In this paper, we describe two empirical studies that demonstrate the application and modeling of keystroke logs in writing assessments. We illustrate two different approaches of modeling differences in writing processes: analysis of mean differences in handcrafted theory-driven features and use of large language models to identify stable personal…

In response to the paradigm shift of feedback from information to process, the notion of 'student feedback literacy', which refers to students' capacities and dispositions to use feedback, has been increasingly promulgated in the higher education assessment literature recently. Student feedback literacy has been conceptualized into three…

Achievement emotions are critical because of their impact on success and failure in important domains such as learning. These emotions may be modified via emotion regulation (ER). The dominant process model of ER (PMER) proposed by J. Gross, however, provides a domain-general account of ER strategies and has not had substantial contact with…

Learning, development, and response to instruction often involve changes in the strategies that learners use to solve problems. In this chapter, our focus is on mathematical problem solving in both children and adults. We offer a selective review of research on three classes of factors that may influence processes of strategy change in…

Success in second language learning is often related to the concept of 'motivation'. Motivation is the most used concept for explaining the failure or success of a language learner. This paper collected and reviewed the literature of motivation in second language acquisition (SLA) form prominent journals in the field. The role of motivation as one…

Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of different--often impeding or maladaptive--emotional and motivational states in the face of academic errors. Research has made few attempts to develop a theory that…

The main goal of this paper is to analyze how the age factor behaves as an alleged individual difference (ID) variable in SLA by focusing on the influence that the learning context exerts on the dynamics of age of onset (AO). The results of several long-term classroom studies on age effects will be presented, in which I have empirically analyzed…

The understanding of nature and nurture within developmental science has evolved with alternating ascendance of one or the other as primary explanations for individual differences in life course trajectories of success or failure. A dialectical perspective emphasizing the interconnectedness of individual and context is suggested to interpret the…

The "other-race effect" (ORE), or the finding that same-race faces are better recognized than other-race faces, is one of the best replicated phenomena in face recognition. The current article reviews existing evidence and theory and proposes a new theoretical framework for the ORE, which argues that the effect results from a confluence of social…

Discrimination affects millions of children in the United States and throughout the world. Although the topic is important for both theoretical and applied reasons, little developmental work has examined children's perceptions of discrimination directed toward themselves and others. A review of past theoretical and empirical work on the perception…

Two studies examined individual student differences (N=79) in student perceptions of learning context and studying utilizing a new statistical procedure (multidimensional unfolding analysis). The results confirm the existence of important associations between qualitatively different perceptions of learning context and individual approaches to…

Multilevel modeling allows for the simultaneous analysis of data gathered at more than 1 unit of analysis (e.g., children nested in schools). It is often used to examine the effects of various contexts on individual differences in change. This paper promotes the application of multilevel models to longitudinal dyadic data in family research. By…

Maintains that (1) research questions must address intra- and extraorganism contextual relations and must be multidisciplinary in scope; (2) research must be sensitive to contextual variability and individual differences; and (3) scholars must develop empirically generative models linking the development of human beings with changing contexts. (BC)

Argues that extant research assessing relations between contextual factors and psychological disturbance has confused two different roles of context. Suggests that environmental factors are nonspecific stressors and elicit psychopathology, with specificity of expressed psychopathology governed by individual differences, and that context is…

Discussion reflects on the notions of the constructionist viewpoint in development, of integration, and of individual uniqueness, by drawing on studies of mother-infant interaction, the development of 24-hour infant state organization and regulation, and life span development. The logic of construction by which an individual shapes his or her…