Individual Difference Factors Research Articles

Multilingualism, multicultural personality, and foreign language anxiety as predictors of Chinese international students’ intercultural willingness to communicate

ABSTRACT Intercultural willingness to communicate (IWTC) is essential to an individual’s success in intercultural communication. However, few studies investigated the factors that influence IWTC. This study examined the predictive effects of multilingualism, multicultural personality traits (i.e. social initiative, open-mindedness, cultural empathy, flexibility, and emotional stability), and foreign language anxiety (FLA) on the IWTC of Chinese international students studying abroad. The participants were 545 Chinese university students studying at 26 countries. Correlation analysis revealed that multilingualism, social initiative, open-mindedness, and cultural empathy were positively correlated with IWTC, whereas FLA and flexibility were negatively correlated. We then conducted multiple regression analysis and dominance analysis to examine the relative importance of the significant predictor variables in predicting the IWTC. Dominance analysis showed that social initiative, open-mindedness, and cultural empathy were the top three important and positive predictive variables, followed by multilingualism, whereas FLA had a significant but weaker negative effect. These results suggest that social-perceptual traits (i.e. social initiative, open-mindedness, and cultural empathy) and language experience-related variables (i.e. multilingualism and FLA) are important individual difference factors affecting IWTC. The theoretical and practical implications of these findings are discussed.

Task repetition and L2 grit

Abstract Task repetition (TR) has been shown to improve fluency, but empirical evidence of its impact on complexity and accuracy (CAF) remains mixed. Various individual difference factors appear to be intricately linked to the benefits of TR. One such individual difference is L2 grit, representing perseverance and passion for language learning goals, which has been positively correlated with L2 proficiency. The present study aimed to clarify the effects of TR on all CAF measures and elucidate whether learners with high and low levels of L2 grit benefit differently from TR. Forty-two Polish EFL secondary school learners participated, with their oral task performances analyzed before and after immediate exact TR. The findings show that both high- and low-grit learners benefit from TR, with significant improvements in fluency, complexity, and accuracy. Furthermore, high L2 grit learners consistently outperform low L2 grit learners. Notably, high L2 grit levels amplify the benefits of TR, particularly in accuracy and fluency measures. However, the interaction effect between TR and L2 grit appears to positively influence only the measures of lexical diversity and correct verb forms.

Contributions of internal and external factors to bilingual development: Evidence from Kurdish-English adolescents

Aims: This study examined the role of internal and external factors in bilingual language outcomes in a societal/first language (L1) and minority/foreign language (FL) context. Methodology: Participants were 98 Kurdish-English adolescents, living in the Kurdistan Region of Iraq. The data collected through a detailed questionnaire and a battery of standardized and researcher-developed measures. Data and analysis: Data were analyzed using backward regression and hierarchical regression models. Findings: Richness of the Kurdish and English environment contributed to language outcomes, of which parental Kurdish proficiency, Kurdish input from media, and paternal English proficiency were the best predictors of greater Kurdish morphosyntactic knowledge and faster lexical access ability in Kurdish and English. Cognitive and age factors predicted language outcomes, of which nonverbal analytic reasoning and older age of English exposure were the best predictors of greater English morphosyntactic knowledge and larger vocabulary size in both languages. As two different sets, external factors outweighed internal factors in terms of vocabulary size and lexical access abilities in both languages as well as Kurdish morphosyntax. The contribution of two sets was alike for English morphosyntax. Conclusions: Sensitivity to variation in individual difference factors varies depending on the linguistic domains. External factors are more essential for bilingual development, but at the same time, the role of internal factors in dual language learning should not be underestimated. Originality: With valuable insights offered by previous research, this study contributes to the field of bilingual development through examining a large number of individual difference factors in one of the most under-studied bilingual populations.

A longitudinal study on within-person developmental relations between bullying and cyberbullying with substance use in adolescents

Bullying, cyberbullying and substance use are prevalent problem behaviors in adolescents, with adverse consequences. Although previous research has provided important insights into their connections, it remains to be established if there are directional relations in which bullying and cyberbullying are predictors of substance use or whether their relation primarily reflects a common dependence on individual difference factors that tend to be stable within people but vary across people. The current study thus delineated between-individual and within-individual longitudinal relations between bullying, cyberbullying, and substance use in adolescents using a prospective longitudinal study with three data collection points. The sample included 1,481 students enrolled in primary and secondary schools in Spain. Data were collected through a survey with validated questionnaires. Analyses were performed using ALT-SRs to examine the within-person reciprocal longitudinal relations between bullying/cyberbullying and substance use. Regarding the within-person relations between substance use, bullying, and cyberbullying, only bullying perpetration in 10–17-years olds predicted substance use in 11–17-years olds. We also found a between-person relation between cybervictimization and substance use, and significant cross-sectional and longitudinal correlations among bullying, cyberbullying and substance use in most waves. These results should be taken into account for policy and practice against bullying, cyberbullying, and substance use. Comprehensive interventions that target all these problem behaviors should be designed, implemented and evaluated. More longitudinal research on the relation between these and other problem behaviors should be conducted.

The role of individual learner differences in explicit language instruction

AbstractAptitude–treatment interaction (ATI) research is of both theoretical and practical interest to second language (L2) learning, since it provides insights into the processes linking learner‐internal individual difference factors and learner‐external contextual variables including instructional approach—variables that jointly determine L2 outcomes. The present study employed a full range of aptitude measures mapped onto four explicit instructional conditions: auditory inductive, written inductive, mixed inductive, and mixed deductive. International volunteers (N = 136) completed online language lessons in beginners’ Polish targeting two morphological features. Participants’ phonetic and language‐analytic abilities, level of multilingualism, and age predicted L2 achievement. A cluster analysis identified four learner profiles: high aptitude, low aptitude, memory oriented, and analytically oriented. Deductive instruction seemed to neutralise individual differences in aptitude, while ATI effects were observed in the single‐modality conditions, with auditory input favouring high‐aptitude learners and written input favouring high‐aptitude, analytically oriented, and memory‐oriented learners. We discuss the theoretical and practical import of these findings by highlighting the “capital” afforded by prior language learning experience, over and above the role of cognitive ability. In addition to the inductive–deductive contrast in explicit instruction, we emphasise the importance of input modality, which has hitherto been neglected in the field.

Factors of individual differences between the speeds of the hand and ball during baseball pitching: Assessment of middle finger function based on the hierarchical linear model

ABSTRACT This study aimed to reveal individual differences between the speeds of the hand and ball and clarify the factors affecting those differences. Motion data from 20 highly skilled baseball pitchers, captured using a 16-camera motion analysis system with a sampling frequency of 1,000 hz, were used for correlation and hierarchical linear model analyses. For the hierarchical linear models, the speed of the metacarpophalangeal joint was the independent variable in the 1st level. The independent variables chosen in the 2nd level were the variables regarding the finger length, mean peak angular velocities, and mean peak accelerations of the middle finger joint. Intra-subject correlation analysis showed high positive correlation coefficients between the metacarpophalangeal joint and ball speeds, ranging from 0.803 to 0.992. The difference between the hand and ball speeds ranged from 8.4 m∙s−1 to 12.0 m∙s−1. The hierarchical linear model analyses indicated that the individual differences between the speeds of the hand and ball were partly accounted for by the mean peak accelerations of the proximal and distal interphalangeal joints, suggesting that the force exerted by proximal interphalangeal joint flexion plays an important role in ball speed increment.

Predicting Performance of Call Center Staff: The Role of Cognitive Ability and Emotional Intelligence

This study examined the relationship between cognitive ability (IQ) and emotional intelligence (EQ) in predicting a range of different performance metrics from a call centre environment. In all, 303 call centre staff completed multi-dimensional measures of both EQ and IQ. We also had recorded nine performance data measures for each individual over a 12-month period. There were a few significant correlations with IQ (4/35) and a few more with EQ (4/28), though all EQ measures were related to “Errors Made over the year”. The performance metric that had most correlates was Average Handling Time (AHT) relating to speed of working. The number of errors an employee made was significantly positively correlated with all four EQ factors. Correlational and Structural Equation Model (SEM) analysis highlighted the importance of analysing performance metrics as distinct variables, finding contradictory evidence in the sense that some individual difference factors correlated positively with some and negatively with other outcome measures. The results are discussed in relation to the theoretical implications for researchers interested in analysing call centre performance, and also practical implications for organisations with call centres.

Exploring the roles of ideal L2 writing self, growth L2 writing mindset, and L2 writing grit in L2 writing achievement among EFL learners

Abstract Considering the undeniable importance of examining the role of domain- and skill-specific individual difference factors in second-language (L2) writing research, this study examined the possible roles of English-as-a-foreign-language (EFL) learners’ ideal L2 writing self and growth L2 writing mindset in their L2 writing grit, which may in turn contribute to their L2 writing achievement (WA). Data were collected from 532 English-major students selected via convenience sampling by administering a questionnaire to measure their growth L2 writing mindset, ideal L2 writing self, and L2 writing grit. The International English-Language Testing System (IELTS) academic writing tasks 1 and 2 were used as measures of the learners’ L2 WA. The psychometric properties of the scales were investigated and verified through confirmatory factor analyses. Structural equation modeling (SEM) results revealed that ideal L2 writing self and L2 writing grit directly predicted L2 WA. Additionally, growth L2 writing mindset and ideal L2 writing self predicted L2 WA through the mediation of L2 writing grit. This study highlighted the importance of domain- and skill-specific individual difference factors in L2 WA and the vital necessity of considering them in L2 writing instruction.

How diversity in contexts and experiences shape perception and learning across the lifespan.

The field of psychology has a long history of studying how diversity influences various outcomes such as identity development, social behaviors, perceptions, and decision making. However, considering the ways that diversity science research has expanded in recent years, the goal of this special issue is to provide space to highlight work that centers on identifying and testing new pathways from which we learn about diversity broadly defined. Specifically, this set of articles across the November and December 2024 issues stresses the need for us as a field to consider one's context, one's social identities or group memberships, and other various individual difference factors that all shape how we experience different forms of diversity across the lifespan (infancy through early adulthood). We also discuss areas of research not reflected through the submissions and push the field to fill those gaps in future work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Human intelligence can safeguard against artificial intelligence: individual differences in the discernment of human from AI texts

Artificial intelligence (AI) models can produce output that closely mimics human-generated content. We examined individual differences in the human ability to differentiate human- from AI-generated texts, exploring relationships with fluid intelligence, executive functioning, empathy, and digital habits. Overall, participants exhibited better than chance text discrimination, with substantial variation across individuals. Fluid intelligence strongly predicted differences in the ability to distinguish human from AI, but executive functioning and empathy did not. Meanwhile, heavier smartphone and social media use predicted misattribution of AI content (mistaking it for human). Determinations about the origin of encountered content also affected sharing preferences, with those who were better able to distinguish human from AI indicating a lower likelihood of sharing AI content online. Word-level differences in linguistic composition of the texts did not meaningfully influence participants’ judgements. These findings inform our understanding of how individual difference factors may shape the course of human interactions with AI-generated information.

An Exploration of the Role of Metacognitive Awareness and Listening Anxiety in EFL Learners’ Listening Comprehension

ABSTRACT Listening comprehension results are affected by various individual difference factors. This study aimed to examine the relationship between metacognitive awareness, listening anxiety, and EFL listening comprehension. To this end, data from the Metacognitive Awareness Listening Questionnaire (MALQ), Foreign Language Listening Anxiety Scale (FLLAS), and an English listening test were collected from 88 EFL learners at a university in China. The results showed that participants had a moderate level of metacognitive awareness and listening anxiety. Pearson correlation tests revealed that listening performance was positively associated with metacognitive awareness (r = .31) and negatively associated with listening anxiety (r = -.27). There was a strong negative correlation between learners’ metacognitive awareness and anxiety in listening (r = -.51). Regression analyses found both metacognitive awareness and listening anxiety were significant predictors of EFL listening comprehension, explaining 10% and 7% of the variance in listening performance, respectively. The study also revealed a significant difference in learners’ metacognitive awareness and anxiety between low and high listening proficiency group. Low-proficient listeners had much higher levels of listening anxiety but lower metacognitive awareness than that of high-proficient listeners. Pedagogical suggestions were provided based on the major findings of this study.

Sense of Purpose in Life Predicts University Performance and Attrition

Individual differences are important predictors of academic success. A sense of purpose in life is gaining increasing attention as a key individual difference factor to foster in university students. The current study examined whether a sense of purpose in life, a dispositional tendency to pursue goals and activities in line with one’s overarching life direction, predicted better academic success across several years of university. Students (n = 769) at a large, U.S. public university were asked to complete a baseline survey in the summer prior to entering university, which included measures for a sense of purpose and background characteristics. Students were then followed throughout their first three years of university. Results demonstrated that higher levels of purpose were associated with a higher grade point average (GPA), more credits earned, less credits dropped, and an increased odds of persisting through the first three years of university. A sense of purpose also appeared to buffer the negative effect of low entrance scores on university GPA. These findings support cultivating a strong sense of purpose prior to entering university as an effective means of improving a variety of academic outcomes.

The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of LOTE: Evidence from French and German learners in China

This article highlights the prevalent bias on global English in the existing informal digital language learning (IDLL) research and draws attention to informal digital learning of language other than English (IDL-LOTE) as a highly under-researched area in computer-assisted language learning. Recognizing how motivation, enjoyment, and self-efficacy serve as three crucial individual differences factors in second language (L2) development, the study sets out to examine the predictive effects of the three variables on IDL-LOTE. Drawing upon questionnaire data collected from 862 Chinese university students learning French or German as their LOTE, a structural equation modeling analysis was conducted. Our findings highlight that 1) promotion-focused motivation, enjoyment, and self-efficacy can significantly and directly influence IDL-LOTE, but prevention-focused motivation fails to generate such a direct impact; 2) enjoyment and self-efficacy can respectively act as a full mediator in the indirect effect of prevention-focused motivation on IDL-LOTE, and they can also partially channel the indirect influence of promotion-focused motivation on IDL-LOTE; 3) the specific language being learned (i.e., French or German) does not moderate the predictive effects of motivation, enjoyment, and self-efficacy on IDL-LOTE. These findings enable us to propose pedagogical implications and point out future research directions to advance the agenda of IDLL.

Gender vs. personality: The role of masculinity in explaining cognitive style

Cognitive style (reflective vs. intuitive) as measured with cognitive reflection tests (CRTs) is an important driver of financial decision-making and the rationality of individual behavior. Prior studies explain CRT score differences by gender, stipulating that women are more intuitive and less reflective than men. Recent work, however, raises doubts about such gender differences, suggesting that CRT score differences stem from gender-related role and personality instead. Accordingly, using survey data from 504 Belgian respondents, we examine which of these two individual difference factors better explains CRT scores. The results indicate that, on average, women indeed have a lower reflective cognitive style and a higher intuitive cognitive style. However, this effect is not only explained by gender per se, but also by self-perceived gender role and personality, that is, perceived masculinity. Indeed, perceived masculinity moderates the effect of gender, so that masculine females have higher reflective and lower intuitive CRT scores.

A - 141 The Relationship of Tumor Location and Treatment on Cognition in Long-Term IDH-Mutant Glioma Survivors

Abstract Objective Isocitrate dehydrogenase 1 mutation (IDH-M) denotes a distinct subtype of glioma which has a relatively favorable prognosis but nevertheless requires treatment including surgery, radiation and/or chemotherapy and the tumors inevitably recur. Factors influencing cognition in long-term survivors (LTS) of IDH-M have not been well characterized. We investigated factors affecting cognition in a cohort of well characterized of IDH-M LTS. Method Patients (N = 65; 98.5% Caucasian; 47.7% female; Mage = 47.51; Medu = 16.06) who were at least 3 years post-IDH-M diagnosis who completed neuropsychological assessment in the Neuro-oncology division at Massachusetts General Hospital were included. Tests of processing speed, working memory, episodic memory, and executive function were analyzed along with tumor, treatment, and individual difference factors relevant to cognition. Exploratory analyses were conducted to generate hypotheses regarding factors of interest. Results Tumor hemisphere affected delayed recall of word list learning Z-score (F = 4.00; p = 0.024; left = −1.41; right = −0.59). Tumor lobe affected visual learning (F = 3.11; p = 0.054; frontal = −0.594; temporal = −0.807; parietal = −1.983). There were no effects of treatment type (photon vs proton radiation; single vs multi-agent chemotherapy), presence of seizures, psychiatric diagnosis, tumor subtype (oligodendroglioma/astrocytoma), grade (2,3,4) or disease duration (Mean = 9.5y; min = 3y; max = 28.8y) on cognition. Conclusions In this heavily treated group of IDH-M glioma LTS referred for neuropsychological evaluation, typical lateralizing/localizing cognitive deficits were revealed. However, simple dichotomies may fail to capture relevant contributors to cognitive impairment. Integration with individual factors including premorbid cognition, radiation dosimetry and brain network connectivity may be necessary to predict cognitive trajectories and outcomes.

Decoding Success: Investigating the Impact of Trait and State Strategies on Reading Test Performance among Thai High School Learners

The field of second language (L2) acquisition has increasingly emphasized learner strategies, cognitive and metacognitive methods, as crucial factors in individual differences and reading comprehension. Grounded in Bachman and Palmer’s communicative language ability (CLA) model, this study investigates how strategic competence in cognitive and metacognitive strategies impacts reading comprehension among Thai high school students. By employing quantitative methods, including structural equation modeling (SEM), the study explores how trait strategies (perceived strategic knowledge) and state strategies (actual strategy use) influence reading test performance. The research involved 685 students from a public high school who completed Likert scale questionnaires about their strategy use before and after comprehension tests. Results reveal that state strategies are employed more frequently than trait strategies and show a significant positive correlation with reading performance. While cognitive strategies like comprehension and memory are critical for understanding text content, metacognitive strategies like planning and monitoring improve learners’ ability to regulate their strategic application. However, evaluation strategies were found to be less frequently used. The study’s findings advocate for balanced training in both cognitive and metacognitive strategies to bridge the gap between strategic knowledge and effective application, thereby empowering learners to become more autonomous and proficient readers. Further research should investigate strategic competence in different cultural contexts, employ longitudinal studies, and expand the research to other language skills to gain a comprehensive understanding of L2 learners’ strategies.

The role of attentional control in moderating attentional bias towards game-related stimuli in individuals with a high tendency for internet gaming addiction.

The aim of this study was to elucidate individual difference factors that modulate the attentional processing of game stimuli to explain the heterogeneity of extant findings. The current study examined whether individual differences in components of attentional control (AC-shifting and AC-focusing) moderated the link between internet gaming addiction symptom and attentional engagement to and disengagement biases from game-relevant cues. A total of 75 male undergraduate students who have played League of Legend (LOL) for more than 2 years completed well-established self-report questionnaires of internet gaming disorder symptoms and attentional control. The attentional bias toward game stimuli was measured for attentional engagement and disengagement using the attentional response to the distal vs. proximal emotional information (ARDPEI) task. The results revealed that attentional control was a significant moderator of the relationship between internet game addiction symptoms and attentional disengagement bias. Further analyses revealed a positive relationship between internet game addiction symptoms and attentional disengagement bias only among those with low levels of AC-shifting ability. Contrary to our expectations, AC-shifting also moderated the relationship between internet gaming disorder and attentional engagement bias. The positive relationship between internet game addiction symptoms and attentional engagement bias only appeared among those with low levels of AC-shifting ability. Individual differences in AC-focusing did not moderate the relationship between internet gaming disorder and any attentional bias. This study confirmed that the greater the symptoms of game addiction, the stronger the attentional bias, especially in individuals with low AC-shifting ability. Therefore, it is necessary to examine sub-factors of AC in understanding the nature of attentional bias mechanisms in the development of internet game addiction and consider it as a psychological intervention to improve attentional bias.

Academic achievement in English: Minority home language students in early French immersion

Aims and Objectives: Increasingly, students who speak a minority language at home (minority-L1) enroll in Early French Immersion in Canada. A frequent question is the extent to which they develop academic abilities in English. Accordingly, this study asks: (a) Do a similar percentage of minority-L1 students meet provincial standards for academic achievement when tested in English when they attend French immersion compared to English language of instruction? (b) What are the outcomes for minority-L1 students with relatively low English proficiency? and (c) What factors contribute to minority L1-students’ academic achievement when evaluated through English? Methods: We compared performance on province-wide assessments of English reading, writing, and mathematics for Grade 3, minority-L1 students enrolled in French immersion ( n = 196) and in English ( n = 169). Data and Analysis: Chi-square analyses compared the percentage of participants meeting the provincial standard in each academic domain in French immersion and English programs. Predictors of performance within two English proficiency groups ( low and not low) were investigated using binary logistic regression analyses. Findings and Conclusions: In each domain, a similar percentage of minority-L1 students in French immersion and in English met the provincial standard, illustrating that immersion programs are suitable for minority-L1 students. Logistic regression revealed some overlap in individual difference factors, but the constellation of significant predictors differed for students with low English proficiency and those with relatively higher levels of proficiency. Individual learner profiles need to be considered when determining how to support these students. Originality: This study specifically considered performance of minority-L1 students across programs and examined if predictors of achievement in English are comparable for students with different levels of English proficiency. Significance: As school boards work to improve inclusivity within their programs, this study offers much needed evidence concerning the performance of minority-L1 students in dual language programs.

Altered Effective Connectivity During Threat Anticipation in Individuals With Alcohol Use Disorder

BackgroundA developing theory and recent research suggest that heightened reactivity to uncertain stressors or threats may be an important individual difference factor that facilitates excessive drinking as a means of avoidance-based coping and characterizes individuals with current and past alcohol use disorder (AUD). Neuroimaging studies of unpredictable threat processing have repeatedly demonstrated activation of the anterior insula, anteromedial thalamus, and dorsal anterior cingulate cortex. In the current study, we aimed to understand how these 3 regions function as a network during anticipation of unpredictable threat (and predictable threat). MethodsParticipants were 43 adults (ages 21–30) with AUD and 26 healthy control participants. Functional magnetic resonance imaging and dynamic causal modeling were used to study interregional effective connectivities and predictable and unpredictable threat-related modulations thereof within this network. Parametric empirical Bayesian modeling was used to conduct between-group comparisons in effective connectivities. ResultsDuring unpredictable threat trials, the increased projection from the right anteromedial thalamus to the right anterior insula was significantly present only in the AUD group. This directional influence was stronger among individuals who consumed more drinks per week on average. As expected, we found no group differences in modulatory changes to effective connectivities during predictable threat trials. ConclusionsTo our knowledge, this is the first study to examine directional interactions between key frontolimbic regions during anticipation of unpredictable and predictable threat and demonstrate the importance of bottom-up thalamic-insular projections during unpredictable threat processing in AUD. Prospective studies are warranted to determine whether this association is causal.

Task complexity and L2 writing performance of young learners: Contributions of cognitive and affective factors

AbstractThe study investigated the effect of task complexity (TC) on second language (L2) learners’ affective responses and writing performance and how these were modulated by cognitive and affective individual difference (ID) factors. A total of 412 Chinese 8th‐grade English‐as‐a‐foreign‐language learners completed a working memory (WM) test, a scale measuring trait‐like L2 writing enjoyment, a simple (n = 206) or complex (n = 206) argumentative writing task, and posttask scales measuring task‐specific enjoyment and motivation. Independent t‐test results showed that increased TC contributed to a slight but significant enhancement in task motivation and enjoyment and a significant performance improvement in content and organization but not in language. Structural equation modeling results showed that the cognitive and affective ID factors predicted writing performance jointly: WM and task motivation predicted writing performance consistently in both simple and complex tasks, task‐specific enjoyment only played its role in the complex task, and trait‐like enjoyment became insignificant in predicting task performance. These findings support the integrated task‐mediated cognitive–affective model of L2 writing we propose by synthesizing and extending existing models. This study highlights the need to pay attention to the affective dimension of tasks and suggests TC as an intervention strategy to make a task more motivating and enjoyable.