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Individual differences in response to a large-scale language and pre-literacy intervention for preschoolers in Denmark
Publication date: December 2018Source: Learning and Individual Differences, Volume 68Author(s): Philip S. Dale, Jessica Logan, Dorthe Bleses, Anders Højen, Laura JusticeAbstractThe focus of the present study is to evaluate individual differences in response to a large (N = 1898 in the two conditions analyzed here), cluster-randomized, 20-week storybook-based language and emergent literacy intervention (SPELL) for 4–6 year old children in Denmark. Immigrant family status, pretest language and emergent literacy skills, and home literacy experience (HLE) were examined. Gains by the intervention group were evaluated u...
Source: Learning and Individual Differences - October 11, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Academic competence and achievement goals: Self-pressure and disruptive behaviors as mediators
Publication date: December 2018Source: Learning and Individual Differences, Volume 68Author(s): Stéphane Duchesne, Simon LaroseAbstractPerceived academic competence is viewed as an important antecedent of students' achievement goals. However, knowledge about the longitudinal associations between these two concepts and their potential mechanisms is poorly documented. The goal of this 2-year prospective study was to test a predictive model linking perceived competence to achievement goals through academic self-pressure and disruptive classroom behaviors. The participants recruited were 339 French Canadian early adolescents ...
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Rebecca Lazarides, Jaana Viljaranta, Kaisa Aunola, Jari-Erik NurmiAbstractThe aim of this person-centered study is to identify the profiles of interest value, self-concept, and performance in the domain of mathematics among elementary school students and to examine the stability and changes in these profiles from grade 1 to grade 2. Teacher-reported evaluations of students' mathematical ability and gender were examined as predictors of changes in the student profiles. The sample consisted of 237 students (46.8% girls). The latent...
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Teachers' and parents' autonomy support and psychological control perceived in junior-high school: Extending the dual-process model of self-determination theory
Publication date: December 2018Source: Learning and Individual Differences, Volume 68Author(s): Jian Li, Mengdi Deng, Xiaohan Wang, Yun TangAbstractGrounded in self-determination theory, the present study investigated the perceived social-contextual relationships between junior-high school adolescents and their teachers and parents. Through a dual-process motivation mediation model, we examined the respective connections between autonomy support and autonomous motivation and between psychological control and controlled motivation, and the predictive effect on students' academic performance and school satisfaction. A sample...
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Teacher–child interaction quality, attitudes toward reading, and literacy achievement of Chinese preschool children: Mediation and moderation analysis
This study explores how classroom teaching quality and preschoolers' attitudes toward reading contribute to their literacy achievement in the Chinese context. A moderated mediation model is hypothesized where teacher-child interaction quality predicts children's literacy outcomes via their reading attitudes, but the strength of this whole mediation process is moderated by the level of teacher-child interaction quality. A sample of 567 Chinese kindergarteners from 29 classrooms was recruited to test the hypothesized model using a longitudinal design. The results support our assumptions: teacher's emotional support had a pos...
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis
This study contributes to the evidence base for the adaptive role of mastery-approach which can be encouraged by students setting personal best goals, teachers ensuring that feedback is task-focused, and that the classroom climate is mastery-focused. (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Fast and slow strategies in multiplication
Publication date: December 2018Source: Learning and Individual Differences, Volume 68Author(s): Abe D. Hofman, Ingmar Visser, Brenda R.J. Jansen, Maarten Marsman, Han L.J. van der MaasAbstractIn solving multiplication problems, children use both fast retrieval-based processes and slower computational processes. In the current study, we explore the possibility of disentangling these strategies using information contained in the observed response latencies using a method that is applicable in large data sets.We used a tree-based item response-modeling framework (De Boeck & Partchev, 2012) to investigate whether the proposed ...
Source: Learning and Individual Differences - October 5, 2018 Category: Psychiatry & Psychology Source Type: research

Self-compassion is associated with reduced self-presentation concerns and increased student communication behavior
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Phoebe Long, Kristin D. NeffAbstractVerbal communication can facilitate learning, academic performance, and a sense of belonging when students participate in classroom discussions, asks questions, seek help and speak with their instructors outside of class. Unfortunately, such adaptive communication behaviors are less likely to occur when students fear others' evaluations in group and dyadic settings. Using cross-sectional data from 691 undergraduates, this study investigated whether students' levels of self-compassion (the tende...
Source: Learning and Individual Differences - September 20, 2018 Category: Psychiatry & Psychology Source Type: research

Motivational predictors of students' participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Martin S. Hagger, Kyra HamiltonAbstractGiven the shortfall in students studying science, promotion of motivation and engagement in science education is a priority. The current study applied the trans-contextual model to study the motivational predictors of participation in science learning activities in secondary-school students. In a three-wave design, secondary-school students completed measures of perceived autonomy support, autonomous and controlled motivation, social-cognitive beliefs (attitudes, subjective norms, perceived ...
Source: Learning and Individual Differences - September 20, 2018 Category: Psychiatry & Psychology Source Type: research

Does spatial skills instruction improve STEM outcomes? The answer is ‘yes’
In this study, a test of spatial cognition was administered to>3000 first-year engineering students over a five-year period. Students were divided into experimental and control groups based on a pass/fail cutoff score on the spatial test. Students who failed the test were all assigned to a 1-credit spatial skills intervention course that met for one session per week over a semester; those who passed the test were assigned to the control group. A regression discontinuity analysis was used to determine the effectiveness of the intervention. A treatment effect was found for performance in a variety of introductory courses and...
Source: Learning and Individual Differences - September 19, 2018 Category: Psychiatry & Psychology Source Type: research

Future orientation links perceived parenting and academic achievement: Gender differences among Muslim adolescents in Israel
Discussion explains the indirect link between perceived parenting and academic achievement in terms of the educational distance between parents and their adolescent children compensated by positive parenting, and the gender differences in terms of the meaning self-empowerment and future orientation about both domains has for Muslim girls and boys in Israel. (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - September 12, 2018 Category: Psychiatry & Psychology Source Type: research

Effects of dimensional comparisons on domain-specific interests in initial teacher education: A validation of the generalized I/E model
This study aims to provide empirical evidence for the generalized internal/external frames of reference (GI/E) model, according to which social and in particular dimensional achievement comparisons might affect subject domains and domain-specific interests for example in university. The study drew on N = 146 pre-service teachers' reports of their achievements at the beginning of their second semester and interest in their main subject and in educational studies in general at the end of that same semester. Structural equation modelling revealed that achievements were positive related to interests in the same domain. Mor...
Source: Learning and Individual Differences - September 11, 2018 Category: Psychiatry & Psychology Source Type: research

Interactions between reader and text: Contributions of cognitive processes, strategy use, and text cohesion to comprehension of expository science text
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): D. Jake Follmer, Rayne A. SperlingAbstractEmerging evidence suggests that characteristics of text demonstrate differential recruitment of specific cognitive processes involved in reading comprehension. The aim of this study was to examine the relations among important reader and text characteristics and their contributions to comprehension of expository science text. Specifically, we examined whether text that varied in referential cohesion required differential use of specific executive functions, metacognitive monitoring of per...
Source: Learning and Individual Differences - September 5, 2018 Category: Psychiatry & Psychology Source Type: research

Development and validation of the ICT motivation scale for young adolescents. Results of the international school assessment study ICILS 2013 in Germany
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Martin SenkbeilAbstractAlthough motivational factors play an important role in the development of information and communication technologies (ICT) literacy, only few of the studies that have assessed ICT literacy have also presented a theoretically derived conceptualization of ICT motivation. To address this issue, we examined the psychometric properties of a newly developed ICT motivation scale which distinguishes between several incentives to use ICT. Using the data from the International Computer and Information Literacy Study...
Source: Learning and Individual Differences - September 4, 2018 Category: Psychiatry & Psychology Source Type: research