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Daniel Jung – ProQuest LLC, 2024
Research into second language acquisition (SLA) has shown that individual difference (ID) variables can be strong predictors of language achievement (e.g., Dornyei, 2003; Skehan, 2003). Traditionally, this research conceptualized ID variables as static and monolithic variables (e.g., Dornyei, 2010). More recently scholars have questioned this…
Descriptors: Spanish, Second Language Learning, Second Language Instruction, Undergraduate Students
Erica Moy – ProQuest LLC, 2024
For social justice and change to occur in classrooms, it is necessary to consider the perspective of learners. Voices from learners around math education is limited in research, especially for younger students. This study examined math class from the perspective of elementary students, with math identity and equitable mathematics instruction as…
Descriptors: Elementary School Mathematics, Mathematics Education, Elementary School Students, Student Attitudes
Nicholas J. Wyche; Mark Edwards; Stephanie C. Goodhew – Cognitive Research: Principles and Implications, 2024
The Useful Field of View task (UFOV) is a strong and reliable predictor of crash risk in older drivers. However, while the functional domain of attention is clearly implicated in UFOV performance, the potential role of one specific attentional process remains unclear: attentional breadth (the spatial extent of the attended region around the point…
Descriptors: Task Analysis, Older Adults, Attention Control, Risk
Phillip Hamrick; Christopher A. Was; Yin Zhang – Studies in Second Language Acquisition, 2024
A growing body of evidence demonstrates that individual differences in declarative memory may be an important predictor of second language (L2) abilities. However, the evidence comes from studies using different declarative memory tasks that vary in their reliance on verbal abilities and task demands, which preclude estimating the size of the…
Descriptors: Verbal Ability, Nonverbal Ability, Task Analysis, Second Language Instruction
Xiaojing Lv; Yujie Jia; Thomas M. Brinthaupt; Xuezhu Ren – Journal of Educational Psychology, 2024
Despite the recognized importance of addressing belief bias in critical thinking, little is known about the neural activity underlying belief-bias reasoning and its connection to critical thinking. The study utilized event-related potentials (ERPs) to examine the neural responses during belief-bias reasoning and explored the extent to which these…
Descriptors: Brain, Brain Hemisphere Functions, Beliefs, Bias
Chris Higgins – Educational Theory, 2024
In this article Chris Higgins considers two works by Jean-Luc Nancy -- "On Being Singular Plural" and "Why Are There Several Arts and Not Just One?" -- in light of the formative task to do justice to the diverse dimensions of oneself given the offerings and demands of the world, a task made difficult by our finitude and the…
Descriptors: Art Education, Aesthetic Education, Relationship, Individual Differences
Larisa Olesova; Ayesha Sadaf; Mihai Boicu; Harry J. Foxwell; Tram Leo Bao Pham; Ioulia Rytikova – International Association for Development of the Information Society, 2024
Graduate STEM students need to cultivate transferable skills for effective research before entering the workforce. This study examined the influence of STEM students' program of study (study (MS Data Analytics Engineering-DAEN, MS Applied Information Technology-AIT, PhD Information Technology-IT, MS INFS, and Accelerated MS Applied Information…
Descriptors: Intellectual Disciplines, Age Differences, Metacognition, Communities of Practice
Hall, Kelly S.; Gilles, Mary Anne – AASA Journal of Scholarship & Practice, 2022
Effective teaching contributes to student growth. Quality teaching requires experienced teachers. Yet teachers continue to leave the profession at an increasing rate. This study presents moderate to large differences in 22 reasons for attrition among five levels of teacher experience. Data from the 2011-12 School and Staffing Survey and the…
Descriptors: Faculty Mobility, Teaching Experience, Teacher Effectiveness, Individual Differences
Goh, Adeline Yuen Sze – International Review of Education, 2022
Understanding how individuals learn at work throughout their lives is significant for discussions of lifelong learning in the current era where changes can be unpredictable and frequent, as illustrated by the COVID-19 pandemic. Despite a corpus of literature on the subject of "learning", there is little research or theoretical…
Descriptors: Learning Processes, Workplace Learning, Lifelong Learning, Individual Development
Pociunaite, Justina; Zimprich, Daniel; Wolf, Tabea – Applied Cognitive Psychology, 2022
Previous studies have found that in nonclinical samples centrality of positive events is usually higher than centrality of negative events. In this study, we investigated the centrality and its relation to valence by considering additional predictor variables (i.e., intensity, time since event, self-concept clarity) as well as age group…
Descriptors: Autobiographies, Memory, Adults, Experience
Król, Michal; Król, Magdalena E. – Cognitive Science, 2022
Existing research demonstrates that pre-decisional information sampling strategies are often stable within a given person while varying greatly across people. However, it remains largely unknown what drives these individual differences, that is, why in some circumstances we collect information more idiosyncratically. In this brief report, we…
Descriptors: Spatial Ability, Information Seeking, Sampling, Decision Making
Campbell, L. E.; Swaab, L.; Freeman, E. E.; McCormack, L.; Simon, T. J.; Angkustsiri, K.; McCabe, K. L. – Journal of Autism and Developmental Disorders, 2022
Chromosome 22q11.2 deletion syndrome (22q11DS) is characterised by a complex behavioural phenotype including anxiety, attention-deficit/hyperactivity disorder and psychosis. In the current study, we aimed at improving our understanding of the heterogeneity of behavioural characteristics in a group of 129 young people (aged 4022) with a confirmed…
Descriptors: Individual Differences, Emotional Response, Genetic Disorders, Behavior
Blândul, Valentin Cosmin; Bradea, Adela – Problems of Education in the 21st Century, 2022
Self-assessment in the school environment can be defined as the students' ability to make valuable judgements about their own academic performance, either by reference to the teacher's educational goals, previous academic results, or the academic performance of other colleagues. The formation of such self-assessment skills is strongly influenced…
Descriptors: Self Efficacy, Self Evaluation (Individuals), Academic Achievement, College Students
Suárez Monzón, Noemí; Gómez Suárez, Vanessa; Lara Paredes, Diego Gudberto – Educational Research and Evaluation, 2022
Previous studies have identified a positive relationship between students' perceptions of student evaluations of teaching (SET) and the grades that students provide in SET, controlling for other bias factors. The research by Spooren and Christiaens in 2017 at the University of Antwerp supported this finding. In this study, the methodology used by…
Descriptors: Student Evaluation of Teacher Performance, Student Attitudes, Foreign Countries, Undergraduate Students
Blazhenkova, Olesya; Dogerlioglu-Demir, Kivilcim; Booth, Robert W. – Cognitive Research: Principles and Implications, 2022
Previous research has shown that face masks impair the ability to perceive social information and the readability of emotions. These studies mostly explored the effect of standard medical, often white, masks on emotion recognition. However, in reality, many individuals prefer masks with different styles. We investigated whether the appearance of…
Descriptors: Emotional Experience, Psychological Patterns, Emotional Disturbances, Design Preferences