Learning and Individual Differences Learning and Individual Differences RSS feedThis is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

The role of science domain knowledge and reading motivation in predicting informational and narrative reading comprehension in L1 and L2: An international study
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): HyeJin HwangAbstractUsing international large-scale datasets, this study investigated the role of science domain knowledge and reading motivation in L1 and L2 reading comprehension of informational and narrative text in fourth-grade students in five countries. The results of multi-group multilevel regression showed that science domain knowledge was the strongest predictor for informational and narrative reading comprehension in students who were second language learners and students who were monolingual across the countries. Ove...
Source: Learning and Individual Differences - November 1, 2019 Category: Psychiatry & Psychology Source Type: research

Direct and indirect contributions of executive function to word decoding and reading comprehension in kindergarten
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): Stephanie L. Haft, Jocelyn N. Caballero, Hiroko Tanaka, Leo Zekelman, Laurie E. Cutting, Yuuko Uchikoshi, Fumiko HoeftAbstractExtant research is increasingly recognizing the contribution of executive function (EF) to reading comprehension alongside established predictors like word decoding and oral language. The nature of the association between EF and reading comprehension is commonly investigated in older children and in those with reading impairments. However, less is known about this relationship in emerging readers in kinde...
Source: Learning and Individual Differences - November 1, 2019 Category: Psychiatry & Psychology Source Type: research

Developing effective knowledge-building environments through constructivist teaching beliefs and technology-integration knowledge: A survey of middle-school teachers in northern Taiwan
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): Huang-Yao Hong, Pei-Yi Lin, Yuan-Hsuan LeeAbstractThe creation of effective knowledge-building environments (KBEs) to help learners develop essential skills in a knowledge society has gradually been recognized as an important goal in education (see the review by Chen & Hong, 2016), but the qualities that teachers require to develop KBEs remain to be investigated. Drawing on a review of relevant literature, we hypothesized that constructivist teaching beliefs (CTBs) and technology-integration knowledge (TIK) would prove important...
Source: Learning and Individual Differences - October 26, 2019 Category: Psychiatry & Psychology Source Type: research

Evolution of self-efficacy, student engagement and student burnout during a semester. A multilevel structural equation modeling approach
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): Laurențiu P. Maricuțoiu, Coralia SuleaAbstractRecent studies reported that student well-being is lower than the well-being of the general population. Also, forms of well-being seem to vary over time and might depend to self-regulatory mechanisms. In the present study, we employ the Social Cognitive Theory to investigate the evolution of two well-being variables (i.e., student engagement and student burnout) during a semester considering the role of self-efficacy in the process. Using a longitudinal approach, we analyzed 635 se...
Source: Learning and Individual Differences - October 24, 2019 Category: Psychiatry & Psychology Source Type: research

Individual differences in reading comprehension in monolingual and bilingual children: The influence of semantic priming during sentence reading
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): Tessa Spätgens, Rob SchoonenAbstractGroup differences in semantic priming between young readers with different comprehension levels have been reported, with poor readers showing reduced or no context-independent semantic priming compared to normal readers. However, other studies have not been able to replicate these effects on an individual differences level, even though the spreading of semantic activation is hypothesized to play a role in the reading comprehension process. In the present study, we investigated whether priming...
Source: Learning and Individual Differences - October 20, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: October 2019Source: Learning and Individual Differences, Volume 75Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - October 15, 2019 Category: Psychiatry & Psychology Source Type: research

Mind wandering and reading comprehension in secondary school children
This study investigated predictors of mind wandering during reading and their effects on comprehension in a sample of secondary school children. One hundred and twenty-five eighth-graders read either an easy, moderately difficult, or difficult version of an expository text and subsequently answered a number of comprehension questions. Students were asked about their thoughts during reading, their propensity to mind wander in various life situations, as well as their interest in the topics of the text. Overall, the results were consistent with the general mind wandering literature: More difficult texts were associated with ...
Source: Learning and Individual Differences - September 12, 2019 Category: Psychiatry & Psychology Source Type: research

What information should I look for again? Attentional difficulties distracts reading of task assignments
In this study, the task assignments consisted of four sentences. The first and last sentences provided context, while the second or third sentence was the relevant or irrelevant sentence under investigation. The results of a linear mixed-model and latent change score analyses showed the ubiquitous influence of reading fluency on first-pass eye movement measures, and the effects of sentence relevancy on making more and longer reinspections and look-backs to the relevant than irrelevant sentence. In addition, the look-backs to the relevant sentence were associated with better information search subskills. Students with atten...
Source: Learning and Individual Differences - September 8, 2019 Category: Psychiatry & Psychology Source Type: research

Different teachers, different relationships? Student-teacher relationships and engagement in secondary education
Publication date: October 2019Source: Learning and Individual Differences, Volume 75Author(s): Debora L. Roorda, Terrence D. Jorgensen, Helma M.Y. KoomenAbstractThe present study examined whether secondary school students share different relationships with different teachers (homeroom teacher, teacher of easiest subject, teacher of hardest subject). Furthermore, we investigated whether students' engagement with the subjects of these teachers and associations between relationship quality and engagement varied across subjects. Seventh grade students (N = 476; 50.8% boys) reported about their relationships (closeness, con...
Source: Learning and Individual Differences - September 1, 2019 Category: Psychiatry & Psychology Source Type: research

Does cardiorespiratory fitness knowledge carry over in middle school students?
Publication date: October 2019Source: Learning and Individual Differences, Volume 75Author(s): Yubing Wang, Tan Zhang, Ray Schweighardt, Ang ChenAbstractConceptual knowledge development in physical education is critical to helping learners become physically literate. Understanding physical education learners' long-term knowledge development is one of the first steps in designing effective curriculum. Guided by the constructivist learning theory, this study aimed to determining the extent to which the cardiorespiratory fitness knowledge learned in the first year contributed to further knowledge development in the second yea...
Source: Learning and Individual Differences - August 23, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - August 21, 2019 Category: Psychiatry & Psychology Source Type: research

Publisher Note
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - August 21, 2019 Category: Psychiatry & Psychology Source Type: research

Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment
Publication date: October 2019Source: Learning and Individual Differences, Volume 75Author(s): Simone N. Loeffler, Juergen Stumpp, Stephan Grund, Matthias F. Limberger, Ulrich W. Ebner-PriemerAbstractInteractive ambulatory assessment (IAA) provides a new approach to investigate and promote self-regulation directly in a student's daily learning routine. A total of 89 students were randomly assigned to the intervention (IG, n = 43) and control group (CG, n = 46). During preparation for an academic deadline, all participants answered questions related to their learning behaviors; the questions were presented daily via...
Source: Learning and Individual Differences - August 21, 2019 Category: Psychiatry & Psychology Source Type: research

Adolescents' peer status profiles and differences in school engagement and loneliness trajectories: A person-centered approach
This study used a person-centered approach to identify adolescents' peer status profiles and examined how these profiles differed regarding the development of school engagement and loneliness. A sample of 794 adolescents was followed from Grades 7 to 11 (MageWave1 = 13.81 years). Measures included peer nominations of peer status, and student reports of school engagement and peer-related loneliness. Latent class growth analysis identified three profiles: popular-liked, unpopular-disliked, and normative. The popular-liked class revealed the lowest levels of behavioral engagement and loneliness. The unpopular-disliked c...
Source: Learning and Individual Differences - August 18, 2019 Category: Psychiatry & Psychology Source Type: research

Variables influencing algebra performance: Understanding rational numbers is essential
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Sarah R. Powell, Jennifer K. Gilbert, Lynn S. FuchsAbstractProficiency with algebra is difficult for students, even students at the college level. We administered an assessment of algebra to 362 college students. Students also completed measures of rational numbers, mathematics fact fluency, mathematics anxiety, reading fluency, and spelling accuracy. A dominance analysis revealed that, of the 5 variables, rational numbers performance dominated all other variables, accounting for over 33% of the variance in algebra performance. As...
Source: Learning and Individual Differences - August 4, 2019 Category: Psychiatry & Psychology Source Type: research