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Interindividual differences in episodic foresight: The role of personality factors and family context in preschool-aged and primary-school-aged children Learning and Individual Differences (IF 3.897) Pub Date : 2024-04-09 Jessica Marks, Silvia Schneider, Babett Voigt
Episodic foresight (EFT) helps to anticipate and to prepare for the upcoming opportunities of the 21st century. The present study aimed to investigate how personality, temperament and family context contribute to individual differences in EFT and to an age effect on EFT in = 162 children aged between 3 and 7 years. In an online-study, parents reported about children's EFT skills (Children‘s Future
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Creative cognition as a bandit problem Learning and Individual Differences (IF 3.897) Pub Date : 2024-04-09 Louis Lévy-Garboua, Marco Gazel, Noémi Berlin, Jan Dul, Todd Lubart
This paper draws a parallel between creative cognition and a multi-armed bandit problem involving learning from experience in an uncertain environment. Special emphasis is put on the optimal sequencing of divergent and convergent behavior by showing that divergence must be inhibited at one point to converge toward creative behavior so that excessive divergence is counterproductive. We test this hypothesis
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Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study based on 77 economies Learning and Individual Differences (IF 3.897) Pub Date : 2024-04-08 Yuyang Cai, Zheng Jiang
Fear of failure has been an important predictor of learning outcomes. Socio-economic status and gender are usually treated as covariates, and their interplay with fear of failure in predicting achievements is under-studied. This study examined whether socio-economic status and gender are associated with the quantity of fear of failure and whether they moderate the relationship between fear of failure
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Cultivating young minds: Exploring the relationship between child socio-emotional competence, early childhood education and care quality, creativity and self-directed learning Learning and Individual Differences (IF 3.897) Pub Date : 2024-04-05 Sumayya Saleem, Samantha Burns, Michal Perlman
Creativity and self-directed learning (SDL) have been identified as two key skills that children need to develop for success in the 21st century. As such, developing such skills has become a priority. High quality early childhood education and care (ECEC) can play a pivotal role in supporting a myriad of children's developmental outcomes. This study uses multi-level modeling on 484 children between
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Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts Learning and Individual Differences (IF 3.897) Pub Date : 2024-04-04 Burcu Demir, Ymkje E. Haverkamp, Jason L.G. Braasch, Ivar Bråten
This study investigates whether prior knowledge indirectly affects intertextual comprehension performance through its effect on intratextual comprehension. The secondary data analysis used raw data from extant studies, all of which assessed these three aspects of multiple text comprehension (i.e., prior knowledge, intratextual comprehension, and intertextual comprehension). The results demonstrated
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Children's creative participation as a precursor of 21st century skills in Finnish early childhood education and care context Learning and Individual Differences (IF 3.897) Pub Date : 2024-03-29 Teemu Nikkola, Jonna Kangas, Jyrki Reunamo
The purpose of this article is to study how children's creative participation as a precursor of 21st century skills is related to their skills and competencies, involvement, and class activities in the Finnish early childhood education and care (ECEC) context. The study is part of the Finnish ECEC Progressive Feedback research and development project, which was conducted in 21 Finnish cities and companies
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Individual differences in secondary school students' conceptual knowledge: Latent profile analysis of biology concepts Learning and Individual Differences (IF 3.897) Pub Date : 2024-03-21 Vesta Vančugovienė, Ilona Södervik, Erno Lehtinen, Jake McMullen
Extensive research has been conducted on the misconceptions related to photosynthesis and respiration. However, most of these studies have failed to consider the heterogeneity of learners. In this study, latent profile analysis was used to determine the differences in students' understanding of biological concepts. Students' profiles were validated by relating them to their grade level, academic achievement
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Testing the generalized internal/external frame of reference model among students with and without special educational needs in regular and special education schools Learning and Individual Differences (IF 3.897) Pub Date : 2024-03-15 Annette Lohbeck, Aleksander Kocaj, Rebecca Schneider, Malte Jansen
This cross-sectional study with = 21,216 fourth graders ( = 10.50, = 0.53) from a large-scale-assessment study in Germany aimed to examine the generalized internal/external frame of reference model (GI/E Model) for academic self-concepts and interests as outcomes of achievement in mathematics and verbal domains. The central objective of this study was to compare the achievement-self-concept/interest
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Understanding momentary engagement in university students: Exploring the interaction between competence and value beliefs on emotions and cognitive engagement – A multilevel investigation Learning and Individual Differences (IF 3.897) Pub Date : 2024-03-13 Meng-Ting Lo
Using an intensive longitudinal design, this study investigated the predictive role of and interaction between competence beliefs and task value in relation to four achievement emotions (enthusiasm, excitement, anxiety, and irritation) as well as cognitive engagement. Data were collected using an experience sampling method to capture the momentary experiences of 81 university students over 14 days
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Rational thinking as a general cognitive ability: Factorial structure, underlying cognitive processes, and relevance for university academic success Learning and Individual Differences (IF 3.897) Pub Date : 2024-03-09 Johanna Grimm, Tobias Richter
Rational thinking describes the ability to suppress heuristic thinking processes and to override them with systematic ones. In view of the high degree of required self-organization and decision-making skills that learning at the university demands, this ability seems relevant. In this study, 299 subjects completed four subtests on cognitive biases (cognitive reflection, resistance to belief bias, resistance
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The role of semantic memory networks in crystallized intelligence and creative thinking ability Learning and Individual Differences (IF 3.897) Pub Date : 2024-03-07 Yangping Li, Roger E. Beaty, Simone Luchini, Weiping Hu, Yoed N. Kenett
Crystallized intelligence ()—knowledge acquired through education and experience—supports creativity. Yet whether contributes to creativity beyond providing access to more knowledge, remains unclear. We explore the role of a “flexible” semantic memory network structure as a potential shared mechanism of and creativity. Across two studies ( = 506 and = 161) participants completed tests of vocabulary
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The learning adversary - An experimental investigation of adaptive pedagogical agents as opponents in educational videogames Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-28 Steve Nebel, Maik Beege, Sascha Schneider, Günter Daniel Rey
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What are we measuring in international assessments? Learning? Probably. Intelligence? Not likely Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-26 Leslie Rutkowski, David Rutkowski, Greg Thompson
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Perceived quality of parental homework assistance and students' academic functioning in secondary school – Does grade level play a role? Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-24 Lisa Benckwitz, Katharina Kohl, Natalia Suárez, José Carlos Núñez, Karin Guill
High-quality (i.e., needs-oriented) parental homework assistance is positively associated with students' outcomes. However, taking developmental theories into account, the quality and the effects of homework assistance may change over the course of secondary school. Thus, we investigated grade-related differences in the quality of homework assistance and tested whether its links with students' outcomes
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Cognitive load theory and individual differences Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-21 John Sweller
Cognitive load theory is an instructional theory based on the following assumptions. (1) Information can be divided into biologically primary information that we have evolved to process and acquire unconsciously, and secondary information that requires conscious effort. (2) Secondary information is either acquired during problem solving or from other people. It is processed by a limited capacity, limited
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On the relationship between creative potential and creative achievement: Challenges and future directions Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-21 Mathias Benedek
A central tenet in creativity research is that individual differences in creative achievement arise from the interplay of individual differences in creative potential. So far, however, measures of creative potential (e.g., divergent thinking ability) have explained only very limited variance in creative achievement. This article identifies eight conceptual and methodological challenges that require
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Lower secondary students' perfectionistic profiles: Stability, transitions, and connections with well-being Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-16 Anna Kuusi, Heta Tuominen, Anna Widlund, Johan Korhonen, Markku Niemivirta
We investigated lower secondary school students' ( = 511, age = 15.3 years, girls 51.9 %) perfectionistic profiles, profile stability during the ninth grade, and how profile stability and transitions relate to students' well-being. Using latent profile analysis, students were classified according to their perfectionistic strivings and concerns (measured with SAPS). Four profiles were identified: ,
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How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-14 Elisa Santana-Monagas, Paula da Costa Ferreira, Ana Margarida Veiga Simão, Juan L. Núñez
In this study, a mixed method and prospective design was followed to achieve two objectives: code student responses to an open-ended question about their teachers’ teaching and examine how this classification relates with the associations among students’ self-reports on teachers’ message framing (gains or losses), their self-efficacy, academic achievement emotions, and teacher reported grades. 1107
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The role of cognitive and applied executive function skills in learning rational number knowledge Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-13 Camilla Gilmore, Emine Simsek, Joanne Eaves, Lucy Cragg
Executive functions are associated with concurrent and future mathematics achievement, however, we know less about how they are involved in learning new mathematics material. We investigated the contribution of executive functions to learning new mathematical material, specifically rational number knowledge, in a standard classroom situation. We measured rational number knowledge as well as cognitive
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The mediating role of executive function between socioeconomic status and academic achievement: A meta-analytic structural equation model Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-07 Xiaoqing Ding, Shuchen Li, Xingli Zhang, Jiannong Shi
This study employed meta-analytic structural equation modelling (MASEM) to investigate the role of cool executive function (EF) as a mediator in the relationship between socioeconomic status (SES) and children's academic achievement. We analysed data from 70 empirical articles including a total of 58,818 students published before November 2023 and observed that EF plays a partial mediating role in
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Dynamic and typological explanations of planning in complex problem-solving Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-06 Xiu-Qing Zhang, Qin-Hui Gao, Wei Tian, Tao Xin
Planning is an important component of complex problem-solving (CPS) skills, exerting a profound impact on student learning and development. Previous studies have primarily employed variable-centered methods to explore the influence of planning on CPS skills, thereby neglecting the dynamic role and mechanisms of planning as a metacognitive strategy in CPS processes. Through the use of sequence analysis
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Dweck's social-cognitive model of achievement motivation in science Learning and Individual Differences (IF 3.897) Pub Date : 2024-02-01 You-kyung Lee, Yuanyuan Yue, Tony Perez, Lisa Linnenbrink-Garcia
Dweck's social-cognitive model has long been used as a basis for achievement motivation research. However, few studies have examined the comprehensive model with interactions between perceived ability and achievement goals, and even fewer studies have focused on this model in a science academic context. With a sample of undergraduates ( = 1036), the relations among mindsets, science academic self-efficacy
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Transition from childcare to school: Surgency, center-based care and caregiver-child relationship predict self-regulation, social competence and well-being Learning and Individual Differences (IF 3.897) Pub Date : 2024-01-22 Ruben G. Fukkink, Rosanne M.V. Sluiter, Minne Fekkes
There is an increasing interest in the precursors of children's learning and well-being in the transition from early childhood education and care to the early start of elementary school. In our study, we followed Dutch toddlers ( = 110) from childcare to the transition to elementary school and evaluated children's academic self-regulation, social competence and well-being in school. Children with high
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A meta-analysis on the relation between handwriting and visual-motor integration Learning and Individual Differences (IF 3.897) Pub Date : 2024-01-09 Hong Lu, Frederick K.S. Leung, Zhengcheng Fan
Visual-motor integration is typically viewed as an important variable, subskill, or integral component of children's skilled handwriting; however, the handwriting-VMI correlation varies across studies, and its function remains elusive. In this context, this study aimed to quantify this relation and examine the moderation effects of handwriting dimensions, script types, age, and sample status. A moderate
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Raising the bar: Testing prospective reciprocal relationships between multidimensional trait perfectionism and undergraduate academic achievement Learning and Individual Differences (IF 3.897) Pub Date : 2024-01-05 Melissa Blackburn, Hanna Puffer, Danielle S. Molnar, Dawn Zinga
Prospective associations between trait perfectionism and academic achievement among undergraduate students were tested via a random intercept cross-lagged panel model. Undergraduate students (N = 316) who were enrolled in the core first- and second-year courses of a social sciences undergraduate program (Mage = 18.01 years, SD = 0.06; 74.86 % female) completed surveys on multidimensional perfectionism
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An interpretable English reading proficiency detection model in an online learning environment: A study based on eye movement Learning and Individual Differences (IF 3.897) Pub Date : 2024-01-07 Ziqing Xia, Shuhui Lyu, Chun-Hsien Chen, Bufan Liu
Aiming at the low English reading proficiency of ESL (English as second language) students in online learning environments, this study proposed an eye-movement-based machine learning monitoring model to detect English reading proficiency in real time. Eye-movement data from 43 students while completing online English reading tasks were recorded and 31 eye-movement features were extracted from the taxonomy
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The role of teaching support in assisting students' transition to high school Learning and Individual Differences (IF 3.897) Pub Date : 2024-01-01 Andrew J. Martin, Rebecca J. Collie, Mary Stephan, Anaïd Flesken, Fiona Halcrow, Brianna McCourt
This study investigated the role of primary (elementary) school teaching support in assisting students' transition to high school. The sample comprised 19,465 Australian Year 6 students (the final year of primary school) who were tracked into Year 7 (the first year of high school). Path analytic findings showed that Year 6 perceived teaching support positively predicted their Year 7 motivation (valuing
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Socioeconomic status and parenting-related differences in preschoolers' working memory Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-30 Xiaozi Gao, Kerry Lee, Kannika Permpoonputtana
The relations between socioeconomic status (SES), parenting-related factors, and children's cognitive ability are well-documented. However, limited research has investigated whether there are interactions between SES and parenting-related factors in their association with children's cognitive performance. In this study, we used an extensive battery of SES and parenting-related measures to examine their
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Cognitive predictors of the overlap of reading and math in middle school Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-27 Paul T. Cirino, Cassidy Salentine, Abby Farrell, Marcia A. Barnes, Greg Roberts
Math and reading skills are known to be related, and predictors of each are well researched. What is less understood is the extent to which these predictors, uniquely and collectively, overlap with one another, are differentially important for different academic skills, and account for the overlap of math and reading. We examined 20 potential predictors from four domains (working memory, processing
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Unscrambling creativity measurement: An invitation to better formalize the domain generality-specificity of creativity with psychometric modeling Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-20 Nils Myszkowski, Martin Storme, Pinar Çelik
A key question in creativity research concerns whether creativity is best understood as domain-specific or domain-general (Baer & Kaufman, 2005). Yet, the literature is plagued with insufficiently defined notions of domain specificity and generality of creativity. For example, researchers have alternatively discussed domain-generality as either a positive manifold (i.e., positive interdomain correlations)
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Reciprocal effects between reading comprehension and emotional cognitive ability Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-21 Shiqing Wenren, Wan Ding, Zhenliang Wang, Yue Xia, Ruibo Xie, Weijian Li
This study examined the reciprocal relations between children's reading comprehension and emotional cognitive ability (cognitive reappraisal and cognitive empathy). Participants were 920 third-grade primary school children (Mage = 8.54, SD = 0.68; 337 girls) in central China. After controlling for family socioeconomic status (SES), gender, age, and the autoregressive effects, results suggested (1)
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How emotions are related to competence beliefs during mathematical problem solving: Differences between boys and girls Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-19 Jojanneke P.J. Van der Beek, Sanne H.G. Van der Ven, Evelyn H. Kroesbergen, Paul P.M. Leseman
This study, grounded in Control Value Theory, aimed at increasing insight into how the emotions of enjoyment and anxiety shape students' situated math competence beliefs. Additionally, we investigated gender differences in these effects. An online survey including mathematical problems with corresponding competence belief ratings, and questionnaires regarding math-related emotions was filled out by
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Student-perceived teacher and parent homework involvement: Exploring latent profiles and links to homework behavior and achievement Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-16 Jianzhong Xu
This study investigated student-perceived teacher and parent homework involvement through a person-centered approach involving 739 8th graders. Latent profile analysis (LPA) identified three profiles: Low Perceived Autonomy Support, Homework Quality, and Feedback Quality (8.12 %), Moderate Perceived Involvement (63.60 %), and High Perceived Autonomy Support, Homework Quality, and Feedback Quality (28
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Prospects in the field of learning and individual differences: Examining the past to forecast the future using bibliometrics Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-14 Katarzyna Bobrowicz, Sonsoles López-Pernas, Ziwen Teuber, Mohammed Saqr, Samuel Greiff
Over two centuries, research has delved into individual differences in learning across educational and professional contexts. This commentary conducts a bibliometric analysis of 6556 articles, identifying key research keywords, topics and themes, and their historical evolution. The findings revealed a longstanding emphasis on educational psychology, particularly motivation and achievement, rather than
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The intrapsychic process of academic procrastination: How should-thinking aggravates self-regulatory failure Learning and Individual Differences (IF 3.897) Pub Date : 2023-12-09 Jung Ah Choi, Ji-Yeon Yang
This study aimed to investigate whether should-thinking affects academic initiation procrastination, separately from or in addition to the paths examined in previous studies, and whether the theoretical pathways differ according to school level. Using data from 1447 middle school, high school, and college students, we conducted a multigroup analysis by school level and moderated mediation analysis
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The role of teacher support in students' academic performance in low- and high-stakes assessments Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-30 David Ansong, Moses Okumu, Emmanuel Owusu Amoako, Jamal Appiah-Kubi, Abena Oforiwaa Ampomah, Isaac Koomson, Eric Hamilton
Teachers' impact on learning outcomes is well supported, but more robust evidence is needed on the complex indirect pathways through which teacher support impacts performance in low-versus high-stakes examinations. This study sought to understand the divergent mechanisms through which teachers' support for students affects their performance on low- and high-stakes assessments. Bayesian structural equation
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Developmental leisure reading profiles and their association with reading skills across Grades 1–9 Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-23 Emmi Ulvinen, Maria Psyridou, Marja-Kristiina Lerkkanen, Anna-Maija Poikkeus, Martti Siekkinen, Minna Torppa
This study examined the developmental profiles of different leisure reading habits and their association with reading fluency and comprehension in 2525 Finnish students from Grade 1 to 9. Four profiles were identified based on the reading frequency of different materials: Comics readers, Online readers, Book readers and Non-readers. Profile differences in leisure reading emerged early, although leisure
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The relationship between English language proficiency and academic performance among English learners: A subgroup analysis by home language background Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-25 Mikyung Kim Wolf, Hanwook Yoo, Laura Ballard
In U.S. K-12 public education, states' English language proficiency (ELP) standards and assessments have undergone changes in their content to correspond to the language demands of new academic content-area standards (e.g., Common Core State Standards). However, empirical investigations about how English learner (EL) students perform on the new assessments are limited despite the continued use of ELP
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The interplay between scientific motivation, creative process engagement, and scientific creativity: A network analysis study Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-17 Shuoqi Xiang, Yadan Li, Weixing Yang, Chaoqun Ye, Min Li, Shang Dou, Yuanjing Lyu, Zexuan Jiang, Yangping Li, Senqing Qi, Weiping Hu
According to the social cognitive career theory (SCCT) and the Componential Model of Creativity (CMC), scientific motivation and creative process engagement are potentially involved in producing scientific creativity. Critically, more evidence is needed for how these constructs contribute to scientific creativity. For these reasons, the present study recruited 390 participants to complete online questionnaires
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Examining the influence of passage and student characteristics on test-taking strategies: An eye-tracking study Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-17 Scott P. Ardoin, Katherine S. Binder, Paulina A. Kulesz, Eloise Nimocks, Joshua A. Mellott
Understanding test-taking strategies (TTSs) and the variables that influence TTSs is crucial to understanding what reading comprehension tests measure. We examined how passage and student characteristics were associated with TTSs and their impact on response accuracy. Third (n = 78), fifth (n = 86), and eighth (n = 86) graders read and answered questions associated with six passages. Eye-movement records
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Interconnected trajectories of achievement goals, academic achievement, and well-being: Insights from an expanded goal framework Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-14 Junlin Yu, Pia Kreijkes, Katariina Salmela-Aro
Research on achievement goals has primarily focused on mastery and performance goals. This four-year study used an expanded goal framework to compare the prevalence, trajectories, and influence of mastery, performance, outcome, and work-avoidance goals across and beyond the middle school transition. Participants were 1072 Finnish students assessed annually from Grades 6 to 9 (ages 13–16). Across all
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Gender differences in academic boredom and its development in secondary school Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-10 Markus D. Feuchter, Franzis Preckel
This longitudinal study examined gender differences in academic boredom development in high-track German secondary education (N = 1428; 761 identified as male, 667 identified as female; four waves of measurement: T1-T4). Target subject domains were mathematics and German. We estimated linear latent growth curves for three forms of academic boredom, namely boredom intensity (BO-I), boredom due to under-
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Reducing the math and language arts gender gaps in elementary school students through gender integration Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-09 Sonya Xinyue Xiao, Carol Lynn Martin, Richard A. Fabes, Krista Oswalt, Laura D. Hanish, Dawn DeLay
Math and English Language Arts (ELA) are two major areas that continue to show gender achievement gaps in U.S. students. Given the importance of peer relations in academic success, the degree of gender integration in classrooms in early elementary school may shift student interest and performance to lessen these gender gaps. We tested the hypothesis that Gender Integration (GI; i.e., when students
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Predicting academic performance in first-year engineering students: The role of stress, resiliency, student engagement, and growth mindset Learning and Individual Differences (IF 3.897) Pub Date : 2023-11-07 Rigel Tormon, Brittany L. Lindsay, Robyn Mae Paul, Melissa A. Boyce, Kim Johnston
The first-year post-secondary experience of engineering students poses an interesting area of inquiry due to the challenges and experiences associated with the transition into a professional degree program. This study aimed to investigate if four psychological variables (perceived stress, student engagement, resilience, and growth mindset) predicted first-year engineering student performance via end-of-first-year
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What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment? Learning and Individual Differences (IF 3.897) Pub Date : 2023-10-11 Eva Bosch, Birgit Spinath
The current study examines the development of higher education students' knowledge, correct confidence in their own knowledge, and accuracy of self-assessment over one semester and if the use of evidence-based learning activities (such as practice testing) is associated with these outcomes. The present study assessed N = 285 university students' use of learning activities, their knowledge, correct
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Academic support from teachers and parents during grade 2: Links to teacher perceived children's task persistence Learning and Individual Differences (IF 3.897) Pub Date : 2023-10-11 Justina Davolyte, Noona Kiuru, Saule Raiziene, Gintautas Silinskas
The present study investigated the interplay between teachers' (n = 40) and parents' (n = 606) self-reported quantity (frequency of help), and quality (positive affect while assisting a child) of academic support and teacher rated children's task persistence (n = 647). In the fall semester of Grade 2 children completed academic performance tests. Teachers and parents filled out questionnaires in the
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PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment Learning and Individual Differences (IF 3.897) Pub Date : 2023-10-10 Kati Vasalampi, Asko Tolvanen, Minna Torppa, Anna-Maija Poikkeus, Hilla Hankimaa, Kaisa Aunola
In this four-year longitudinal study, we examined how reading comprehension, as assessed with PISA reading achievement, literacy motivation, and school burnout symptoms at the end of comprehensive school predict the choice of educational track (academic or vocational) and educational attainment in upper secondary education. The sample consisted of 1351 Finnish students whose PISA reading achievement
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On the nature, predictors, and outcomes of undergraduate students' psychological distress profiles Learning and Individual Differences (IF 3.897) Pub Date : 2023-10-10 William Gilbert, Sarah A. Demanins, Julien S. Bureau, Frédéric Guay, Alexandre J.S. Morin
Although it is well known that psychological distress is a widespread phenomenon among undergraduate students, especially in the aftermath of the COVID-19 pandemic, research on the heterogeneity of the psychological distress manifestations observed in this population is still lacking. This study sought to investigate the nature of psychological distress profiles among a sample of 1053 undergraduate
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From procrastination to frustration—How delaying tasks can affect study satisfaction and dropout intentions over the course of university studies Learning and Individual Differences (IF 3.897) Pub Date : 2023-10-07 Christoph Lindner, Steffen Zitzmann, Uta Klusmann, Friederike Zimmermann
Procrastination leads to obstructive consequences for students in higher education. Cross-sectional studies show that procrastination is positively associated with study dissatisfaction and students' intentions to drop out of their university degree program. However, the reciprocal effects between these variables throughout an entire university degree program are still equivocal. Drawing on a sample
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How much do you want to learn? High-school students' willingness to invest effort in valenced feedback-learning tasks Learning and Individual Differences (IF 3.897) Pub Date : 2023-10-05 Anne-Wil Kramer, Jessica V. Schaaf, Hilde M. Huizenga
High-school students decide in which tasks to invest their cognitive effort on a daily basis. At school, such decisions often relate to feedback-learning situations (e.g., whether or not to do homework exercises). To investigate how willing high-school students are to invest their cognitive effort in such situations, we administered in this preregistered study a feedback-learning task in combination
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Profiles and developmental pathways of beginning teachers' intrinsic orientations and their associations with effective teaching behaviour Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-21 Xiangyuan Feng, Michelle Helms-Lorenz, Ridwan Maulana
Prior research has highlighted the importance of intrinsic motivational-affective characteristics in empowering teachers to excel amidst professional complexities. This study sought to move beyond the prevailing focus on cross-sectional relationships between individual motivational-affective factors and specific aspects of effective teaching, seeking to understand their cumulative significance in shaping
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Dimensionality of executive functions and processing speed in preschoolers Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-14 Anssi Vanhala, Kerry Lee, Johan Korhonen, Pirjo Aunio
Processing speed is a foundational cognitive ability strongly associated with executive functions in children. To precisely interpret children's results in measures of executive functions, it is important to identify variation that is due to differences in executive functions versus processing speed. In this study, we examined the dimensionality of executive functions and processing speed in 3–6 years
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The role of students' passion and affect in resilience following failure Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-12 Sonia Rahimi, Virginie Paquette, Robert J. Vallerand
A passion-affect-outcomes resilience model was proposed and tested in two studies (Study 1: n = 320, Study 2: n = 236) where students were randomly assigned to experimentally manipulated failure/success conditions. It was hypothesized that beyond the effects of failure on affect, harmonious passion would be positively associated with positive affect and negatively relate to negative affect, and obsessive
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“I can't focus now, I will study tomorrow” - The link between academic procrastination and resistance to distraction Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-15 Ewa Wiwatowska, Magdalena Pietruch, Przemysław Katafoni, Jarosław M. Michałowski
Procrastination is a tendency to delay tasks, despite being aware of the negative consequences of doing so. Previous studies have shown that students who frequently procrastinate, present difficulties with maintaining attention during task completion. These problems might be related to decreased resistance to distraction caused by task-irrelevant stimuli appearing in the surrounding environment. In
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The cost of being first: Belonging uncertainty predicts math motivation and achievement for first-generation, but not continuing-generation, students Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-13 Delaram A. Totonchi, Yoi Tibbetts, C. Lee Williams, Michelle K. Francis, Jamie DeCoster, Garam A. Lee, Jonathan W. Hull, Chris S. Hulleman
Compared to continuing-generation students, first-generation college students face additional barriers to their sense of belonging in STEM disciplines and at selective institutions. We examined first-generation (N = 1293) and continuing-generation (N = 2150) students' perceptions of belonging uncertainty, math motivation, and math achievement at eight research and comprehensive universities. Results
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Seeking, mastering, and enjoying cognitive effort: Scrutinizing the role of need for cognition in academic achievement Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-10 Jeroen Lavrijsen, Franzis Preckel, Karine Verschueren
The construct of Need for Cognition reflects individual differences in the tendency to seek, engage in, and enjoy effortful cognitive activities. This study scrutinized the role of Need for Cognition in academic achievement in a large sample of Flemish adolescents (n = 3409; 49.6 % boys; Mage = 12.4 years). Using CFA and linear regressions models, findings revealed that Need for Cognition was uniquely
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How does one's “mindset” contribute to statistical learning? A moderated mediation model of growth mindset of statistical ability on statistical learning outcomes Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-09 Zih-Yun Hong, Chin-Lung Chien
The purpose of this study is to investigate whether “growth mindset” contributes to statistical learning in the social sciences, and to address the controversy whether growth mindset is positively associated with academic achievement. Students enrolled in a statistics course were invited to participate in a two-stage online questionnaire, resulting in cross-sectional data (including only the first-wave
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Predictors, outcomes, and inter-domain connections of German and Math academic motivation profiles Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-08 István Tóth-Király, Annette Lohbeck, Alexandre J.S. Morin
The present study investigated the nature and similarity of academic motivation profiles toward German and Math among German elementary school students while accounting for the dual global and specific nature of academic motivation proposed by self-determination theory. The determinants (self-concept, sex) and outcomes (anxiety, academic achievement, effort) were investigated. Latent Markov analyses
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Longitudinal links between need for cognition, achievement goals, and school grades: Testing a mediation hypothesis Learning and Individual Differences (IF 3.897) Pub Date : 2023-09-05 Ricarda Steinmayr, Linda Wirthwein, Anke Hufer-Thamm, Anne Franziska Weidinger
Individuals high in need for cognition are successful in achievement situations. According to motivation and personality theories, achievement goals might mediate the positive link between need for cognition and achievement. Testing this hypothesis, we investigated the longitudinal relation between need for cognition and grades, and its mediation via achievement goals across the last three secondary