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“Zooming in” on orthographic knowledge to clarify the relationship between rapid automatised naming (RAN) and word reading
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Kamariani Houlis, John H. Hogben, Troy Visser, Jeneva L. Ohan, Mike Anderson, Steve M. HeathAbstractStudies of relationships between orthographic knowledge (OK), rapid automatised naming (RAN) and reading have yielded mixed results due to inconsistency in measures used, the definition of OK and group characteristics. We comprehensively examined OK (MGR; mental graphemic representations and GOK; generic orthographic knowledge, accuracy/efficiency); alpha/non-alphanumeric RAN (ANRAN/NANRAN) and word reading (accuracy/efficiency) wit...
Source: Learning and Individual Differences - July 31, 2019 Category: Psychiatry & Psychology Source Type: research

Effects of mathematics textbooks on the development of primary school children's adaptive expertise in arithmetic
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Henning Sievert, Ann-Katrin van den Ham, Inga Niedermeyer, Aiso HeinzeAbstractOver the past two decades educational research has become increasingly interested in the development of children's adaptive expertise in arithmetic. Even though there are several studies investigating the impact of different teaching approaches, knowledge concerning effects of learning resources is relatively low. Using data of a three-year longitudinal study with 1404 students from 82 classes, we examined learning opportunities presented by textbooks re...
Source: Learning and Individual Differences - July 28, 2019 Category: Psychiatry & Psychology Source Type: research

The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task
This study first aims to investigate the role of students' implicit theories on their two grit facets (perseverance of effort [PE], consistency of interest [CI]) and on their achievement goals, learning motivation, and achievement in the context of a challenging academic task. Secondly, the study examines whether PE and CI are related to students' achievement goals, learning motivation and achievement. We surveyed 1215 students from the upper secondary school level with a mean age of 17.5 years, who completed a compulsory academic certificate paper over approximately one school year. The results of this study reveal that...
Source: Learning and Individual Differences - July 28, 2019 Category: Psychiatry & Psychology Source Type: research

Beyond phonological awareness: Stress awareness and learning word spelling
This study investigates whether prosody is related to spelling acquisition. The awareness of a particular prosodic feature, lexical stress, may play some role in the acquisition of word spelling. A sample of 89 Spanish 3rd graders participated in this study. Control measures included non-verbal intelligence, vocabulary, and phonemic awareness. Results highlighted the potential role of prosodic knowledge in learning word spelling. Lexical stress awareness accounted for unique variance in word and sentence writing from dictation. In particular, stress awareness was related to stress errors (in word and sentence writing) whil...
Source: Learning and Individual Differences - July 25, 2019 Category: Psychiatry & Psychology Source Type: research

Differences in text processing by low- and high-comprehending beginning readers of expository and narrative texts: Evidence from eye movements
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Astrid Kraal, Paul W. van den Broek, Arnout W. Koornneef, Lesya Y. Ganushchak, Nadira SaabAbstractThe present study investigated on-line text processing of second-grade low- and high-comprehending readers by recording their eye movements as they read expository and narrative texts. For narrative texts, the reading patterns of low- and high-comprehending readers revealed robust differences consistent with prior findings for good versus struggling readers (e.g., longer first- and second-pass reading times for low-comprehending reade...
Source: Learning and Individual Differences - July 19, 2019 Category: Psychiatry & Psychology Source Type: research

Which comes first? Modeling the relationships among future goals, metacognitive strategies and academic achievement using multilevel cross-lagged SEM
This study aimed to examine how future goals, metacognitive strategies, and achievement dynamically influence each other across time. A sample of 6290 students from 16 secondary schools in Hong Kong participated in our three-year study. Survey and achievement test data were collected three times with one-year intervals. Results of multi-level cross-lagged structural equation modeling showed that: (1) intrinsic goals are adaptive because they are associated with lower pursuit of extrinsic goals and higher levels of achievement; (2) the use of meta-cognitive learning strategies is associated with an increase in intrinsic goa...
Source: Learning and Individual Differences - July 17, 2019 Category: Psychiatry & Psychology Source Type: research

Middle school engagement profiles: Implications for motivation and achievement in science
This study identified engagement profiles among middle school students (N = 1125) in science, based on a global, behavioral, cognitive, and affective dimensions of engagement. The relationships between engagement profiles and key motivation predictors (science achievement goal orientations and self-efficacy) and student achievement in science were also examined. Latent profile analysis revealed five distinct science engagement profiles, including Moderately Engaged, Moderately Disengaged, Disengaged, Behaviorally Engaged, and Behaviorally Disengaged. Controlling for grade, gender, and minority status, results showed th...
Source: Learning and Individual Differences - July 13, 2019 Category: Psychiatry & Psychology Source Type: research

Judging own and peer performance when using feedback in elementary school
This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took a test, and then scored their own responses and the responses of one of their peers with use of feedback standards. Error detection was better for peer- than for self-score judgments. Further, monitoring was more accurate for older than younger children, and inaccurate prior knowledge led to less accurate peer and self-judgments. Findings imply that, when implementing co-scoring activities, it is important to be aware that its accuracy i...
Source: Learning and Individual Differences - July 12, 2019 Category: Psychiatry & Psychology Source Type: research

Scaffolding expository history text reading: Effects on adolescents' comprehension, self-regulation, and motivation
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Marlies ter Beek, Marie-Christine Opdenakker, Alinda W. Spijkerboer, Leonie Brummer, Hidde W. Ozinga, Jan-Willem StrijbosAbstractReading comprehension is an important predictor for academic success, yet many adolescents in secondary education face difficulties when reading their textbooks. In this quasi-experimental study, we developed a digital learning environment to scaffold students' expository text reading in seventh-grade history classrooms. Students in the experimental condition could use hints comprised of cognitive and me...
Source: Learning and Individual Differences - July 11, 2019 Category: Psychiatry & Psychology Source Type: research

Teacher expectation intervention: Is it effective for all students?
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Hui Ding, Christine Margaret Rubie-DaviesAbstractThe few existing teacher expectation intervention studies have attempted to examine experimental group gains as a whole compared with those of a control group. The current study explored differing effects of a teacher expectation intervention for students for whom their teachers had high, medium, and low expectations. The study was conducted in Grade 8 English as a Foreign Language classrooms in China, with 8 teachers and their 229 students. The intervention involved teacher trainin...
Source: Learning and Individual Differences - July 11, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - July 7, 2019 Category: Psychiatry & Psychology Source Type: research

The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs
Publication date: August 2019Source: Learning and Individual Differences, Volume 74Author(s): Kyong-Ah Kwon, Shinyoung Jeon, Lieny Jeon, Sherri CastleAbstractThe present study examined whether teachers' depressive symptoms are directly and indirectly associated with children's social-emotional and language development in the context of Early Head Start (EHS) center-based programs. We used the EHS Family and Child Experiences Study (i.e., Baby FACES 2009) with a sample of 275 toddlers and 197 teachers in 72 programs. Among the current sample of EHS teachers, the prevalence of teachers' depressive symptoms was low. Teachers ...
Source: Learning and Individual Differences - July 7, 2019 Category: Psychiatry & Psychology Source Type: research

Quality of teachers' and peers' behaviors and achievement goals: The mediating role of self-efficacy
This study explored, using a longitudinal design, the contribution of teachers' and peers' behaviors to achievement goals in a sample of Romanian adolescents. The study also investigated whether self-efficacy would explain these links. A sample of 329 high school students (Mage = 17.34 years, 59.9% girls) filled in questionnaires regarding their teachers' supportive/fair and their peers' cooperation/cohesiveness behaviors at Time 1. The adolescents' self-efficacy was measured 12 months later at Time 2, and then achievement goals were assessed 4 months later, at Time 3. Results showed that the teachers' support/eq...
Source: Learning and Individual Differences - June 21, 2019 Category: Psychiatry & Psychology Source Type: research

Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students
Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Stefan Janke, Oliver DickhäuserAbstractIn the presented study, we investigated whether university students enrolled in economic sciences report stronger extrinsic life aspirations (striving for wealth) than social science students and whether such group differences align with group differences in achievement motivation. We questioned 327 German university students in economic science (n = 142) and social science programs (n = 185). Students enrolled in economic sciences reported stronger extrinsic and weaker intrinsic life ...
Source: Learning and Individual Differences - June 16, 2019 Category: Psychiatry & Psychology Source Type: research

Comprehension of networked hypertexts in students with hearing or language problems
Publication date: July 2019Source: Learning and Individual Differences, Volume 73Author(s): Helen Blom, Eliane Segers, Harry Knoors, Daan Hermans, Ludo VerhoevenAbstractThe compensatory effects of a graphic overview and the effects of students' cognitive-linguistic skills on the comprehension of networked hypertexts were investigated in students with hearing or language problems. Networked hypertext comprehension of 28 deaf/hard-of-hearing (DHH) students and 33 students with Developmental Language Disorder (DLD) was compared to that of 77 hearing students with a comparable reading level and 60 hearing students of a compara...
Source: Learning and Individual Differences - June 13, 2019 Category: Psychiatry & Psychology Source Type: research