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Are individual characteristics and behaviors necessary-but-not-sufficient conditions for academic success?: A demonstration of Dul's (2016) necessary condition analysis
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Michael C. Tynan, Marcus Credé, Peter D. HarmsAbstractClaiming that high levels of an independent variable represent a necessary-but-not-sufficient condition for an outcome suggests that the outcome is only possible – but not guaranteed – with high levels of that variable. Necessary condition analysis (NCA) allows researchers to determine if an observed relation between an independent variable and a dependent variable is consistent with such a necessary-but-not-sufficient relation. Using both archival and primary data, we ap...
Source: Learning and Individual Differences - December 27, 2019 Category: Psychiatry & Psychology Source Type: research

Exploring personality traits as predictors of English achievement and global competence among Chinese university students: English learning motivation as the moderator
This study aimed to delve deeper into the relationship between personality traits and academic performance by focusing on two specific aspects that can be critically important in the globalized world: global competence and achievement in learning English as a second language. We recruited 555 Chinese university students who completed a web-based survey. Results revealed that the Big Five Personality (conscientiousness, neuroticism, extraversion, openness, and agreeableness) functioned differently in predicting the outcome variables. Conscientiousness and extraversion positively predicted English achievement. Extraversion a...
Source: Learning and Individual Differences - December 24, 2019 Category: Psychiatry & Psychology Source Type: research

Academic achievement and depressive symptoms: Are fixed mindsets distinct from negative attributional style?
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Andrea I. Alatorre, Rosalie V. DePaola, Gerald J. HaeffelAbstractOver the last thirty years, there has been an explosion of research on “mindset” theories of personal attributes such as intelligence (Dweck, 1988). Research shows that individuals who believe that their attributes are fixed (rather than changeable) are more likely to have negative academic outcomes and negative moods. However, it remains unclear if these mindset theories represent a novel construct or if they overlap with the cognitive theories of depression wh...
Source: Learning and Individual Differences - December 18, 2019 Category: Psychiatry & Psychology Source Type: research

Mapping letters to numbers: Potential mechanisms of literal symbol processing
This study examined impermanent symbol-referent connections (e.g., x = 5) with literal symbols – important symbols for higher-level mathematics that may be difficult to process due to interference from pre-existing associations from literacy. We examined literal symbol processing at the group and individual levels, and executive functioning and symbol-referent mapping ability as potential cognitive mechanisms. Participants completed same-different judgments using numbers, literal symbols, and novel symbols; symbol-referent mapping; and executive function tasks. On average, participants' judgments with literal symbols t...
Source: Learning and Individual Differences - December 14, 2019 Category: Psychiatry & Psychology Source Type: research

Confidence is key: Unlocking the relations between ADHD symptoms and math performance
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Sabrina M. Di Lonardo Burr, Jo-Anne LeFevreAbstractAre ADHD symptoms uniquely related to affect about mathematics in university students? Undergraduates (n = 425) completed three math performance measures (i.e., arithmetic, computational skills, and word problem solving) and self-report measures of ADHD symptoms, state anxiety, and confidence about math and literacy (i.e., affect and perceived self-efficacy). Students who reported more ADHD symptoms were less confident in both their mathematics and literacy skills. ADHD symptom...
Source: Learning and Individual Differences - December 11, 2019 Category: Psychiatry & Psychology Source Type: research

How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Anke Heyder, Anna Südkamp, Ricarda SteinmayrAbstractAlthough positive teacher attitudes toward inclusion are often claimed as a prerequisite for successful inclusive education, quantitative empirical evidence for that claim is very scarce. This multilevel study explored the relations between teachers' attitudes toward inclusion and students' social integration and school well-being as indicators of successful inclusive education in 757 German primary school students and 37 teachers. Students with and without special educational ...
Source: Learning and Individual Differences - December 6, 2019 Category: Psychiatry & Psychology Source Type: research

School grades as predictors of self-esteem and changes in internalizing problems: A longitudinal study from fourth through seventh grade
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Riitta-Leena Metsäpelto, Friederike Zimmermann, Eija Pakarinen, Anna-Maija Poikkeus, Marja-Kristiina LerkkanenAbstractThis longitudinal study of 562 students (from ages 10 to 13) investigated whether developmental changes in internalizing problems (emotional and peer problems) can be predicted by school grades in mathematics and language arts and whether these predictive relations are mediated by students' self-esteem. The data comprised of teacher-rated internalizing problems, grades in math and language arts, and student self-...
Source: Learning and Individual Differences - November 26, 2019 Category: Psychiatry & Psychology Source Type: research

Assessing middle school dual language learners' and English-only students' motivation to participate in classroom discussion
This study investigated the constructs contributing to individual differences in Dual Language Learners' (DLL) and English-only (EO) students' (M age = 12.19; SD = 0.325) motivation to participate in classroom discussion. Study 1 describes the development of a 20-item measure, the Motivation for Classroom Discussion Questionnaire (MCD-Q). A focus group (Study 1a n = 11) evaluated the MCD-Q items. Data reduction techniques reduced the items to five motivational constructs (value, language-efficacy, extrinsic motivation, social motivation, and interest) for a sample of DLLs and EO students (Study 1b n = 208)....
Source: Learning and Individual Differences - November 25, 2019 Category: Psychiatry & Psychology Source Type: research

Parent and teacher homework involvement and their associations with students' homework disaffection and mathematics achievement
This study examined relations among parents' involvement in students' mathematics homework, mathematics teachers' homework involvement in students' homework, students' mathematics homework disaffection and mathematics achievement outcomes in east-central China using multilevel structural equation modeling where students were treated as the within level and class was treated as the between level. A total of 6100 7th and 8th grader, their parents and 220 mathematics teachers from the Investigation of Curriculum and Instruction in China participated in the study. The results showed that parent homework involvement had a negat...
Source: Learning and Individual Differences - November 14, 2019 Category: Psychiatry & Psychology Source Type: research

Profiles of emotional and motivational self-regulation following errors: Associations with learning
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Marion Reindl, Maria Tulis, Markus DreselAbstractUniversity students may combine regulation strategies differently in response to a specific learning situation, namely after making errors. Strategy combinations may differ in how they support students' learning. These assumptions were investigated based on a sample of 469 German university students (undergraduate teacher trainees). Using latent profile analysis, we identified three distinct profiles with different values of cognitive reappraisal, mastery self-talk, performance-app...
Source: Learning and Individual Differences - November 14, 2019 Category: Psychiatry & Psychology Source Type: research

Learning profiles and their relation to study-related burnout and academic achievement among university students
Publication date: Available online 8 November 2019Source: Learning and Individual DifferencesAuthor(s): Henna Asikainen, Katariina Salmela-Aro, Anna Parpala, Nina KatajavuoriAbstractThe purpose of this study was to examine university students' learning profiles and their relationship to study-related burnout as well as study progression and study achievement. The participants in the study were 339 first-year university students. Four clusters were found: Students applying a deep approach; Organised students; Students applying a surface approach; and Unorganised students applying a deep approach. The results show that stude...
Source: Learning and Individual Differences - November 9, 2019 Category: Psychiatry & Psychology Source Type: research

Editorial Board
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): (Source: Learning and Individual Differences)
Source: Learning and Individual Differences - November 7, 2019 Category: Psychiatry & Psychology Source Type: research

Self-set goals improve academic performance through nonlinear effects on daily study performance
Publication date: January 2020Source: Learning and Individual Differences, Volume 77Author(s): Guido Alessandri, Laura Borgogni, Gary P. Latham, Gianluca Cepale, Annalisa Theodorou, Evelina De LongisAbstractA Bayesian longitudinal moderated mediational model was used to test the effect of students' daily/proximal self-set goals on a final course grade through daily study performance. Thirty-six daily diaries were completed twice a day by 147 sophomore students. Study goals were self-set in the morning and daily performance was self-assessed in the evening. Two independent coders, blind to the hypotheses, evaluated goal spe...
Source: Learning and Individual Differences - November 7, 2019 Category: Psychiatry & Psychology Source Type: research

Modelling the relationship of accurate and fluent word recognition in primary school
This study investigated whether word-reading speed starts increasing only after German fourth graders (n = 826) have reached a basic level of word-reading accuracy. Moreover, we examined for 170 readers with lower reading abilities (below percentile rank 50 in both word reading and reading comprehension) in an experimental pre-post control-group design whether a word-reading intervention has differential effects depending on the level of accuracy a child has reached before the intervention. The results based on the full sample suggest that a specific level of word-reading accuracy seems to be required before word-readi...
Source: Learning and Individual Differences - November 4, 2019 Category: Psychiatry & Psychology Source Type: research

Relations between life-goal regulation, goal orientation, and education-related parenting - A person-centered perspective
Publication date: December 2019Source: Learning and Individual Differences, Volume 76Author(s): Sarah Becker, Maximilian Pfost, Irene M. Schiefer, Cordula ArteltAbstractResearch on goals and goal regulation often takes place in specific contexts (career goals, educational goals, or life goals). The purpose of this study was to examine relations between different types of goal regulation in specific contexts and their prediction from education-related parenting. Therefore, we analyzed data from 663 18-year-old high-school graduates, trainees, and their parents participating in the BiKS German longitudinal school study. We s...
Source: Learning and Individual Differences - November 2, 2019 Category: Psychiatry & Psychology Source Type: research