the context of Artificial Intelligence in Education (AIED), drawing on the Stimulus-Organism-Response (S-O-R) theory and Self-Determination Theory (SDT). The findings of this study provide pedagogical insights for teachers in AIED contexts, enhance learners' individual regulatory capabilities during self-directed learning, and offer practical guidance for the development and optimization of AIED-related software.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102753"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144595905","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":"Did 5G radiation really kill birds? Training lower secondary students in epistemic strategies to counter online misinformation","authors":"Philipp L. Marten,&nbsp;Sandra Aßmann,&nbsp;Carolin Baumgarten-Kelm,&nbsp;Marc Stadtler","doi":"10.1016/j.lindif.2025.102685","DOIUrl":"10.1016/j.lindif.2025.102685","url":null,"abstract":"<div><div>The prevalence of misinformation calls for new approaches to enhance students' critical reading skills. This study examined the effectiveness of a training to promote the combined use of two epistemic strategies—sourcing and corroboration—to strengthen online information evaluation skills. A total of 210 seventh- and eighth-graders received either the strategy training or a control training on misinformation. Contrast analyses revealed that strategy-trained students outperformed their peers in discerning credible sources and in debunking information from social media posts through corroboration. They also demonstrated superior metastrategic knowledge on both strategies. Training gains in source discernment and debunking, but not metastrategic knowledge, were stable over a period of approximately 4 weeks after the intervention. Additional analyses of five reader characteristics indicated that higher reading proficiency positively predicted responding to the strategy training. Findings suggest that cultivating sourcing and corroboration may be more effective than a training providing conceptual knowledge about misinformation.</div></div><div><h3>Educational relevance and implications statement</h3><div>In an era characterized by the rampant spread of misinformation, educators face an urgent need for readily accessible educational resources that are both theoretically grounded and empirically validated. This study addresses this requirement by introducing a compact 3.5-hour training workshop focusing on two key epistemic strategies: sourcing and corroboration. Implemented in an out-of-school lab, the workshop yielded promising results in terms of enhancing lower secondary students' abilities to discern credible sources and debunk false information on social media platforms. Further research is needed to explore avenues for augmenting learners' metastrategic knowledge to a similar degree. All educational materials are published as Open Educational Resources (OER) at <span><span>www.telekom-stiftung.de/qapito</span><svg><path></path></svg></span> so that the materials are accessible at a low threshold.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102685"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144213254","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":"Understanding the factors influencing college students' acceptance and adoption of chatbots for learning: A network analysis","authors":"Peipei Mao ,&nbsp;Zhihui Cai ,&nbsp;Xiaojun Sun ,&nbsp;Gengfeng Niu ,&nbsp;Yue Zhang ,&nbsp;Jingjing Liu","doi":"10.1016/j.lindif.2025.102756","DOIUrl":"10.1016/j.lindif.2025.102756","url":null,"abstract":"<div><div>This study used network analysis to comprehensively explore 25 variables (i.e., AI-related factors, cognitive and affective factors, individual characteristics) and to identify relatively central factors influencing students' acceptance and adoption (i.e., behavioral intention, objection to use, actual use) of chatbots-assisted learning in an integrated model. A total of 519 university students participated in the online questionnaire survey. The findings identified six communities, including factors related to students' behavioral intentions (e.g., attitude), objection to use chatbots for learning (e.g., AI learning anxiety), actual use (e.g., social influence); several cognitive and affective factors (e.g., perceived trust); several individual characteristics (e.g., AI literacy); and big-five personality traits. Moreover, the results demonstrated that satisfaction and intrinsic learning motivation played central roles within the network model. This study expands our understanding and provides important practical implications for educators, developers, and users.</div></div><div><h3>Educational relevance statement</h3><div>Based on the data of 519 university students, this study used network analysis to comprehensively explore 25 variables (i.e., AI-related factors, cognitive and affective factors, individual characteristics) and to identify relatively central factors influencing students' acceptance and adoption (i.e., behavioral intention, objection to use, actual use) of chatbots-assisted learning in an integrated model. These results indicated that perceived usefulness, perceived ease of use, attitude, and AI self-efficacy had close connections with students' behavioral intentions; privacy concern and AI learning anxiety were strongly associated with students' objection to use chatbots-based learning; social influence and facilitating conditions were highly linked with students' actual use behavior in the network model. Additionally, we found that satisfaction and intrinsic learning motivation played central roles in students' acceptance and adoption of chatbots for educational purposes. These findings offer important guidance for educators and developers to promote students' acceptance and adoption of chatbots in the learning process, thereby accelerating the widespread application of this novel technology within the educational domain.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102756"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144670399","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":"State scales in academic achievement: Validating measures of affect, learning experiences, and study-related appraisals","authors":"Miriam Pfister ,&nbsp;Melanie Naumann ,&nbsp;Marie Hennecke ,&nbsp;Veronika Brandstätter","doi":"10.1016/j.lindif.2025.102749","DOIUrl":"10.1016/j.lindif.2025.102749","url":null,"abstract":"<div><div>We address the lack of validated measures of intraindividual variability in constructs relevant to academic achievement by presenting 13 state scales, categorized into three domains: affect (challenge and threat affect, general positive and negative affect, academic self-esteem), learning experiences (task enjoyment, task involvement, study success, and study failure), and study-related appraisals (study satisfaction, academic self-efficacy, challenge and threat construal). After a pilot study, we refined the scales using two experience sampling studies (<em>N</em>_Study1 = 243, <em>N</em>_Study2 = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ω_w ≥ 0.65; ω_b ≥ 0.74) and effectively captured intraindividual variability (<em>iSD</em> = 0.48–1.08). Evidence for validity included correlations with trait measures and grades. Moreover, in Study 2, multivariate multilevel CFAs revealed substantial shared within-person variance among constructs within the same domain.</div></div><div><h3>Educational relevance and implications statement</h3><div>The pursuit of academic goals involves constant change, as students' affective states, and study-related appraisals vary in response to evolving situations, such as learning experiences. Measuring such intraindividual variability is critical to understanding the underlying processes that drive academic performance, but it is hampered by the lack of validated state measures. Addressing this issue, we developed 13 state scales and demonstrated their within- and between person reliability and validity. These state scales will facilitate understanding dynamic processes in academic achievement.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102749"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653640","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":"Not like the weather: classroom climates as group-level subjective phenomena, classroom microclimates as individual differences","authors":"Kristy A. Robinson,&nbsp;Cole D. Johnson","doi":"10.1016/j.lindif.2025.102732","DOIUrl":"10.1016/j.lindif.2025.102732","url":null,"abstract":"<div><div>A central proposition of motivational climate theory is that psychological climates are not like weather patterns—they're in the minds of groups and individuals. Drawing on evidence from achievement motivation research, we will elaborate on psychological climate as a subjective phenomenon. We also describe implications of this phenomenon for how researchers study classrooms and how to make them more psychologically supportive for students' learning, motivation, and wellbeing. In particular, studying classroom processes that effectively support students requires that researchers distinguish between what is actually going on in a context and what people in that context think about it, as well as between what the group and the individuals think about it. We outline recommendations for study design and analysis in the study of how teaching shapes students' psychological outcomes. We also elaborate on what researchers and practitioners can learn from the heterogeneous perceptions of students within the same classroom.</div></div><div><h3>Educational relevance statement</h3><div>The future of learning includes not only ensuring students are able to learn concepts and disciplinary skills, but also that they are able to become the best versions of themselves, to become forces for good in the world and in their communities, and to experience inclusion, support, and joy in school along the way. To accomplish these goals, the essential ingredients of psychologically sustaining school contexts must be well understood, but currently researchers don't have clear or consistent ways to think about and study these essential ingredients. Motivational climate theory contributes clarity to the understanding of psychologically sustaining school contexts by identifying three important processes: motivational supports, motivational climates, and motivational microclimates. Understanding how these three processes work together in classrooms provides a tool for educators to consider metrics of effectiveness for their practices and to more effectively pinpoint promising targets for intervention or changes in practice.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102732"},"PeriodicalIF":3.8,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241868","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}