-
Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation Learning and Individual Differences (IF 3.139) Pub Date : 2022-04-26 Stefan Janke
The presented research aims to show that satisfaction and frustration of students' basic psychological needs for autonomy, competence and relatedness is directly tied to the development of students' learning goal orientation. This assumption was investigated through a longitudinal survey study (N = 1059 German undergraduate students, assessment covering the first four semesters at university). Latent
-
Examining a utility value intervention among early adolescents: Trajectories of situational interest and boredom Learning and Individual Differences (IF 3.139) Pub Date : 2022-04-22 Kimberly M. Alberts, Patrick N. Beymer, Vicky Phun, Jennifer A. Schmidt
This study examined the effects of a utility value (UV) intervention on students' situational interest and boredom in science using hierarchical linear growth modeling. Data were collected in a diverse sample of 339 students in 13 seventh and ninth grade science classrooms using surveys and end-of-class reports collected on 11 occasions. Results showed no UV intervention effects on students' trajectories
-
Individuals in a group: Metacognitive and regulatory predictors of learning achievement in collaborative learning Learning and Individual Differences (IF 3.139) Pub Date : 2022-04-02 Eetu Haataja, Muhterem Dindar, Jonna Malmberg, Sanna Järvelä
Self-regulated learning theory acknowledges the importance of an individual's metacognitive monitoring and group-level regulation for learning achievement in collaborative learning. However, very few studies have empirically investigated the interplay of these factors. This study aimed to investigate how groups' metacognitive interactions, group-level regulation, and individuals' metacognitive monitoring
-
Expectancies, task values, and perceived costs: Reciprocal effects on math-related career intention and achievement among middle school girls Learning and Individual Differences (IF 3.139) Pub Date : 2022-04-02 Yoonkyung Chung, Soyoung Kim
There are ongoing efforts to understand female adolescents' motivation in math, as part of the science, technology, engineering, and math fields. The current study aimed to examine the temporal relations among expectancies, task values (intrinsic and utility value), and perceived costs (emotional and effort cost) in math to understand the underlying motivational processes for math-related career intention
-
Self-regulated learning as a complex dynamical system: Examining students' STEM learning in a simulation environment Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-24 Shan Li, Juan Zheng, Xudong Huang, Charles Xie
Self-regulated learning (SRL) is essentially a complex dynamical system (CDS). However, no effort has been made to study SRL from a CDS approach in the context of science learning. In this study, we adopted the ideas and analytical techniques of complexity science to analyze SRL. Specifically, 74 ninth-grade students were asked to undertake an engineering design task in a computer-simulated environment
-
Examining moderators of vocabulary acquisition from kindergarten through elementary school using local structural equation modeling Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-16 Gabriel Olaru, Alexander Robitzsch, Andrea Hildebrandt, Ulrich Schroeders
Parental socio-economic status (SES) is often found to be associated with children's language competence in the first decade of life. To examine the effect of SES on children's vocabulary development, as well as potential compensatory effects of schooling and learning-related activities, we examined the joint and unique effects of parental education, occupational status, and learning environment at
-
Learning to read in mother tongue or foreign language: Comparing Papiamento-Dutch reading skills in the post-colonial Dutch Caribbean Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-14 Melissa van der Elst-Koeiman, Eliane Segers, Ronald Severing, Ludo Verhoeven
We studied the Papiamento (L1) and Dutch (L2) reading of 293 fourth grade students in the postcolonial Dutch Caribbean, where L1 just latterly has been introduced into the school curriculum. We examined the effect of language of alphabetization (L1 first vs L2 first) and other L1 and L2 cognitive-linguistic predictors on reading skills. The results show that children's mother tongue, Papiamento, occupies
-
Student profiles of self-concept and interest in four domains: A latent transition analysis Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-08 Patrick Franzen, A. Katrin Arens, Samuel Greiff, Christoph Niepel
Dimensional comparisons lead to contrast effects between academic self-concepts, implying that students view themselves as a math-type or a verbal-type. This study examined the short-term stability of these types and their generalizability to academic interest. N = 382 students completed questionnaires on self-concept and interest in math, physics, German, and English at two measurement waves over
-
What components of working memory are associated with children's reading skills? Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-07 Brittany M. Morris, Christopher J. Lonigan
Working memory (WM) is a potentially important factor related to the development of and performance in reading skills. This study examined the differential relations between two components of the WM system (i.e., storage, processing) and reading. Latent variables were created based on data from 1900 children (1146 children in preschool-second grade and 754 children in third-fifth grade) recruited for
-
Revealing associations between students' school-related well-being, achievement goals, and academic achievement Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-04 Julia Holzer, Sarah Bürger, Marko Lüftenegger, Barbara Schober
The role of student well-being for academic outcomes is increasingly gaining attention. However, studies on the relationship between well-being and achievement are inconclusive, and evidence regarding associations between well-being and motives for achievement related behavior is scarce. The present study therefore investigates relations between students' school-related well-being, achievement goals
-
Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children Learning and Individual Differences (IF 3.139) Pub Date : 2022-03-04 Stephanie A. Malone, Verena E. Pritchard, Charles Hulme
Fine motor skills and executive function are two examples of domain-general skills. Both are correlates of arithmetic and reading ability, and have been identified as predictors of school readiness. Little research has simultaneously assessed the influence of both these skills as predictors of academic abilities. Current evidence suggests their role as predictors lessens once children enter school
-
Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking Learning and Individual Differences (IF 3.139) Pub Date : 2022-02-04 Sum Kwing Cheung, Wing Yee Cheng, Rebecca Y.M. Cheung, Eva Yi Hung Lau, Kevin Kien Hoa Chung
This study investigated the mediating role of children's school liking between parent-child interactions and children's pre-academic skills. Specifically, parent-child interactions included frequency of mothers' and fathers' formal and informal home learning activities with children, as well as their autonomy support during these activities. Three hundred first-year kindergarteners were tested on two
-
Group work and student procrastination Learning and Individual Differences (IF 3.139) Pub Date : 2022-02-03 Markus Koppenborg, Katrin B. Klingsieck
Current research has paid little attention to contextual or social factors that may contribute to procrastination. One social factor, which may influence procrastination, is group work among students. Compared to individual work, group work can enhance individual effort and performance when the individual's contribution is indispensable for group success. In a field experiment, students with high levels
-
Student, teacher, and school factors predicting differences in classroom climate: A multilevel analysis Learning and Individual Differences (IF 3.139) Pub Date : 2022-01-20 Jesús Alonso-Tapia, Miguel Ruiz-Díaz
Differences in classroom climate (CC) predict students' behavior and learning, but there is no evidence of specific variables potentially responsible for such differences. As school climate, teachers' motivational variables related to students, and students' motivational variables are potential predictors of CC, this study analyzes their predictive role. A total of 5471 students and 263 teachers from
-
The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension Learning and Individual Differences (IF 3.139) Pub Date : 2022-01-14 Nina Mahlow, Carolin Hahnel, Ulf Kroehne, Cordula Artelt, Frank Goldhammer, Cornelia Schoor
Multiple document comprehension (MDC) refers to the ability to integrate information from multiple sources into a coherent representation, which requires specific cognitive processes. Assuming that epistemic beliefs are domain-related, this study investigates exploratively how epistemic beliefs in the domains of science and history affect the mastery of cognitive requirements in domain-general MDC
-
Young children's alphabet learning as a function of instruction and letter difficulty Learning and Individual Differences (IF 3.139) Pub Date : 2022-01-07 Shayne B. Piasta, Somin Park, Lorianne R. Fitzgerald, Hillary A. Libnoch
Despite the importance of alphabet knowledge for learning to read in English, we continue to have a limited understanding of children's alphabet knowledge learning and how to best support such learning. In this pretest-posttest within-subjects experimental study (n = 29), we examined alphabet learning as a function of lessons tailored to individual children's alphabet learning needs and as a function
-
Testing effects of promoting antecedents of mathematics achievement emotions: A change-change model Learning and Individual Differences (IF 3.139) Pub Date : 2022-01-04 Tanja Held, Tina Hascher
Based on the control-value theory of achievement emotions, the present study investigates whether an intervention setting with the aim of inter alia promoting positive emotions could change control and value appraisals of low-achieving secondary school students in mathematics over two school years (Grades 7 and 8). Further, we examine the change-change assumption that positive intraindividual changes
-
Need for Cognition and its relation to academic achievement in different learning environments Learning and Individual Differences (IF 3.139) Pub Date : 2022-01-05 Joanne Colling, Rachel Wollschläger, Ulrich Keller, Franzis Preckel, Antoine Fischbach
The present study investigates how Need for Cognition (NFC), an individual's tendency to engage in and enjoy thinking, relates to academic achievement in 9th grade students (N = 3.355) attending different school tracks to understand whether school track moderates this relation when controlling for student background variables. Using structural regression analyses, our findings revealed small and significant
-
The remarkably frequent, efficient, and adaptive use of the subtraction by addition strategy: A choice/no-choice study in fourth- to sixth-graders with varying mathematical achievement levels Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-27 Stijn Van Der Auwera, Joke Torbeyns, Bert De Smedt, Gwen Verguts, Lieven Verschaffel
We investigated elementary school children's use of direct subtraction (DS) and subtraction by addition (SBA) when mentally solving multi-digit subtractions. Fourth- to sixth-grade children of varying mathematical achievement levels were offered subtractions in one choice condition (choice between DS or SBA) and two no-choice conditions (mandatory use of either DS or SBA). Results showed that children
-
Slow down to speed up: Longer pause time before solving problems relates to higher strategy efficiency Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-27 Jenny Yun-Chen Chan, Erin R. Ottmar, Ji-Eun Lee
-
Cognitive consequences of ToM development Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-23 Joanna Smogorzewska, Grzegorz Szumski, Sandra Bosacki, Paweł Grygiel, Maciej Karwowski
The present study tested the longitudinal relations among children's theory of mind (ToM), sensitivity to criticism, school engagement, and academic achievement. One hundred and twenty-one school-age typically developing children completed a ToM task (understanding of faux pas), sensitivity to criticism task (emotional reaction and motivation for improvement after critique, 30 months after ToM), and
-
The role of relational preference in early proportional reasoning Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-23 E. Vanluydt, L. Verschaffel, W. Van Dooren
Recent literature suggests proportional reasoning develops at an earlier age than traditionally assumed. It also indicates that in tasks where both additive and multiplicative reasoning are appropriate, some children have a preference for additive relations, while others have a preference for multiplicative relations. In this study we investigated how 5- to 8-year-olds' additive or multiplicative preference
-
Eye movement patterns differ while watching captioned videos of second language vs. mathematics lessons Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-11 Yi-Ting Chen, Ming-Chou Ho
Background Extant eye-tracking studies suggest that foreign-language learners tend to read the native language captions while watching foreign-language videos. However, it remains unclear how the captions affect the learners' eye movements when watching Math videos. Purpose While watching teaching videos, we seek to determine how the lesson type (English or Math), cognitive load (high or low), and
-
Passion for science and the pursuit of scientific studies: The mediating role of rigid and flexible persistence and activity involvement Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-04 Tanya Chichekian, Robert J. Vallerand
This paper presents a new perspective on persistence and how it relates to passion and outcomes in the field of education. Based on the Dualistic Model of Passion (Vallerand, 2015), we propose the existence of two types of persistence – flexible and rigid that are specific to the activity one is passionate about. Flexible persistence takes origin in harmonious passion and entails pursuing activity
-
Utility value trajectories and their relationship with behavioral engagement and performance in introductory statistics Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-03 Claudia C. Sutter, Chris S. Hulleman, Karen B. Givvin, Mary Tucker
This study examined utility value trajectories overall and by gender, race, and underrepresented racial minority (URM) status within an introductory statistics course and tested the relationships between utility value, behavioral engagement, and performance. Data from 1108 undergraduates included three surveys integrated into their online textbook (t1: beginning of the textbook; t2: middle of the textbook;
-
University students’ interest and burnout profiles and their relation to approaches to learning and achievement Learning and Individual Differences (IF 3.139) Pub Date : 2021-12-01 Henna Asikainen, Juuso Henrik Nieminen, Jokke Häsä, Nina Katajavuori
School burnout has been studied extensively in schools but its relation to learning and studying processes at the university level is still an under-researched topic. The purpose of this study is to explore burnout and study interest profiles among university students and how these profiles differ according to approaches to learning, academic achievement and gender. The data were gathered from 538
-
Self-efficacy for motivational regulation and satisfaction with academic studies in STEM undergraduates: The mediating role of study motivation Learning and Individual Differences (IF 3.139) Pub Date : 2021-11-20 Olena Kryshko, Jens Fleischer, Carola Grunschel, Detlev Leutner
As a key process of self-regulated learning, effective motivational regulation is assumed to facilitate successful studying via optimized motivation. Our research aimed to test this assumption addressing the relationship between self-efficacy for motivational regulation and three dimensions of satisfaction with academic studies with respect to the potential underlying mechanisms in terms of the expectancy
-
Within-person variability in performance across school subjects Learning and Individual Differences (IF 3.139) Pub Date : 2021-11-16 Megan Wright, Sophie von Stumm
Although thought to be substantial, within-person variability in performance across school subjects has not been systematically studied. Here we analysed data from the Twins Early Development Study (TEDS; Nmax = 5919) to describe within-person variability across grades in English, maths, and science from age 7 to 16 years. We found that within-person grade variability was largely unstable across subjects
-
Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis Learning and Individual Differences (IF 3.139) Pub Date : 2021-11-08 Daijiazi Tang, Weihua Fan, Yali Zou, Rebecca A. George, Consuelo Arbona, Norma E. Olvera
The current study aims to deepen our understanding of the mechanisms of motivational and emotional profiles in entry-level calculus. Specifically, we tested a multiple mediation model to examine the linking roles of students' self-efficacy and achievement emotions (anxiety and enjoyment) in the relationship between learning climate and learning persistence in entry-level calculus. A sample of 267 college
-
The impact of emoji use and feedback medium on perceptions of marker personality in online assessment feedback Learning and Individual Differences (IF 3.139) Pub Date : 2021-11-05 Robyn L. Moffitt, Christine Padgett, Rachel Grieve
This study investigated whether emoji and multimedia delivery in online assessment feedback influenced student perceptions of the marker. Undergraduate students (N = 296) read a faux essay and viewed associated feedback emulating the comments students might receive in higher education. Feedback was manipulated using a 2 (emoji: no, yes) × 3 (medium: written-only, written plus audio, and written plus
-
Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement Learning and Individual Differences (IF 3.139) Pub Date : 2021-10-28 Katariina Nuutila, Anna Tapola, Heta Tuominen, Gyöngyvér Molnár, Markku Niemivirta
This study examined how students' interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rated their interest, self-efficacy, and perceived difficulty repeatedly during a dynamic problem-solving task. Results from the estimated non-linear and piecewise latent growth curve models showed
-
Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms Learning and Individual Differences (IF 3.139) Pub Date : 2021-10-20 Katherine Muenks, Veronica X. Yan, Nathaniel R. Woodward, Sarah E. Frey
Although recent research has found that undergraduate students' perceptions of faculty growth mindsets are important predictors of their motivation, engagement, and performance, only a few studies have investigated the specific practices and behaviors that are associated with students' perceptions of faculty growth mindsets. In a sample of 3910 undergraduate science students, we found that students'
-
Domain-specific and activity-related interests of secondary school students. Longitudinal trajectories and their relations to achievement Learning and Individual Differences (IF 3.139) Pub Date : 2021-10-19 Lars Höft, Sascha Bernholt
The development of and interplay between secondary school students' individual interests and achievement were investigated using the example of chemistry education. In a two-cohort study with yearly measurement occasions (Grade 6–8, N = 580, Mage = 11.6 years in Grade 6; Grade 9–11; N = 473, Mage = 14.7 years in Grade 9), we assessed both students' domain-specific and activity-related interests. While
-
Positive emotions, engagement, and objective academic performance: A weekly diary study Learning and Individual Differences (IF 3.139) Pub Date : 2021-10-13 Alfredo Rodríguez-Muñoz, Mirko Antino, Paula Ruiz-Zorrilla, Eric Ortega
There has been an increasing interest in the role of emotional skills in the academic field over the past decades. The current study, by using a weekly diary design, examines within-person variations in positive emotions, student engagement, and performance. The sample consisted of 116 university students who, over 4 consecutive weeks, completed a questionnaire (number of occasions = 464). Results
-
Continuity and change of achievement goals in advanced learning context Learning and Individual Differences (IF 3.139) Pub Date : 2021-10-08 Sakhavat Mammadov, Nancy B. Hertzog
In this paper, we used a multi-method approach to investigate continuity and change in achievement goals of students who participated in summer classes designed for academically advanced students. Students in classes where their performances were graded showed larger increase in performance-avoidance goals compared to students in classes without grades. The mean-level change in mastery goal was not
-
What makes high achievers different from low achievers? Self-regulated learners in the context of a high-stakes academic long-term task Learning and Individual Differences (IF 3.139) Pub Date : 2021-10-06 Carmen Nadja Hirt, Yves Karlen, Katharina Maag Merki, Francesca Suter
This longitudinal study explores how high and low achievers differ in self-regulated learning (SRL) in the context of a high-stakes academic long-term task outside of class (writing a Matura paper). Based on N = 1215 high school students' grades on the paper (57% girls; M age = 17.5, SD = 0.80), high and low achievers (with and without considering prior achievement) were compared regarding multiple
-
A closer look at elementary school students' epistemic beliefs – Latent profiles capturing concepts of knowledge and knowing in science Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-27 Julia Schiefer, Andrea Bernholt, Nele Kampa
Epistemic beliefs (EBs) are a key issue in educational research and are relevant for students' learning from as early as elementary school. To quantitatively measure EBs in the domain of science, researchers commonly utilize self-report questionnaires that capture the dimensions of source, certainty, development, and justification of knowledge. Going beyond analyzing these measures of EBs from a variable-centered
-
Learning scientific reasoning: A latent transition analysis Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-24 Erika Schlatter, Inge Molenaar, Ard W. Lazonder
-
A latent growth curve analysis of state test anxiety in successive days of before and after an examination and in relations to trait test anxiety Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-23 Christin Lotz, Jörn R. Sparfeldt, Tobias Ringeisen
State test anxiety (STA) and its temporal course surrounding an important examination are of particular interest. This study investigated ten daily assessments of examination-related STA measured on seven consecutive days before and three days after an obligatory written university examination on N = 172 predominantly female students. The discontinuous second-order latent growth curve model consisted
-
The simple view of reading in French second language learners Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-23 Michelle R.Y. Huo, PohWee Koh, Yahua Cheng, Stefka H. Marinova-Todd, Xi Chen
This longitudinal study examined the relative contributions of word reading accuracy, word reading fluency and linguistic comprehension to reading comprehension from Grade 1 to Grade 2 in Canadian children who speak French as an L2. French is an opaque orthography but it is more consistent in how graphemes are mapped to phonemes than English. A total of 183 Non-Francophone children enrolled in French
-
Mindfulness and academic emotions: A field study during a lecture Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-23 Kerstin Senker, Stefan Fries, Julia Dietrich, Axel Grund
The aim of the present study was to examine whether mindfulness and academic emotions are beneficially related in specific learning situations. For that purpose, we conducted a field study during two lecture sessions in which we measured momentary mindfulness and academic emotions of N = 105 university students repeatedly, resulting in N = 551 measurements. As expected, multilevel analyses indicated
-
Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-16 Ma. Jenina N. Nalipay, Ronnel B. King, Joseph Y. Haw, Imelu G. Mordeno, Elmer D. Dela Rosa
Emotions are fundamental to teachers' lives. However, until recently, there is relative lack of attention given to emotions in teacher education. Moreover, teacher emotions are often viewed as a function of external factors, neglecting the role of emotion mindset (i.e., beliefs regarding the malleability of emotions) in affecting teachers' emotions and subsequent outcomes. Hence, this research intends
-
Personality predicts academic achievement in higher education: Differences by academic field of study? Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-16 Anne-Roos Verbree, Lientje Maas, Lisette Hornstra, Leoniek Wijngaards-de Meij
In the present study it is investigated whether students enrolled in different academic fields of study have differing personality traits (i.e., conscientiousness and openness) and whether the relationship between these traits and academic achievement differs by academic field. Using Structural Equation Modeling on data from a large sample of university students, this study examined to what extent
-
Mathematics vocabulary differentially predicts mathematics achievement in eighth grade higher- versus lower- achieving students: Comparisons across two countries Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-09 Zehra E. Ünal, Sarah R. Powell, Serkan Özel, John E. Scofield, David C. Geary
This study explored the relationship between mathematics vocabulary and mathematics achievement, controlling general vocabulary, for eighth graders (ages 13 to 14) from the United States (US; n = 89) and Turkey (n = 188). The mathematics achievement of Turkish students fell into higher- and lower-achieving groups, with students in the higher-achieving group showing achievement levels like their US
-
Need-supportive teaching is positively associated with students' well-being: A cross-cultural study Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-09 Yi Wang, Ronnel B. King, Faming Wang, Shing On Leung
Research rooted in self-determination theory (SDT) has shown that need-supportive teaching, which involves support for students' needs for autonomy, competence, and relatedness, is associated with better motivation, engagement, and achievement. However, there is a lack of research on how need-supportive teaching is associated with student well-being. In addition, past studies on SDT have mostly confined
-
A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-03 Carolyn A. Denton, Colby Hall, Eunsoo Cho, Grace Cannon, Nancy Scammacca, Jeanne Wanzek
This meta-analysis examined the effects on reading comprehension of foundational reading skills and multicomponent reading interventions provided to students with or at risk for reading difficulties or disabilities (students with RDs) in kindergarten through Grade 3. The meta-analysis included studies identified by Wanzek et al. (2016) and Wanzek et al. (2018), with an updated search through August
-
Mathematics interest, anxiety, self-efficacy and achievement: Examining reciprocal relations Learning and Individual Differences (IF 3.139) Pub Date : 2021-09-02 Changhong Du, Kexin Qin, Yehui Wang, Tao Xin
The present study examined the reciprocal relations among mathematics interest (MI), mathematics anxiety (MA), mathematics self-efficacy (MSE) and mathematics achievement of primary school students. Based on longitudinal data from 2789 participants, general latent variable modeling framework was used to explore reciprocal effects. The results indicated that (a) prior mathematics achievement positively
-
What successful students do: Evidence-based learning activities matter for students' performance in higher education beyond prior knowledge, motivation, and prior achievement Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-20 Eva Bosch, Eva Seifried, Birgit Spinath
In higher education, students must manage their learning on their own. When students seize the opportunity to engage in specific evidence-based learning activities, this should contribute to their achievement beyond their individual learning prerequisites (i.e., prior knowledge and motivation) and their prior achievement. In turn, students with higher motivation should use more learning activities
-
Breadth and depth of strategic processing during text comprehension Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-20 Natalia Latini, Ivar Bråten, Ymkje E. Haverkamp
In this study, 58 Norwegian undergraduates read 10 paragraphs on a relatively unfamiliar topic. Verbal protocol analysis was used to assess strategic text processing at different levels of depth, and post-reading written reports on the topic were used to assess text comprehension. Findings indicated that irrelevant processing was negatively and a combination of surface- and deeper-level strategies
-
Student experience of creativity in Australian high school classrooms: A componential model Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-18 Paul Ginns, Kelly Freebody, Michael Anderson, Peter O'Connor
Drawing on the componential theory of creativity, we report on the development of a model for understanding students' experiences of creative school environments, based on survey responses from Grade 7 and 9 Australian students (N = 2538) across 13 high schools. Confirmatory factor analysis was used to test for construct validity of scales, followed by structural equation modeling to estimate the fit
-
Students’ achievement motivation moderates the effects of interpolated pre-questions on attention and learning from video lectures Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-13 Jiumin Yang, Yi Zhang, Zhongling Pi, Yaohui Xie
The study tested achievement motivation as a moderator of the relationship between pre-interpolated questions and learning from video lectures. Participants were 63 university students who were selected from a group of 123 volunteers, based on having high (n = 31) or low (n = 32) scores on the Achievement Motivation Scale. The students in each group were randomly assigned to view an instructional video
-
Dark Triad traits, learning styles, and symptoms of depression: Assessing the contribution of mental toughness longitudinally Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-13 Andrew Denovan, Neil Dagnall, Elena Artamonova, Kostas A. Papageorgiou
This study, using a semi-longitudinal design, explored the extent to which Dark Triad traits indirectly (through mental toughness) predicted learning styles (i.e., deep, strategic, and surface learning) and depression symptoms. First year undergraduates (N = 100 matched at two-time intervals; 17 males, 83 females; mean age = 19.02, range = 18 to 24) completed self-report questionnaires at the beginning
-
Trajectories in quantitative and humanities self-efficacy during the first year of college Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-12 Jaeyun Han, Ellen L. Usher, Christia S. Brown
Although many studies have examined self-efficacy cross-sectionally, few have investigated how undergraduate students' self-efficacy changes over time, particularly during their first year of postsecondary education. The purpose of this study was to explore the trajectories of first-year college students' (N = 2167) self-efficacy in quantitative and humanities subjects and its relationship to academic
-
Self-compassion mindsets can predict statistics course performance via intelligence mindsets and statistics anxiety Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-11 Jia Wei Zhang, Erica Kessler, Jason L.G. Braasch
One consistent impediment to college students' performance in statistics courses is statistics anxiety. However, people who endorse intelligence growth mindsets report lower statistics anxiety and achieve higher grades. We examined whether adopting a self-compassion growth mindset was an antecedent to an intelligence growth mindset, reduced statistics anxiety, and ultimately, lead to better grades
-
Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-07 Kristina Stockinger, Raven Rinas, Martin Daumiller
The COVID-19 pandemic forced students to abruptly shift from traditional and familiar, to largely improvised distance learning formats. This study examined whether individual differences in students' capacity to adjust to situational uncertainty and novelty (i.e., adaptability) explained differences in their achievement-related emotions and learning outcomes in the digital learning context. We assessed
-
An extension of the internal/external frame of reference model to the physical domain: Are there contrasting and assimilating achievement-self-concept relations in specific sports? Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-06 Annette Lohbeck, Maike Tietjens, Jens Möller
Based upon a sample of 289 sports science students (Mage = 24.68; SD = 2.68), the present cross-sectional study aimed to examine the internal/external frame of reference model with grades and self-concepts in three individual sports (i.e., swimming, gymnastics, athletics) and three team sports (i.e., soccer, handball, basketball). Students reported their grades and self-concepts in the six sports in
-
Being bored at school: Trajectories and academic outcomes Learning and Individual Differences (IF 3.139) Pub Date : 2021-08-04 Valentina Grazia, Consuelo Mameli, Luisa Molinari
The emotion of boredom is commonly experienced by students. Nevertheless, hardly any research has focused on the evolution of this emotion over time by also considering individual differences. The aim of this study was to identify groups of students with different trajectories of boredom over a school year, and compare these profiles on academic achievement, motivation and intention to drop out. Participants
-
Profiles of perfectionism, achievement emotions, and academic burnout in South Korean adolescents: Testing the 2 × 2 model of perfectionism Learning and Individual Differences (IF 3.139) Pub Date : 2021-07-29 Hyunmo Seong, Eunbi Chang
This study aimed to examine the relationship between the 2 × 2 model of perfectionism, academic burnout, and achievement emotions via a person-centered approach in a sample of 450 South Korean adolescents (64.7% female). Participants completed two perfectionism scales (i.e., the Frost Multidimensional Perfectionism Scale, the Almost Perfect Scale-Revised), the Achievement Emotions Questionnaire, and
-
Examining the simple view of reading in Kiswahili: Longitudinal evidence from Kenya Learning and Individual Differences (IF 3.139) Pub Date : 2021-07-28 Brenda A. Wawire, Benjamin Piper, Xinya Liang
The present study examines the applicability of the simple view of reading (SVR) (Gough & Tunmer, 1986) model of reading comprehension in Kiswahili, a language that has a transparent orthography. We examined the developmental relationships among nonword decoding, listening comprehension, oral reading fluency, and reading comprehension using longitudinal data from a sample of 628 Kenyan children, enrolled
-
How situational competence beliefs and task value relate to inference strategies and comprehension during reading Learning and Individual Differences (IF 3.139) Pub Date : 2021-07-16 Stephen M. Tonks, Joseph P. Magliano, John Schwartz, Ryan D. Kopatich
In two studies, we explored the associations among situational reading-related competence beliefs and task value, inference strategies, comprehension during reading, and foundational skills in college age students. In Study 1, 93 participants from a community college completed assessments of comprehension and two types of inference strategies (elaboration and bridging), each immediately followed by