Showing papers in "Learning and Individual Differences in 2013"

TL;DR: In this article, the authors examined motivational orientations, cognitive-metacognitive strategies, and resource management in predicting academic achievement and found that self-efficacy, effort regulation, and help-seeking predicted 18% of the variance in GPA.

TL;DR: In this article, the authors examined children's shifting ability in relation to their performance in math and reading and concluded that the links between shifting ability, academic skills, and intelligence are domain-general.

TL;DR: It is found that early ANS acuity predicted math ability six months later, even when controlling for individual differences in age, expressive vocabulary, and math ability at the initial testing.

TL;DR: In this paper, the authors examined the contribution of self-efficacy beliefs in self-regulated learning (SESRL) in predicting academic achievement at the end of junior high school above and beyond the effects of previous academic achievement, gender, socioeconomic status, intelligence, personality traits, and self-esteem.

TL;DR: The authors transformed the LSI from a type (categorical measure) to a degree (continuous measure) style of learning style measure that is not only more parsimonious but is also easier to use than the existing LSI.

TL;DR: In this article, the authors investigated whether children would experience less math anxiety and feel more competent when they, independent of ability level, experienced high success rates in math, and found that the higher the pre-set success rate, the more problems were attempted, and the larger the improvement in math performance.

TL;DR: In this paper, the effects of affective empathy in comparison to cognitive empathy and the disposition of justice sensitivity on altruistic sharing in the dictator game were investigated. And the results support the assumption that affective reaction tendencies explain differences in altruistic shares.

TL;DR: In this paper, a meta-analysis with random-effects weights yielded a modest-to-moderate, favorable validity coefficient for trait EI (r = ǫ −1.20, 95% CI −2.16−1.24), indicating that within-study error alone could not sufficiently explain the variability in effect size estimates.

TL;DR: For instance, the authors investigated the benefits of spatial training among highly gifted science, technology, engineering and mathematics (STEM) undergraduates (28 female, 49 male) compared to a ran-domized control condition.

TL;DR: In this article, the authors investigate the latent profiles that arise from middle and high school students' reported exposure to information from the four hypothesized sources of self-efficacy, and the relationships between these latent profiles and science selfefficacy and science achievement; the differences in latent profiles as a function of implicit theory of science ability, gender, and grade level.

TL;DR: The contribution to academic achievement of personality traits, self-esteem, and self-efficacy beliefs has been examined in high school by as discussed by the authors, who found that conscientiousness, openness and selfesteem were positively inter-related.

TL;DR: In this article, the authors used a regression discontinuity (RD) analysis to determine the effectiveness of the spatial intervention and found that there was a discontinuity or jump in the regression intercepts at the cutoff score of the pretest variable.

TL;DR: This article investigated the multiple roles of morphological awareness in reading comprehension for Spanish-speaking language minority (LM) learners and their native English-speaking (NE) peers, and found that morphologically aware learners made a significant unique contribution to comprehension as well as indirect contributions to comprehension via academic vocabulary and word reading fluency.

TL;DR: In this article, the authors examined the role of autonomy support and passion in the persistence of students involved in higher education and found that autonomy support facilitates the self-determined internalization of behavior, which is associated with a harmonious passion and with high persistence into the chosen field of study.

TL;DR: The authors investigated the relative strength of ACT, high school GPA, and non-cognitive, college readiness skills in predicting college GPA and found that students with higher high school GP or lower ACT reported increased college readiness.

TL;DR: This paper examined the potential effectiveness of four brief interventions, three behavioral and one nutritional, for helping high math-anxious college students regulate negative emotions immediately prior to a time-pressured arithmetic test.

TL;DR: In this article, the ability of executive function (EF) to predict gains in science as well as math and literacy outcomes in a low-income sample of preschoolers was evaluated.

TL;DR: In this article, the authors examined the relationship between academic self-concepts and achievement for pre-adolescents and found that the causal effects from academic achievement decline with age, whereas those from academic selfconcepts increase with age.

TL;DR: The authors examined how general verbal ability and phonological skills were differentially related to children's arithmetic knowledge and found that verbal analogies were indirectly related to arithmetic knowledge through symbolic number skills, whereas phonological decoding had a direct relationship with arithmetic perfor- mance.

TL;DR: In this article, the role of extracurricular reading behavior in the development of reading literacy was investigated, and the importance of reading traditional print media for students' literacy development was discussed.

TL;DR: In this article, the authors adopted a person-centred approach to examine whether students could be identified in distinct clusters on the basis of their test anxiety and academic buoyancy scores, and whether students' academic performance differed accordingly.

TL;DR: In this paper, the authors explored the relations between cognitive appraisal antecedents and academic emotions as stated in Pekrun's control-value theory and found that appraisal-emotion relationships are quite similar in trait and state data.

TL;DR: In this article, the role of executive functions (EF) in numerical magnitude skills (NS) was investigated in 47 five-year-old children and 21 children were presented with six training sessions aimed at improving NS.

TL;DR: This article investigated the extent to which perceived structure and personal achievement goals could explain students' effective learning strategies and affect-related experiences in a sample of Greek adolescent students (N=606; 45.4% males; mean age: M=15.05, SD=1.43).

TL;DR: In this article, the authors analyzed the relationship between gender role self-concept, help seeking attitudes, and school performance in a sample of 182 German 11th grade students (83 girls, 99 boys), age 16.

TL;DR: In this article, the authors examined 6th and 7th grade students' task-related experiences during a challenging math task and reading task, respectively, and analyzed the impact of changes in motivational and emotional states on students' persistence.

TL;DR: This article investigated the relation between first-grade girls' verbal and spatial skills and the strategies they used to solve arithmetic problems and found that spatial skills positively predicted frequency of use of both higher-level mental strategies (retrieval and decomposition), while verbal skills only contributed to the use of decomposition.

TL;DR: This paper investigated the role that students' implicit theory of intelligence, achievement motives, and perceived competence jointly play as antecedents of their achievement goals and, as a consequence of their intrinsic motivation and academic achievement.

TL;DR: The authors investigated higher-order factor structure among fifteen primary variables selected from four broad noncognitive domains of academic self-beliefs, motivation, learning strategy, and attitudes toward school.

TL;DR: This article examined the association between homework practices of college students, motivation and self-regulation of learning, and final course grades and found that the relationship between students' beliefs and homework practices are associated with their academic performance, reported use of adaptive help-seeking, and motivational beliefs.