Pub Date : 2025-08-04DOI: 10.1016/j.lindif.2025.102761
Jakob Schwerter , Fani Lauermann , Taiga Brahm , Kou Murayama
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.
{"title":"Differential use and effectiveness of practice testing: Who benefits and who engages?","authors":"Jakob Schwerter , Fani Lauermann , Taiga Brahm , 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}
Pub 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":"2025-07-28","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}
Pub Date : 2025-07-25DOI: 10.1016/j.lindif.2025.102759
Jookyoung Jung , Andrea Révész , Matt Stainer , Ana Pellicer-Sánchez , Danni Shi , Yoojin Chung
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.
Educational relevance statement
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) (Reder, 1973; Révész et al., 2023). 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.
{"title":"The role of learners' cognitive abilities in L2 collocation learning from proactively or interactively enhanced textual input","authors":"Jookyoung Jung , Andrea Révész , Matt Stainer , Ana Pellicer-Sánchez , Danni Shi , 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}
Pub Date : 2025-07-24DOI: 10.1016/j.lindif.2025.102762
Anne Deiglmayr , Michal Berkowitz , Bruno Rütsche , Nora Dittmann , Renate Schubert , Elsbeth Stern
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 (n = 2074, 342 female). At entry to university, women scored lower than men on tests of conceptual knowledge in math (d = -0.51) and physics (d = -0.88). During their first university year, women experienced higher levels of belonging uncertainty (d = 0.41) and stress (d = 0.70). In their first-year exams, women obtained a slightly lower GPA than men (d = -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.
Educational relevance and implications statement
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.
{"title":"Catching up? Sex differences in prior conceptual knowledge, socio-emotional experiences, and academic achievements among STEM undergraduates","authors":"Anne Deiglmayr , Michal Berkowitz , Bruno Rütsche , Nora Dittmann , Renate Schubert , 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}
Pub Date : 2025-07-23DOI: 10.1016/j.lindif.2025.102764
Anna Hawrot, Timo Gnambs, Kathrin Lockl
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.
{"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, Timo Gnambs, 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}
Pub Date : 2025-07-20DOI: 10.1016/j.lindif.2025.102756
Peipei Mao , Zhihui Cai , Xiaojun Sun , Gengfeng Niu , Yue Zhang , Jingjing Liu
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.
Educational relevance statement
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.
{"title":"Understanding the factors influencing college students' acceptance and adoption of chatbots for learning: A network analysis","authors":"Peipei Mao , Zhihui Cai , Xiaojun Sun , Gengfeng Niu , Yue Zhang , 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":"2025-07-20","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}
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 (NStudy1 = 243, NStudy2 = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ωw ≥ 0.65; ωb ≥ 0.74) and effectively captured intraindividual variability (iSD = 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.
Educational relevance and implications statement
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.
{"title":"State scales in academic achievement: Validating measures of affect, learning experiences, and study-related appraisals","authors":"Miriam Pfister , Melanie Naumann , Marie Hennecke , 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><sub>Study1</sub> = 243, <em>N</em><sub>Study2</sub> = 306), each involving five daily measurements over ten days, a baseline assessment and grade collection. The final scales demonstrated good reliabilities (ω<sub>w</sub> ≥ 0.65; ω<sub>b</sub> ≥ 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":"2025-07-17","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}
Pub Date : 2025-07-17DOI: 10.1016/j.lindif.2025.102752
Shiya Huang , Qing Ma
Research has insufficiently addressed young learners' perceptions and the practical implementation of data-driven learning (DDL) at the pre-tertiary level. To address these gaps, we synthesized findings from 45 studies published between 1994 and 2025 using a mixed-methods approach, focusing on two perspectives: the suitability of DDL for young learners and learner anxiety. First, we provided a descriptive map of DDL characteristics at the pre-tertiary level. Second, through quantitative synthesis of 34 studies, we confirmed the effectiveness and efficiency of DDL in second language acquisition across various age groups and types of corpus interaction. Third, through a qualitative synthesis of 26 studies, we identified mostly positive perspectives among young learners, being consistent across all age groups and corpus interaction types. We confirm the suitability of DDL for young learners in pre-tertiary education, provide recommendations for educators, and propose directions for future research on young learners' language education through DDL.
Educational relevance statement
In this systematic review, we comprehensively analyzed the application of data-driven learning in non-university settings by synthesizing data from 45 studies published between 1994 and 2025. Our findings confirm that data-driven learning is effective and efficient for young learners across different age groups and corpus interaction types, and most young learners have a positive attitude toward data-driven learning. We also expand the scope of data-driven learning by demonstrating that age does not significantly affect learning outcomes, thereby showing that it can be applied across different educational levels and age groups. Additionally, our review highlights the role of the corpus interaction type in affecting learners' engagement and outcomes. We offer practical recommendations to educators for the design of personalized, corpus-based lessons that satisfy individual learner needs, learning preferences, and experiences. Finally, we advocate for the adoption of data-driven learning at the pre-tertiary level to enhance learners' language proficiency and cognitive abilities in an engaging and effective manner.
{"title":"A systematic review of data-driven learning research on language learning and teaching for pre-tertiary learners: Balancing qualitative and quantitative research","authors":"Shiya Huang , Qing Ma","doi":"10.1016/j.lindif.2025.102752","DOIUrl":"10.1016/j.lindif.2025.102752","url":null,"abstract":"<div><div>Research has insufficiently addressed young learners' perceptions and the practical implementation of data-driven learning (DDL) at the pre-tertiary level. To address these gaps, we synthesized findings from 45 studies published between 1994 and 2025 using a mixed-methods approach, focusing on two perspectives: the suitability of DDL for young learners and learner anxiety. First, we provided a descriptive map of DDL characteristics at the pre-tertiary level. Second, through quantitative synthesis of 34 studies, we confirmed the effectiveness and efficiency of DDL in second language acquisition across various age groups and types of corpus interaction. Third, through a qualitative synthesis of 26 studies, we identified mostly positive perspectives among young learners, being consistent across all age groups and corpus interaction types. We confirm the suitability of DDL for young learners in pre-tertiary education, provide recommendations for educators, and propose directions for future research on young learners' language education through DDL.</div></div><div><h3>Educational relevance statement</h3><div>In this systematic review, we comprehensively analyzed the application of data-driven learning in non-university settings by synthesizing data from 45 studies published between 1994 and 2025. Our findings confirm that data-driven learning is effective and efficient for young learners across different age groups and corpus interaction types, and most young learners have a positive attitude toward data-driven learning. We also expand the scope of data-driven learning by demonstrating that age does not significantly affect learning outcomes, thereby showing that it can be applied across different educational levels and age groups. Additionally, our review highlights the role of the corpus interaction type in affecting learners' engagement and outcomes. We offer practical recommendations to educators for the design of personalized, corpus-based lessons that satisfy individual learner needs, learning preferences, and experiences. Finally, we advocate for the adoption of data-driven learning at the pre-tertiary level to enhance learners' language proficiency and cognitive abilities in an engaging and effective manner.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102752"},"PeriodicalIF":3.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653639","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 : 2025-07-17DOI: 10.1016/j.lindif.2025.102750
Aurora Troncoso-Ruiz , Marco van de Ven , Jos Keuning , Naomi van Bergen , Anouk Bakker , Liesbeth Crajé-Tilanus , Eliane Segers
We studied whether digital media use, sustained attention and book reading predicted reading comprehension and information use of multiple digital documents. Furthermore, we investigated whether these factors predicted participants' information use based on the information source reliability (high/low). A total of 134 participants (Mage = 22.1, SDage = 7.0) read four digital texts varying in stance (for/against cow's milk consumption) and reliability (reliable/unreliable source) and wrote an essay about the topic. Participants' performance was assessed in terms of their reading comprehension (comprehension questions and knowledge representation) and use of the information from the multiple documents in the essay. In addition, participants' digital media use (social media use, gaming and digital learning), sustained attention and book reading were measured. Multiple documents comprehension (questions) was positively predicted by gaming, sustained attention and book reading; higher information use in the essay by book reading and social media use. Participants with higher sustained attention more frequently used arguments from reliable sources. Knowledge representation was not predicted by any of the predictors. We conclude that digital media use is related to multiple digital documents reading and sustained attention is crucial for sourcing.
Educational relevance statement
Nowadays, multiple digital documents are becoming the norm in society and educational settings, but readers may still struggle with this medium. This study highlights the crucial role of digital reading, sustained attention and book reading in digital reading. As a result, educators are provided with a more nuanced understanding of the challenges learners may face when encountering multiple documents in digital formats. These findings help shape the reading experience by identifying factors that are associated with this process. From these results it is clear that book reading as well as being able to maintain attention are associated with higher use and better reading comprehension of information from multiple digital documents. Furthermore, digital media use is related to information use from multiple digital documents.
{"title":"The role of digital media use in multiple digital documents processing","authors":"Aurora Troncoso-Ruiz , Marco van de Ven , Jos Keuning , Naomi van Bergen , Anouk Bakker , Liesbeth Crajé-Tilanus , Eliane Segers","doi":"10.1016/j.lindif.2025.102750","DOIUrl":"10.1016/j.lindif.2025.102750","url":null,"abstract":"<div><div>We studied whether <em>digital media use, sustained attention</em> and <em>book reading</em> predicted reading comprehension and information use of multiple digital documents. Furthermore, we investigated whether these factors predicted participants' information use based on the information source reliability (high/low). A total of 134 participants (<em>M</em><sub>age</sub> = 22.1, SD<sub>age</sub> = 7.0) read four digital texts varying in stance (for/against cow's milk consumption) and reliability (reliable/unreliable source) and wrote an essay about the topic. Participants' performance was assessed in terms of their reading comprehension (comprehension questions and knowledge representation) and use of the information from the multiple documents in the essay. In addition, participants' digital media use (social media use, gaming and digital learning), sustained attention and book reading were measured. Multiple documents comprehension (questions) was positively predicted by gaming, sustained attention and book reading; higher information use in the essay by book reading and social media use. Participants with higher sustained attention more frequently used arguments from reliable sources. Knowledge representation was not predicted by any of the predictors. We conclude that digital media use is related to multiple digital documents reading and sustained attention is crucial for sourcing.</div></div><div><h3>Educational relevance statement</h3><div>Nowadays, multiple digital documents are becoming the norm in society and educational settings, but readers may still struggle with this medium. This study highlights the crucial role of digital reading, sustained attention and book reading in digital reading. As a result, educators are provided with a more nuanced understanding of the challenges learners may face when encountering multiple documents in digital formats. These findings help shape the reading experience by identifying factors that are associated with this process. From these results it is clear that book reading as well as being able to maintain attention are associated with higher use and better reading comprehension of information from multiple digital documents. Furthermore, digital media use is related to information use from multiple digital documents.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102750"},"PeriodicalIF":3.8,"publicationDate":"2025-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144653638","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 : 2025-07-14DOI: 10.1016/j.lindif.2025.102751
Catherine A. McGrath , Jason L.G. Braasch , Laura K. Allen , Erica D. Kessler
Sixty-five undergraduates completed an authentic academic search result evaluation task on the topic of playing violent video games and aggression. Students evaluated a set of preselected search excerpts based on each source's usefulness and trustworthiness and justified each evaluation. Results indicated that students with stronger reading comprehension skills more appropriately evaluated unreliable information as less useful and less trustworthy. Preliminary findings suggest stronger reading comprehension skills were especially useful when evaluating the trustworthiness of unreliable information for students who had strong pre-existing beliefs that playing violent video games causes aggressive behavior. Students with stronger reading comprehension skills also utilized more critical criteria during evaluation, such as assessments about evidence and source quality.
Educational relevance statement
Stronger reading comprehension skills are associated with more appropriate and critical evaluation of search results excerpts. Students' evaluation may be constrained by their resources. Students with more cognitive resources may be able to dedicate more resources to critical evaluation. Other students may need support in utilizing strategies that promote critical evaluation.
{"title":"How do topic beliefs and reading skill influence college students' evaluations of search engine results for usefulness and trustworthiness?","authors":"Catherine A. McGrath , Jason L.G. Braasch , Laura K. Allen , Erica D. Kessler","doi":"10.1016/j.lindif.2025.102751","DOIUrl":"10.1016/j.lindif.2025.102751","url":null,"abstract":"<div><div>Sixty-five undergraduates completed an authentic academic search result evaluation task on the topic of playing violent video games and aggression. Students evaluated a set of preselected search excerpts based on each source's usefulness and trustworthiness and justified each evaluation. Results indicated that students with stronger reading comprehension skills more appropriately evaluated unreliable information as less useful and less trustworthy. Preliminary findings suggest stronger reading comprehension skills were especially useful when evaluating the trustworthiness of unreliable information for students who had strong pre-existing beliefs that playing violent video games causes aggressive behavior. Students with stronger reading comprehension skills also utilized more critical criteria during evaluation, such as assessments about evidence and source quality.</div></div><div><h3>Educational relevance statement</h3><div>Stronger reading comprehension skills are associated with more appropriate and critical evaluation of search results excerpts. Students' evaluation may be constrained by their resources. Students with more cognitive resources may be able to dedicate more resources to critical evaluation. Other students may need support in utilizing strategies that promote critical evaluation.</div></div>","PeriodicalId":48336,"journal":{"name":"Learning and Individual Differences","volume":"122 ","pages":"Article 102751"},"PeriodicalIF":3.8,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144631199","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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