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Visual form perception supports approximate number system acuity and arithmetic fluency
This study was conducted to test whether visuospatial tasks (typically based on visual form perception) may account for the association. A total of 271 children around 10 years of age were recruited from three primary schools in Beijing, China. The children were administered eight tasks to assess their visuospatial processing and arithmetic fluency, as well as their processing speed and nonverbal intelligence as cognitive covariates. Visual form perception scores were measured by a figure matching task and a visual short-term memory task and fully accounted for the correlation between ANS acuity and arithmetic fluency. S...
Source: Learning and Individual Differences - March 11, 2019 Category: Psychiatry & Psychology Source Type: research

Self- and parent-rated measures of personality are related to different dimensions of school adjustment
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Patrick Perret, Miliana Ayad, Bruno Dauvier, Anne CongardAbstractLinks have often been drawn between individual personality differences among children, as captured by the Big Five personality traits, and academic achievement. Published research shows that conscientiousness is the most decisive factor, and its predictive power is greater when it is other- rather than self-assessed. In the current study (N = 161; Mage = 10.79 years), we examined the associations between both forms of personality assessment and two dimens...
Source: Learning and Individual Differences - March 4, 2019 Category: Psychiatry & Psychology Source Type: research

“At least I know what's wrong.” Preservice teachers' knowledge about dysfunctional instructional strategies: The important role of error-related emotional patterns
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Anja Böhnke, Felicitas ThielAbstractFor preservice teachers, learning-oriented error-handling practices can play a central role in professional development. Errors reveal areas preservice teachers have not yet mastered and can act as catalysts for informal learning processes. Yet for most people, errors are also linked to the experience of negative emotions. Research has found an array of associations between various error-related emotions and learning-oriented error-handling practices. Yet almost nothing is known about individ...
Source: Learning and Individual Differences - March 4, 2019 Category: Psychiatry & Psychology Source Type: research

The role of achievement emotions in the collaborative problem-solving performance of adolescents
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Jesus Camacho-Morles, Gavin R. Slemp, Lindsay G. Oades, Lucy Morrish, Claire ScoularAbstractWe explored the relationship between adolescents' activity-based achievement emotions and their performance during collaborative problem solving (CPS) tasks, which was operationalized as having objective social and cognitive performance dimensions. Participants were 100 adolescent dyads (n = 200) who completed a series of five computer-based CPS tasks while their activity emotions of enjoyment, boredom, and anger were recorded. It was...
Source: Learning and Individual Differences - February 23, 2019 Category: Psychiatry & Psychology Source Type: research

Profiling upper primary school students' self-regulated learning through self-report questionnaires and think-aloud protocol analysis
This study explores the occurrence of different self-regulated learning (SRL) profiles in upper primary school children by means of a general self-report questionnaire and think-aloud protocol analysis. Further, it investigates the relation of students' SRL profile with their general achievement level and gender on the one hand and with their test performance on the other hand. Cluster analysis on the self-report questionnaire shows the presence of four profiles (i.e., active learners with high quantity motivation, active learners with high quality motivation, passive learners with low quantity motivation, passive learners...
Source: Learning and Individual Differences - February 19, 2019 Category: Psychiatry & Psychology Source Type: research

The consistency and cognitive predictors of children's oral language, reading, and math learning profiles
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Lisa M.D. Archibald, Janis Oram Cardy, Daniel Ansari, Thomas Olino, Marc F. JoanisseAbstractEfforts to understand learning disorders in children by focusing on specific domains and within restricted ability ranges have failed to identify consistent and stable learning profiles. Given evidence for dimensional distribution of oral language, reading, and mathematical skills among those identified with and without learning disorders, examining learning across a range of abilities and domains should provide a better estimate of learn...
Source: Learning and Individual Differences - February 13, 2019 Category: Psychiatry & Psychology Source Type: research

Predicting educational attainment: Does grit compensate for low levels of cognitive ability?
This study examined the role of cognitive ability in moderating grit's association with educational outcomes. Using a large, representative sample of young adults, we estimated probit models for the probability of graduating from high school, enrolling in college, earning any college degree, and earning a bachelor's degree. For each outcome, the effect of grit (and, alternatively, each lower-order facet) was allowed to differ flexibly with cognitive ability. We found that grit's estimated marginal effect is largely concentrated among students at the high and low ends of the ability distribution. The low-ability effect is m...
Source: Learning and Individual Differences - February 13, 2019 Category: Psychiatry & Psychology Source Type: research

Profiles of academic, cognitive, and behavioral development from kindergarten to third grade
This study examined the associations between academic knowledge, executive functions, and behavioral skills in kindergarten and third grade among children in the Early Childhood Longitudinal Study – Kindergarten Class of 2010–2011. Cross-sectional latent profile analyses (LPAs) were estimated to examine profiles of academic (i.e., math and reading), cognitive (i.e., executive function), and behavioral (i.e., approaches to learning and externalizing behaviors) skills among children in kindergarten (N = 15,770) and third grade (N = 11,730). Multilevel, multinomial logistic regression models were estimated to exam...
Source: Learning and Individual Differences - February 9, 2019 Category: Psychiatry & Psychology Source Type: research

Does fluid intelligence facilitate the learning of English as a foreign language?—A longitudinal latent growth curve analysis
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Tobias Debatin, Bettina Harder, Albert ZieglerAbstractThe relationship between intelligence and learning is still a controversial topic. The study at hand examined, via growth curve analysis, if fluid intelligence predicts long-term learning rates of foreign language acquisition in English. From the beginning of grade 5 to the middle of grade 7, N = 521 students were tested four times with Rasch-scaled English achievement tests. Intrinsic motivation was measured as a control variable. Fluid intelligence and intrinsic motivat...
Source: Learning and Individual Differences - February 9, 2019 Category: Psychiatry & Psychology Source Type: research

The interplay between preschool teachers' science self-efficacy beliefs, their teaching practices, and girls' and boys' early science motivation
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Elisa Oppermann, Martin Brunner, Yvonne AndersAbstractChildren develop motivational beliefs about science in their preschool years and these beliefs are considered important precursors of children's future science motivation. Yet, it remains unclear how children's science motivation is shaped by their preschool teachers' own beliefs and practices. With over 90% female teachers, gender may play an important role in this relation. The present study investigates the relation between preschool teachers' and children's science motiva...
Source: Learning and Individual Differences - February 8, 2019 Category: Psychiatry & Psychology Source Type: research

Child-centered and teacher-directed practices in relation to calculation and word problem solving skills
This study examined transactional associations between classroom-level math skills and teaching practices. Participants were 523 children from 31 classrooms. Math skills were assessed three times. Teaching practices were observed in Grades 1 and 3. Child-centered practices promoted subsequent calculation skills whereas teacher-directed practices were associated with a lower level of calculation skills. Higher problem-solving skills at Grade 2 predicted more child-centered practices and less teacher-directed practices in third grade. Moreover, calculation skills mediated the effect of child-centered practices on problem-sol...
Source: Learning and Individual Differences - February 8, 2019 Category: Psychiatry & Psychology Source Type: research

School-related stress among sixth-grade students – Associations with academic buoyancy and temperament
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Riikka Hirvonen, Laura Yli-Kivistö, David W. Putwain, Timo Ahonen, Noona KiuruAbstractThe present study examined to what extent sixth-grade students' academic buoyancy and temperament contributed to their school-related stress. A total of 845 students rated their school-related stress at the beginning and end of the school year and their academic buoyancy at the beginning of the year. Parents rated students' effortful control and negative affectivity. The results showed that high academic buoyancy, high effortful control, and l...
Source: Learning and Individual Differences - February 8, 2019 Category: Psychiatry & Psychology Source Type: research

Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis
Publication date: February 2019Source: Learning and Individual Differences, Volume 70Author(s): Yuah V. Chon, Tacksoo ShinAbstractMetacognitive awareness (MA) and academic motivation (AcM) play an important role in self-regulated learning (SRL). However, little is known about the different profiles of self-regulated learners in EFL (English as a Foreign Language) middle schools who are trying to improve their second language listening skills. The aim of the study was to theorize and confirm intraindividual differences in the patterns of students' motivational-metacognitive profiles in reference to their listening ability b...
Source: Learning and Individual Differences - February 1, 2019 Category: Psychiatry & Psychology Source Type: research

Self-regulatory efficacy and sources of efficacy in elementary school pupils: Self-regulatory experiences in a population sample and pupils with attention and executive function difficulties
In this study, we examined self-regulatory efficacy and sources of self-efficacy (mastery experiences, vicarious experiences, social persuasion and physiological/emotional states) and the relationships between self-efficacy and its sources among elementary school pupils. Two groups were compared: a population sample (PS, N = 1284) and pupils with difficulties in attention and executive functions (AED, N = 61). Data gathered from self-report questionnaires indicated that pupils in the PS group had more positive efficacy beliefs and mastery experiences and fewer negative physiological/emotional states than the AED gr...
Source: Learning and Individual Differences - January 26, 2019 Category: Psychiatry & Psychology Source Type: research

Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age
This study examines profiles of undergraduate students defined based on their types of behavioral regulation, as proposed by self-determination theory, as well as the similarity of these academic motivation profiles as a function of gender and age. This research also documents the implications of these profiles for students' vitality and investigates the role of maternal and paternal involvement, autonomy support, and warmth in predicting profile membership. A total of 1072 undergraduate students participated in this study (Mage = 22.7 years; 58.4% female). To test for profile similarity, participants were divided in...
Source: Learning and Individual Differences - January 25, 2019 Category: Psychiatry & Psychology Source Type: research