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Corrigendum to “The mediating role of number-to-magnitude mapping precision in the relationship between approximate number sense and math achievement depends on the domain of mathematics and age” [Learn. Individ. Differ. 64 (2018) 113–124]
Publication date: Available online 1 September 2018Source: Learning and Individual DifferencesAuthor(s): Selim Jang, Soohyun Cho (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - September 3, 2018 Category: Psychiatry & Psychology Source Type: research

Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems
This study explored the unique contributions of students' self-reported internalizing behaviors (shyness, anxiety, and emotional problems) to teachers' perceptions of the quality of student–teacher relationships (closeness, conflict, and dependency). In total, 269 third-to-sixth grade students (50.9% girls) and 35 teachers (74.7% females) from 8 Dutch regular elementary schools participated in this study. Teachers filled out questionnaires about their background characteristics and the affective quality of their relationship with individual students, and students answered questions about their demographics and internaliz...
Source: Learning and Individual Differences - September 3, 2018 Category: Psychiatry & Psychology Source Type: research

Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students
This study explores the relationship between critical thinking, approaches to learning and self-efficacy beliefs among Finnish first-year students in educational sciences (n = 92). The self-reported data were used to measure approaches to learning and self-efficacy beliefs, and performance-based assessment data of critical thinking skills were analysed by using both quantitative and qualitative procedures. The results showed that most of the new students applied the deep approach to learning and had high self-efficacy beliefs related to learning. However, there were great differences in the quality of their critical th...
Source: Learning and Individual Differences - August 25, 2018 Category: Psychiatry & Psychology Source Type: research

The internal/external frame of reference (I/E) model: Extension to five school subjects and invariance across German secondary school ability tracks
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): A. Katrin Arens, Michael Becker, Jens MöllerAbstractThe internal/external frame of reference (I/E) model assumes the interplay of social and dimensional comparisons in the formation of domain-specific academic self-concepts. The present study tests the generalizability of the I/E model assumptions across students from different ability tracks. While the findings from previous studies implied the similar use of social comparisons with students from different ability tracks, evidence has been missing so far whether students from d...
Source: Learning and Individual Differences - August 25, 2018 Category: Psychiatry & Psychology Source Type: research

The developmental transition from holistic to analytic character learning in child readers of Chinese
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Bonnie Wing-Yin ChowAbstractThe present study investigated children's capabilities of utilizing analytic strategies in Chinese character learning across different stages of reading development. It employed an associative learning paradigm with pseudocharacters and invented characters as stimuli, which were assigned to regular and irregular conditions based on print-sound-meaning regularity. Participants were 165 Chinese children (65 kindergarteners, 53 primary second graders and 47 primary fifth graders). Repeated measures ANOVA ...
Source: Learning and Individual Differences - August 19, 2018 Category: Psychiatry & Psychology Source Type: research

Predicting school achievement: Differential effects of dynamic testing measures and cognitive flexibility for math performance
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Femke E. Stad, Carline J.M. Van Heijningen, Karl H. Wiedl, Wilma C.M. ResingAbstractDynamic testing aims to assess potential for learning by measuring performance improvement as a response to training while testing. Dynamic test outcomes have been argued to be related to children's present and future achievements at school. The current study aimed to investigate whether dynamic measures of inductive reasoning would provide additional predictive value of math achievement while taking into account static inductive reasoning perform...
Source: Learning and Individual Differences - August 18, 2018 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: August 2018Source: Learning and Individual Differences, Volume 66Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - August 17, 2018 Category: Psychiatry & Psychology Source Type: research

Accounting for individual differences in the development of verbal and visual short term memory processes in children
Publication date: August 2018Source: Learning and Individual Differences, Volume 66Author(s): Gabriela V. Koppenol-Gonzalez, Samantha Bouwmeester, Jeroen K. VermuntAbstractIn developmental research on memory, the model of working memory of Baddeley and Hitch (1974, Baddeley, 1986) is the theory most often referred to. This theory has played an important role in studies on human learning in general. However, it is not clear how the verbal and visual short term memory systems develop. In order to investigate this development, we argue that some important issues should be taken into account; a longitudinal research design and...
Source: Learning and Individual Differences - August 17, 2018 Category: Psychiatry & Psychology Source Type: research

Profiles of young readers: Evidence from thinking aloud while reading narrative and expository texts
This study aimed to identify reading behavior profiles in nine-to-eleven year old children based on their think-aloud responses while reading narrative and expository texts. Three profiles emerged while reading narratives: Literal Readers, who stay close to the literal text by predominantly repeating it; Paraphrasing Readers, who extract meaning from the text by paraphrasing it; and Elaborating Readers, who use background knowledge to explain the text by generating inferences. The three profiles also emerged while reading expository text. Children generally exhibited the same profiles across the two text genres, however, e...
Source: Learning and Individual Differences - August 15, 2018 Category: Psychiatry & Psychology Source Type: research

Reprint of “Conceptual change and knowledge integration as learning processes in higher education: A latent transition analysis”
Publication date: Available online 14 August 2018Source: Learning and Individual DifferencesAuthor(s): Maja Flaig, Bianca A. Simonsmeier, Anne-Kathrin Mayer, Tom Rosman, Johannes Gorges, Michael SchneiderAbstractConceptual change, that is, a restructuring of incompatible prior knowledge, is a well investigated learning mechanism in school children's acquisition of new concepts. An understanding of academic concepts is also a central learning goal of higher education. However, there is almost no research on conceptual change and knowledge integration in higher education. We tracked 137 undergraduate psychology students' con...
Source: Learning and Individual Differences - August 14, 2018 Category: Psychiatry & Psychology Source Type: research

Motivation belief profiles in science: Links to classroom goal structures and achievement
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Christine L. Bae, Morgan DeBusk-LaneAbstractUsing a person-centered approach, this study examined science motivation belief (achievement goals and self-efficacy) profiles among middle school students (N = 1443). Three profiles were identified across grades: confidently mastery, high all, and low confidence/low mastery. For grades 6 (n = 520) and 7 (n = 307), a fourth profile, indifferent, and for grade 8 (n = 613), two new profiles, low all and performance-driven, were identified at the end of the school year. Res...
Source: Learning and Individual Differences - August 12, 2018 Category: Psychiatry & Psychology Source Type: research

Within-class consensus on classroom goal structures - Relations to achievement and achievement goals in mathematics and language classes
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Lisa Bardach, Takuya Yanagida, Barbara Schober, Marko LüfteneggerAbstractIn the present study, we investigated students' shared perceptions, i.e., within-class consensus, on classroom goal structures, and how within-class consensus is related to achievement and achievement goals in mathematics and language classes. Within-class consensus was assessed for six dimensions of mastery goal structures, namely task, autonomy, recognition, grouping, evaluation, and time. Drawing on a sample of 1080 Austrian secondary school students enr...
Source: Learning and Individual Differences - August 11, 2018 Category: Psychiatry & Psychology Source Type: research

School effects on students' engagement with school: Academic performance moderates the effect of school support for learning on students' engagement
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Paulo A.S. Moreira, Adelaide Dias, Carla Matias, Jorge Castro, Tânia Gaspar, Joana OliveiraAbstractThe aim of the present cross-sectional study was to investigate how school support-for-learning, from peers and teachers, influences the relationship between prior academic performance and an indicator of cognitive engagement (students' future aspirations and perceptions of schoolwork). A sample of 4406 adolescent students from 68 schools in Portugal completed the self-report Student Engagement Instrument as a measure of future asp...
Source: Learning and Individual Differences - August 7, 2018 Category: Psychiatry & Psychology Source Type: research

Understanding the academic motivations of students with a history of reading difficulty: An expectancy-value-cost approach
We examined the academic self-efficacy, positive subjective task values, and perceived effort cost of first-year undergraduates with (n = 168) and without (n = 314) a self-reported history of reading difficulty, and further their relations with academic achievement and satisfaction. Students with a self-reported history of reading difficulty described lower academic self-efficacy, earned lower grades, and accrued fewer credits. The groups did not differ significantly in their positive task values, effort cost, academic satisfaction, or institutional retention. Path analyses indicated that for both groups, academic ...
Source: Learning and Individual Differences - July 21, 2018 Category: Psychiatry & Psychology Source Type: research

Acculturation patterns and education of refugees and asylum seekers: A systematic literature review
Publication date: October 2018Source: Learning and Individual Differences, Volume 67Author(s): Mehak Sheikh, Joel R. AndersonAbstractThe global refugee crisis has resulted in the widespread resettlement of forcibly displaced peoples into foreign cultures. These refugees are forced into new and sometimes very different cultures, and thus must undertake the psychological process of acculturation as a result of this resettlement. Research has begun to focus on how host cultures can facilitate this adjustment, and a body a growing evidence suggests that factors related to education can facilitate or hinder this process of accu...
Source: Learning and Individual Differences - July 21, 2018 Category: Psychiatry & Psychology Source Type: research