Learning and Instruction最新文献_第2页

The roles of growth mindset and feedback type in shaping students’ responses to academic setbacks 成长心态和反馈类型在塑造学生学业挫折反应中的作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-11 DOI: 10.1016/j.learninstruc.2026.102319

Xingyu Liu , Xiaojing Gu , Hang Zeng

Background

Growth mindset helps students cope more effectively with academic setbacks, whereas different types of feedback play distinct roles in shaping students’ mindsets and, in turn, their responses to setbacks. However, previous work often used feedback to temporarily induce shifts in mindset without considering preexisting mindsets, and little is known about how these factors interact to shape motivation and behavior. Additionally, evidence on the effects of mixed feedback and different types of critical feedback remains limited.

Aims

We examine how mindsets and types of praise/critical feedback (person, process, or mixed feedback) influence students’ postfailure responses. Specifically, Studies 1a and 1b examined the effects of mindset and praise, whereas Studies 2a and 2b focused on mindset and critical feedback.

Sample

Study 1a: 115 university students; Study 1b: 168 high school students; Study 2a: 119 university students; and Study 2b: 172 high school students.

Methods

Students with different mindsets were randomly assigned to receive one type of praise/critical feedback. Postfailure responses were assessed after they received an artificial academic setback.

Results

Across studies, students with a growth mindset consistently demonstrated more adaptive responses to setbacks, regardless of the type of praise or critical feedback they received. Interestingly, we found that mixed praise feedback outperformed pure person or process praise feedback in terms of promoting persistence on a task among university students, but this was true only for students with higher growth mindset scores.

Conclusions

These findings underscore the value of fostering growth mindsets and suggest feedback should be tailored to existing mindsets.

成长心态有助于学生更有效地应对学业挫折，而不同类型的反馈在塑造学生的心态以及他们对挫折的反应方面发挥着不同的作用。然而，之前的研究经常使用反馈来暂时诱导心态的转变，而不考虑先前存在的心态，而且对于这些因素如何相互作用来塑造动机和行为知之甚少。此外，关于混合反馈和不同类型的关键反馈的影响的证据仍然有限。目的我们研究心态和表扬/批评反馈的类型（个人、过程或混合反馈）如何影响学生的失败后反应。具体来说，研究1a和1b考察了心态和表扬的影响，而研究2a和2b则关注心态和批评反馈。样本研究1a: 115名大学生；研究1b: 168名高中生；研究2a: 119名大学生；研究2b: 172名高中生。方法不同心态的学生被随机分配接受一种表扬/批评反馈。失败后的反应在他们受到人为的学业挫折后进行评估。结果在研究中，拥有成长型思维模式的学生对挫折始终表现出更强的适应性反应，无论他们收到的是哪种表扬或批评反馈。有趣的是，我们发现，在促进大学生对任务的坚持方面，混合表扬反馈比单纯的个人或过程表扬反馈表现得更好，但这只适用于成长型心态得分较高的学生。这些发现强调了培养成长型心态的价值，并建议反馈应该针对现有的心态进行调整。

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引用次数: 0

Physiological synchrony amongst medical residents during crisis management simulation training and a video-based assessment of leaders’ performance 在危机管理模拟训练和基于视频的领导人绩效评估期间，医疗居民的生理同步

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-09 DOI: 10.1016/j.learninstruc.2025.102302

Lucia Patino Melo , Sebastian Wallot , Keerat Grewal , Matthew Moreno , Osamu Nomura , Jason M. Harley

Background

Complex learning dynamics exist in ecologically valid collaborative learning environments, such as medical simulation training. Although medical scenarios are known to elicit emotional responses, the role of these emotions in shaping team performance is often overlooked. Physiological synchrony (PS) offers a promising lens to explore these emotional dynamics and, when integrated with multimodal learning analytics, can enhance our understanding of collaborative processes in medical teams, including the team leaders’ performance.

Theoretical framework

This study was guided by socially-shared regulated learning and the control-value theory of achievement emotions. We used these theories to operationalize and situate physiological arousal as an emotional expression component, draw insight from the context simulation training occurred in, and interpret findings.

Aims

To examine PS among medical residents undergoing crisis resource management (CRM) simulation training and explore its relationship with team leaders’ performance.

Sample

Participants were 29 medical trainees grouped into 9 teams participating in team-based simulations.

Methods

A field-based, quantitative approach was employed. Electrodermal activity (EDA) was used to assess participants' emotional arousal, and Multidimensional Recurrence Quantification Analysis (MdRQA) was used to evaluate PS. Team leaders’ performance was scored using the Ottawa Global Rating Scale.

Results

PS was observed among team members during both pre-simulation and simulation phases. Preliminary results revealed that PS was positively correlated with team leader performance.

Conclusion

Findings offer novel insights into the existence and role of PS in ecologically-valid team-based medical simulation education. PS may reflect important aspects of teams' emotional arousal and, while preliminary, team leaders’ performance.

复杂的学习动态存在于生态有效的协作学习环境中，如医学模拟训练。虽然我们知道医疗场景会引发情绪反应，但这些情绪在塑造团队表现方面的作用往往被忽视。生理同步（PS）为探索这些情绪动态提供了一个有希望的视角，当与多模态学习分析相结合时，可以增强我们对医疗团队协作过程的理解，包括团队领导者的表现。本研究以社会共享调节学习理论和成就情绪控制价值理论为指导。我们使用这些理论来操作和定位生理唤醒作为情绪表达的组成部分，从模拟训练发生的环境中获得见解，并解释研究结果。目的探讨住院医师在接受危机资源管理（CRM）模拟训练时的主观情绪，并探讨其与团队领导绩效的关系。样本参与者是29名医学实习生，他们被分成9个小组，参与基于团队的模拟。方法采用实地定量分析方法。采用皮肤电活动（EDA）评估被试的情绪唤醒，采用多维递归量化分析（MdRQA）评估被试的情绪唤醒。采用渥太华全球评分量表对团队领导的表现进行评分。结果在模拟前和模拟阶段均可观察到团队成员的sps。初步结果显示，团队绩效与PS呈正相关。结论研究结果对PS在生态有效的团队医学模拟教学中的存在和作用提供了新的认识。PS可能反映了团队情绪唤起的重要方面，虽然是初步的，但也反映了团队领导者的表现。

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引用次数: 0

Development of numerical relational and counting skills as components of early numeracy 发展数字关系和计数技能，作为早期计算能力的组成部分

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-07 DOI: 10.1016/j.learninstruc.2025.102313

Janine C. Verkerk , Bernadette van de Rijt , Sietske van Viersen

Background

Longitudinal data on the development of early numeracy components are scarce, yet essential for understanding how these skills emerge and how to support them.

Aims

This study examined growth trajectories of numerical relational and counting skills as early numeracy components to assess developmental interdependencies.

Sample

A cohort-sequential design provided longitudinal data (two to six measurements) of Dutch children between mid-Kindergarten year 1 and the end of Grade 1 (ages 4 to 7). Analyses covered a population sample (N = 1252) and a subsample (N = 414) with at-risk (low-performing) and typically developing learners.

Methods

Using the Dutch Early Numeracy Test-3, univariate and multivariate latent growth curve models were fit, followed by multigroup analyses comparing typically developing and at-risk learners.

Results

In the population sample, numerical relational and counting skills both developed nonlinearly, with numerical relational skills decelerating and counting skills accelerating towards the end of Grade 1 without reaching ceiling. Results suggest numerical relational skills may precede counting skills, with initial levels and growth in numerical relational skills contributing to counting skill development. Typically developing children showed similar patterns, but counting skill growth also decelerated. At-risk learners displayed lower initial levels and delayed growth, especially in counting skills. Additionally, the interdependence between numerical relational and counting skills was weaker in at-risk learners.

Conclusions

Findings show absence of ceiling effects on both components at the end of Grade 1, despite overall growth. At-risk children showed lower initial levels, delayed growth, and weaker dependency between core components, resulting in persistent lags.

关于早期计算能力发展的纵向数据很少，但对于理解这些技能是如何产生的以及如何支持它们至关重要。目的本研究考察了作为早期计算能力组成部分的数字关系和计数技能的成长轨迹，以评估发展的相互依赖性。SampleA队列序列设计提供了荷兰儿童从幼儿园一年级中期到一年级结束（4至7岁）的纵向数据（2至6个测量值）。分析涵盖了一个总体样本（N = 1252）和一个子样本（N = 414），其中有风险（低表现）和典型的发展学习者。方法采用荷兰早期算术测试-3，拟合单变量和多变量潜在生长曲线模型，并对典型发展和风险学习者进行多组分析。结果在总体样本中，数字关系技能和计数技能均呈非线性发展，在1年级结束时，数字关系技能发展速度减慢，计数技能发展速度加快，但未达到上限。结果表明，数字关系技能可能先于计数技能，数字关系技能的初始水平和增长有助于计数技能的发展。正常发育的儿童也表现出类似的模式，但计算技能的增长也有所放缓。有风险的学习者表现出较低的初始水平和延迟的发展，特别是在计数技能方面。此外，在有风险的学习者中，数字关系和计数技能之间的相互依赖性较弱。结论：研究结果表明，尽管整体增长，但在1年级结束时，这两个成分都没有天花板效应。高危儿童表现出较低的初始水平，发育迟缓，核心成分之间的依赖性较弱，导致持续滞后。

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引用次数: 0

An experimental study on the impact of Generative AI on university students' emotions and performance in creative problem-solving tasks 生成式人工智能对大学生情绪和创造性问题解决任务表现影响的实验研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-07 DOI: 10.1016/j.learninstruc.2026.102316

Yun-Qi Bai

Background

With Generative AI's growing educational applications, its impact on students' emotions and performance in creative problem-solving remains underexplored, particularly regarding metacognition.

Methods

This quasi-experimental study assigned participants to three groups: Generative AI, internet search engines, and no technology. The comprehensive effects of these tools on emotions and performance in creative problem-solving tasks were compared.

Results

Shame was negatively correlated with solution novelty. Generative AI reduced anxiety and shame while enhancing correctness and novelty. Metacognitive regulation significantly affected novelty and interacted with AI use.

Conclusions

The study highlights metacognition's importance in effective Generative AI application for creative problem-solving.

随着生成式人工智能在教育领域的应用越来越广泛，它对学生情绪和创造性解决问题能力的影响仍未得到充分探索，尤其是在元认知方面。方法准实验研究将参与者分为三组：生成式人工智能、互联网搜索引擎和无技术。比较了这些工具对情绪和创造性问题解决任务表现的综合影响。结果羞耻感与解决方案新颖性呈负相关。生成式AI减少了焦虑和羞耻感，同时提高了正确性和新颖性。元认知调节显著影响新颖性，并与人工智能使用相互作用。该研究强调了元认知在有效地生成人工智能应用于创造性问题解决中的重要性。

引用次数: 0

Individual differences in the executive functions of perfectionism profiles 完美主义档案执行功能的个体差异

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-06 DOI: 10.1016/j.learninstruc.2026.102318

Yan Zhou, Ye Yang, Cheng Guo

Background

Previous research has indicated that perfectionism traits demonstrate close associations with EFs, and their association patterns differ among individuals. However, there is a lack of research examining these from the perspective of heterogeneity and examined different aspects of EFs.

Aims

Based on the heterogeneity of perfectionism, we examined the individual differences of rating-based Executive Functions (EFs) in typical daily life and task-based EFs in optimal situation after performance-feedback.

Sample(s) and methods

In Study 1, 1230 college students completed self-reported rating scales of perfectionism and rating-based EFs. In Study 2, we manipulated multiple success and failure feedback in the laboratory and then recorded performance of task-based EFs of 196 participants.

Results

Latent profile analysis identified four distinct perfectionism profiles, named non-perfectionism, concerned-perfectionism, strived-perfectionism, and mixed-perfectionism. And they exhibit individual differences in rating-based EFs. Additionally, results indicated significant individual differences in task-based inhibitory control (IC) and cognitive flexibility (CF), whereas no significant individual differences existed in working memory (WM). Repeated failure feedback enhanced IC of concerned-perfectionists and strived-perfectionists, both repeated success feedback and failure feedback enhanced the CF of four perfectionism profiles.

Conclusions

These results reveal individual differences in different aspects of EFs across perfectionism profiles, as well as the potential of performance feedback in facilitating EFs.

以往的研究表明，完美主义特征与情绪情绪密切相关，其关联模式因人而异。然而，缺乏从异质性的角度对这些因素进行研究，并对EFs的不同方面进行研究。目的基于完美主义的异质性，研究典型日常生活中基于评分的执行功能和绩效反馈后最优情境下基于任务的执行功能的个体差异。研究1中，1230名大学生完成了自我报告的完美主义评定量表和基于评定的主观情绪量表。在研究2中，我们在实验室中操纵了多个成功和失败反馈，然后记录了196名参与者的基于任务的EFs的表现。结果通过对完美主义特征的分析，发现了四种不同的完美主义特征：非完美主义、关注完美主义、努力完美主义和混合完美主义。他们在基于评级的情绪反应中表现出个体差异。此外，在任务抑制控制（IC）和认知灵活性（CF）方面存在显著的个体差异，而在工作记忆（WM）方面不存在显著的个体差异。重复失败反馈提高了关注型完美主义者和奋斗型完美主义者的人格特质，重复成功反馈和失败反馈均提高了四种完美主义人格特质的人格特质特质。结论：这些结果揭示了完美主义人格特质在情感体验不同方面的个体差异，以及绩效反馈在促进情感体验方面的潜力。

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引用次数: 0

The impact of teacher humour on teaching quality and student learning: An experimental approach 教师幽默对教学质量和学生学习的影响：一种实验方法

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-01-01 DOI: 10.1016/j.learninstruc.2025.102311

Sonja Bieg , Hassan Banaruee , Markus Dresel

Background

It is assumed that teacher humour promotes social relationships and enhances learning processes among students. Nonetheless, there has been no systematic investigation beyond correlational studies into how different types of humour influence distinct dimensions of teaching quality and students’ learning processes.

Aims

We used an experimental approach in two studies to examine the impact of various types of teacher humour on experts' ratings and students' perceptions of teaching quality, as well as on students’ motivation and emotions.

Samples

Study 1 included 206 experts and Study 2 included 325 students.

Methods

In both studies, participants were randomly assigned to one of five experimental groups, in which they were shown video recordings of lessons that were identical in content but differed in terms of the humour used by the teacher. Subsequently, the participants rated the teaching quality of this lesson (teacher-student relationship, interestingness, clarity, time on task). In Study 2, students additionally reported on their motivation and their emotions while watching the video-recorded lesson.

Results

In both studies, results revealed that course-related humour promotes teacher-student relationship and interestingness (no effects were observed for clarity and time on task). Moreover, course-related humour led to increased intrinsic motivation, enjoyment and reduced negative emotions in students. Structural equation modelling revealed indirect effects of different types of humour on students’ motivation and emotions via teaching quality.

Conclusions

Our findings indicate that humour that is course-related can improve socio-emotional and motivational dimensions of teaching quality and enhance students’ intrinsic motivation and emotional experiences.

教师幽默可以促进学生之间的社会关系和学习过程。然而，除了相关研究之外，还没有对不同类型的幽默如何影响教学质量和学生学习过程的不同维度进行系统的调查。目的我们在两项研究中采用实验方法来检验不同类型的教师幽默对专家评分和学生对教学质量的看法，以及对学生动机和情绪的影响。研究1包括206名专家，研究2包括325名学生。在这两项研究中，参与者被随机分配到五个实验组中的一个，在实验组中，他们观看了内容相同但教师幽默不同的课程录像。随后，参与者对这节课的教学质量进行了评分（师生关系、趣味性、清晰度、完成任务的时间）。在研究2中，学生们在观看视频课程时还报告了他们的动机和情绪。结果两项研究的结果都显示，与课程相关的幽默促进了师生关系和兴趣（对任务的清晰度和时间没有影响）。此外，与课程相关的幽默增加了学生的内在动机和乐趣，减少了负面情绪。结构方程模型揭示了不同幽默类型通过教学质量对学生动机和情绪的间接影响。结论与课程相关的幽默可以提高教学质量的社会情感和动机维度，增强学生的内在动机和情感体验。

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引用次数: 0

Perceiving goals as Invariable: The mediating role of job autonomy, self-efficacy on Norwegian teachers' and principals’ intrinsic motivation, burnout, and turnover intention 感知目标不变：工作自主性、自我效能感对挪威教师和校长内在动机、职业倦怠和离职倾向的中介作用

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-31 DOI: 10.1016/j.learninstruc.2025.102306

Johannes L. Hatfield , Bård Kuvaas

Background

Accountability-based education systems have increasingly emphasized performance monitoring through key performance indicators (KPIs), especially after the so-called “PISA shock” in 2001. While such indicators aim to raise standards, they may also lead educators to perceive goals as rigid and non-negotiable—referred to as Perceiving Goals as.

Invariable

(PGI). Despite growing concern, empirical research on the motivational and psychological consequences of PGI in education remains limited.

Aims

This study investigates whether PGI is associated with burnout, turnover intention, and intrinsic motivation, and whether these associations are mediated by autonomy satisfaction, autonomy frustration, and self-efficacy.

Sample

Two large-scale cross-sectional samples were used: 3178 Norwegian teachers (Study 1) and 461 principals (Study 2, replication).

Methods

Structural equation modeling (SEM) was employed to test direct and indirect associations between PGI and key motivational outcomes. Both models controlled for demographic and school-level covariates. Mediating pathways through autonomy satisfaction, autonomy frustration, and self-efficacy were tested to examine underlying mechanisms.

Results

PGI was positively associated with burnout and turnover intention, and negatively associated with intrinsic motivation in both samples. Mediation analyses showed full indirect effects: PGI predicted lower autonomy satisfaction and self-efficacy, and higher autonomy frustration, which in turn predicted worse motivational outcomes.

Conclusions

This study underscores the potential psychological costs of rigid goal perceptions in accountability-driven school systems. PGI appears to undermine educators’ motivation and well-being through its detrimental effects on basic psychological needs and perceived competence. These findings highlight the importance of designing goal structures that promote autonomy and self-efficacy in educational settings.

基于问责制的教育系统越来越强调通过关键绩效指标（kpi）进行绩效监控，特别是在2001年所谓的“PISA冲击”之后。虽然这些指标旨在提高标准，但它们也可能导致教育工作者将目标视为刚性和不可协商的-被称为感知目标不变（PGI）。尽管越来越受到关注，但关于PGI在教育中的动机和心理影响的实证研究仍然有限。目的本研究旨在探讨PGI是否与职业倦怠、离职倾向和内在动机相关，以及这些关联是否通过自主性满意度、自主性挫败感和自我效能感介导。样本使用了两个大规模的横断面样本：3178名挪威教师（研究1）和461名校长（研究2，重复）。方法采用结构方程模型（SEM）检验PGI与主要动机结果之间的直接和间接关系。两个模型都控制了人口统计和学校水平的协变量。通过自主性满意、自主性挫折和自我效能的中介途径进行了测试，以研究潜在的机制。结果spgi与倦怠、离职意向呈显著正相关，与内在动机呈显著负相关。中介分析显示了充分的间接效应：PGI预测较低的自主满意度和自我效能，较高的自主挫败感，进而预测较差的激励结果。本研究强调了在问责制驱动的学校系统中，严格的目标观念所带来的潜在心理成本。PGI似乎通过其对基本心理需求和感知能力的有害影响来破坏教育者的动机和福祉。这些发现强调了在教育环境中设计促进自主和自我效能的目标结构的重要性。

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引用次数: 0

Mechanisms to prepare for future learning: A think-aloud study 为未来学习做准备的机制：一项有声思考研究

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-27 DOI: 10.1016/j.learninstruc.2025.102309

Katharina Ockl, Inga Glogger-Frey

Background

Preparation-for-learning is expected to foster learning-relevant cognitive processes to prepare learners for subsequent instruction. Various degrees of generation can prepare learners differently through such cognitive mechanisms. Open-problem-solving can make learners more aware of knowledge gaps, while self-explaining a solution of the same problem can help learners to process relevant learning content more deeply.

Aims

This study compares the cognitive processes during different forms of preparation and their influence on learning outcomes.

Sample

135 undergraduate psychology students participated in this study.

Methods

Participants were randomly assigned to a preparation condition and either invented a solution (inventing, n = 66) or self-explained a worked-out solution (worked example, n = 69). While working on the preparation task, participants were asked to think aloud. The cognitive process variables 'expressed knowledge gaps' and 'deep feature processing' were coded. After the preparation phase, participants watched an instructional video and completed a post-test targeting near and far transfer.

Results

Students who self-explained a worked example processed deep features more deeply, which in turn had a positive effect on near transfer, but not on far transfer. Conversely, students expressed more knowledge gaps while inventing, but more expressed knowledge gaps revealed no effect on either near or far transfer. Overall, self-explaining a worked example led to better far transfer, but not to better near transfer.

Conclusion

This study shows that a worked example can prepare learners for far transfer, and deep-feature processing even mediates outcomes in part. The various preparation activities foster different cognitive mechanisms.

学习准备旨在促进与学习相关的认知过程，使学习者为后续教学做好准备。不同程度的生成可以通过这种认知机制使学习者做好不同的准备。开放式问题解决可以让学习者更加意识到知识空白，而自我解释同一问题的解决方案可以帮助学习者更深入地处理相关的学习内容。目的比较不同准备形式下的认知过程及其对学习效果的影响。样本：135名心理学本科生参与本研究。方法参与者被随机分配到一个准备条件下，要么发明一个解决方案（发明，n = 66），要么自我解释一个解决方案（工作示例，n = 69）。在准备任务时，参与者被要求大声思考。认知过程变量“表达的知识差距”和“深度特征处理”被编码。在准备阶段结束后，参与者观看了一段教学视频，并完成了一项针对近距离和远距离迁移的后测试。结果自我解释的学生对深层特征的处理更深入，这对近迁移有积极影响，而对远迁移没有积极影响。相反，学生在发明过程中表达了更多的知识差距，但更多的知识差距对近距离和远距离迁移没有影响。总的来说，自我解释一个有效的例子导致更好的远迁移，但不是更好的近迁移。结论本研究表明，一个工作实例可以为学习者的远程迁移做准备，深度特征处理甚至在一定程度上调节了结果。不同的准备活动培养不同的认知机制。

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引用次数: 0

Efficacy of a mathematical structuring competence intervention for talented students: A randomized controlled field trial 数学结构能力干预对天才学生的效果：一项随机对照实地试验

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-25 DOI: 10.1016/j.learninstruc.2025.102295

Judith Havemann , Ann-Kathrin Jaggy , Katrin Kunz , Ulrich Trautwein , Walther Paravicini

Background

Mathematical structuring competence (MSC)—the ability to recognize, apply, and build patterns and structures—is a crucial component of mathematics education and an essential characteristic of mathematical talent. However, systematic approaches to fostering MSC, especially for talent promotion, are still lacking.

Aims

We evaluated the efficacy of a newly developed intervention for enhancing talented students’ MSC as a primary outcome and their arithmetic performance and mathematics-related motivational dispositions as secondary outcomes. The intervention was conducted online and involved two core components: inquiry-based learning and mathematically rich pattern tasks.

Sample

We collected data from 104 talented 2nd to 5th graders (32 girls) participating in an extracurricular STEM enrichment program.

Methods

We used a randomized controlled field trial with repeated measures and a treated control group to evaluate the efficacy of the intervention. Multiple linear regression analyses were calculated to test for intervention effects.

Results

Students in the intervention group developed more sophisticated MSC than those in the control group (β = 0.46, p < .001). No differential intervention effects on MSC were found, indicating that all students, regardless of their prior knowledge, fluid intelligence, gender, or grade level, benefited equally from the intervention. The intervention did not significantly affect arithmetic performance or motivational dispositions.

Conclusions

The study showed that talented students' MSC can be promoted by combining inquiry-based learning with mathematically rich pattern tasks. Thus, our study enriches previous studies on MSC-related competencies in regular school settings and ultimately enhances knowledge on how to promote talented students’ MSC.

数学结构能力（MSC）——识别、应用和构建模式和结构的能力——是数学教育的重要组成部分，也是数学人才的基本特征。然而，对于MSC的培养，特别是人才的提升，还缺乏系统的方法。目的：我们评估了一种新开发的干预措施的有效性，该干预措施将提高天才学生的MSC作为主要结果，并将其算术表现和与数学相关的动机倾向作为次要结果。干预是在线进行的，涉及两个核心部分：基于探究的学习和数学丰富的模式任务。我们收集了104名有天赋的二年级至五年级学生（32名女孩）参加课外STEM丰富项目的数据。方法采用重复测量的随机对照现场试验和治疗对照组来评价干预的效果。采用多元线性回归分析检验干预效果。结果干预组学生的MSC水平高于对照组（β = 0.46, p < .001）。没有发现干预对MSC的差异影响，这表明所有学生，无论他们的先验知识、流体智力、性别或年级水平如何，都从干预中同等受益。干预没有显著影响算术表现或动机倾向。结论探究性学习与数学模式任务相结合可以促进高材生的理科素养。因此，我们的研究丰富了以往关于普通学校环境中MSC相关能力的研究，并最终提高了如何促进有才华的学生MSC的知识。

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引用次数: 0

Evolutionary perspective on human cognitive architecture: Implications for adaptive instruction Commentary on the Special Issue on adaptivity 人类认知结构的进化视角：对适应性教学的启示

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2025-12-25 DOI: 10.1016/j.learninstruc.2025.102300

Slava Kalyuga

引用次数: 0