Individual Differences In Students Research Articles

Mindreading quality versus quantity: A theoretically and empirically motivated two-factor structure for individual differences in adults' mindreading.

Existing methods for studying individual differences in adults' mindreading often lack good psychometric characteristics. Moreover, it remains unclear, even in theory, how mindreading varies in adults who already possess an understanding of mental states. In this pre-registered study, it was hypothesised that adults vary in their motivation for mindreading and in the degree to which their answers on mindreading tasks are appropriate (context-sensitive). These factors are confounded in existing measures as they do not differentiate between the frequency of mental state terms (MST), indicative of motivation, and the quality of an explanation. Using an innovative scoring system, the current study examined whether individual differences in adult undergraduate psychology students' (N = 128) answer quality and / or quantity of explicit references to others' mental states on two open-ended response mindreading tasks were separable constructs, accounted for by mindreading motivation, and related differentially to measures previously linked with mindreading (e.g., religiosity, loneliness, social network size). A two-factor and one-factor model both provided acceptable fit. Neither model showed significant associations with mindreading motivation. However, a two-factor model (with MST and response appropriateness loading onto separate factors) provided greater explanatory power. Specifically, MST was positively associated with religiosity and response appropriateness was negatively associated with religiosity, whilst the one-factor solution did not predict any socially relevant outcomes. This provides some indication that mindreading quantity and mindreading quality may be distinguishable constructs in the structure of individual differences in mindreading.

New Era Business Administration Major Student Innovation Ability Training Model Exploration and Practice

This article explores and practices the cultivation model of innovation ability for business administration students in the new era. It first analyzes the development trends of business administration major in the new era, the importance of innovation ability in the major, and the basic composition of the cultivation model of innovation ability. It points out the existing problems in current business administration education, such as the disconnection between curriculum setting and actual needs, the lack of practical teaching links, and the mismatch between individual differences of students and the cultivation model. In response to these issues, this article proposes optimization strategies, including the construction of an innovation ability-oriented curriculum system, the strengthening of practical teaching, and the focus on the individual development of students. It summarizes the research findings and provides insights for the cultivation of innovative business administration professionals in the future.

Enhancing Educational Design Capabilities through Interactive Mobile and Adaptive Learning Platforms: An Empirical Study

With the continuous advancement of educational technology, interactive mobile and adaptive learning platforms are playing an increasingly important role in the field of education. This is particularly evident in the development of educational design skills among education students, as these platforms showcase their unique value. Educational design capability is a crucial skill for education students, directly related to the quality of designing and implementing future teaching activities. Traditional methods of education often fail to fully consider individual student differences, resulting in inadequate cultivation of personalized capabilities. This study aims to explore and achieve precise cultivation of educational design capabilities in education students through interactive, mobile, and adaptive learning platforms. This paper first reviews the current application of interactive mobile and adaptive learning platforms to cultivate educational design capabilities. It highlights deficiencies in existing research methods related to personalized matching and recommendation system design. To address these deficiencies, this study proposes a new set of adaptive matching methods. These methods include capability characteristic recognition based on competitive advantage thinking, the construction of individual strength models, as well as matching calculation, and decision- making scheme optimization using the projection decision method and the Hungarian method. Additionally, the study designs a learning project recommendation algorithm based on explicit ratings to enhance the accuracy and personalization of learning project recommendations. The application of these methods not only enhances the educational design capabilities of education students but also provides new theoretical support and practical guidance for the development of interactive, mobile, and adaptive learning platforms.

목도나루학교 전환기교육 학습자의 자아 성장 사례연구

Objectives This study aims to deeply understand the process of self-growth in students within the school educational environment. It explores the self-growth process of four participants who are enrolled in a transitional educational institution, ‘Mokdonaru School’ located in Chungcheongbuk-do.
 Methods Preliminary surveys were conducted among all enrolled students, and foundational surveys were carried out with all teachers to select four research participants. Semi-structured, in-depth interviews were conducted with these participants, and the data was collected through transcription. The gathered data was analyzed using Nvivo (version 14), processing a cyclical process of open coding, axial coding, and selective coding.
 Results The participants in this study revealed a growth process characterized by individual differences. They recognize various triggers and elements as the background of their self-growth, and their individual growth is not so much independent as it is holistic, affecting and transforming across the areas of self-identity, social identity, and career identity.
 Conclusions These findings suggest the need for a deeper understanding of individual differences in students' self-growth processes in secondary education, and for a holistic approach that goes beyond a narrow focus on teaching activities to include the diverse living spaces and relational aspects surrounding the school.

EMOTIONAL MANIFESTATION OF EXPRESSED BEHAVIORAL REACTIONS IN STUDENTS UNDER THE INFLUENCE OF STRESS

In this article, we will look at why people react differently to stress. We will analyze the results of a number of empirical studies of individual differences in students' reactions to stress during study and outside study time. We will explore the factors that influence individual differences in the emergence of a stress response. We compare genetic, acquired, and dispositional individual differences and give examples of each of these categories to show how one or another difference affects the occurrence of stress. Traditionally, psychologists have paid much attention to how people cope with stress and how they react to stressors.
 Much of this interest is based on the general belief that some people are more prone to stress and more vulnerable than "others".
 Therefore, people are distributed within some continuum of stress resistance. It turned out that some people are prone to stress, while others rarely experience stress even under difficult conditions. This idea has attracted the interest of universities because this approach makes it possible to identify stress factors that determine the contingent with a stable psyche. In the field of education, this idea is attractive because it implies the possibility of identifying people who are prone to stress, with the help of which appropriate stress management programs can be developed. The analysis of scientific literature shows that the value of self- assessment of the complex of stress manifestations will be the higher, the worse the subject feels, the less he believes in his strength, abilities, energy, independence, the lower the assessment of his ability to control his own life and be independent [1].

Individual differences in secondary school students' conceptual knowledge: Latent profile analysis of biology concepts

Extensive research has been conducted on the misconceptions related to photosynthesis and respiration. However, most of these studies have failed to consider the heterogeneity of learners. In this study, latent profile analysis was used to determine the differences in students' understanding of biological concepts. Students' profiles were validated by relating them to their grade level, academic achievement in biology and sophistication of epistemic beliefs. Between the scientific and non-scientific understanding of photosynthesis and respiration, there were different conceptual profiles (prescientific, inaccurate preconceptions, fragmented and synthetic) in this cross-sectional study that helped in understanding the possible, qualitatively different steps between misconceptions and scientific understanding. Higher grade levels, higher biology grades and more sophisticated epistemic beliefs were related to a higher probability of belonging to the subgroups with more scientific conceptual knowledge. Educational relevance and implicationsBetween the scientific and non-scientific understanding of photosynthesis and respiration, there were different conceptual profiles (prescientific, inaccurate preconceptions, fragmented and synthetic) that helped in understanding the steps from misconceptions to scientific understanding. Higher grade levels, higher biology grades and more sophisticated epistemic beliefs were related to a higher probability of belonging to the subgroups with more scientific conceptual knowledge. Teachers should be aware that a large amount of variance may present among students in terms of their level and quality of understanding of central biological topics. Accordingly, teachers should allocate time to understand the students' level and quality of prior knowledge. They should focus on helping learners integrate correct fragments of information into a full, systemic understanding as well as encourage them to critically evaluate and compare their existing conceptions with scientific explanations. To improve the understanding of science, teachers should address the topic of the nature of knowledge, taking into account key aspects of discipline-specific epistemic beliefs. This approach will help students understand the nature, foundation and principles underlying scientific research and the empirical grounds for its acceptance.

THE PARADIGM OF MERDEKA BELAJAR AND THE TEACHERS' DIGITAL COMPETENCE IN ERA 4.0

Education has undergone a significant transformation along with the development of technology. The technological development of Era 4.0 marks a change in the educational landscape, giving rise to the concept of "Merdeka Belajar" as an approach that allows students to organise their own learning. In addition, the role of teachers is becoming increasingly important in this context, on the one hand teachers need a deep understanding of the competencies needed in this digital era. In the technological development of the 4.0 era, teachers are not only required to have high digital competence as an inspirational model for students. Teacher competence in Era 4.0 lies not only in technological proficiency, but also in understanding individual student differences and facilitating learning that accommodates diversity itself. This is apparently what initiated the independent learning approach in the technological development of Era 4.0. Due to continuous changes in the education paradigm, it requires in-depth reflection on how Merdeka Belajar can be applied and how teachers can develop relevant competencies. This paper aims to comprehensively explore the concept of Merdeka Belajar and the dynamics of teacher competence in Era 4.0 by basing it on the latest research.

Theoretical perspectives and factors influencing machine translation use in L2 writing: A scoping review

Despite the increasing popularity of machine translation in second language (L2) writing, the theoretical perspectives and complex factors shaping its use remain under synthesized. This article reviews research on machine translation use in L2 writing to identify major models and factors that shape teachers’ and students’ employment of machine translation. Theoretical perspectives underpinning machine translation research are first synthesized to categorize machine translation into three models: a linguistic processor, a mediational artifact, and a translanguaging process. What then reviewed are empirical studies, revealing a predominant focus on linguistic factors in terms of how machine translation shapes L2 writing. More recent research has also examined person-related factors and taken the effectiveness of machine translation as conditioning upon individual differences of teachers and students. Contextual factors in interpersonal, instructional, and institutional settings and ideological factors are also identified. A conceptual framework is then developed to illuminate the interrelatedness of the identified factors during the process of using machine translation. The study argues for a need to avoid taking machine translation as a politically neutral participant in L2 writing. Implications for enhancing the effectiveness of machine translation use in L2 writing and suggestions for further research are also provided.

Program Adaptations of Special Education Teachers

Introduction: Arrangements are made in the curriculum elements due to the individual differences of students with special needs. It is necessary to determine how programs implemented in special education classrooms are adapted by teachers for program functionality. The purpose of this study is to determine special education teachers' patterns of how and in what ways they adapt their curriculum during implementation. Method: This study, which was conducted to determine the curriculum adaptation by special education teachers and the factors that cause this adaptation, used a case study design from the qualitative research approach. The sample of this study consisted of four special education teachers: two working at the secondary level of a public school and two working at a special education and rehabilitation center. In this study, data diversification was used by employing more than one data collection instrument. These included observations, interviews, and special education lesson plans. As the data needed to be examined and analyzed in detail, content analysis was used. Findings: The observations, interviews, and document reviews revealed that teachers working in special education classrooms in public and private institutions make program adaptations such as omitting, expanding, and replacing/revising. Teacher qualifications, student characteristics, school climate, program characteristics, and family expectations played a substantial role in shaping the emergence of adaptation patterns. Discussion: Based on the results, it was found that special education teachers did not implement the written (official) program exactly in their schools and classes. It was found that the student's area and level of disability was the most important reason for the difference. The differences in the areas and degrees of disability of students with special needs in public schools and private institutions shape adaptations for expansion and revising.

Relation of life sciences students’ metacognitive monitoring to neural activity during biology error detection

Metacognitive calibration—the capacity to accurately self-assess one’s performance—forms the basis for error detection and self-monitoring and is a potential catalyst for conceptual change. Limited brain imaging research on authentic learning tasks implicates the lateral prefrontal and anterior cingulate brain regions in expert scientific reasoning. This study aimed to determine how variation in undergraduate life sciences students’ metacognitive calibration relates to their brain activity when evaluating the accuracy of biological models. Fifty undergraduate students enrolled in an introductory life sciences course completed a biology model error detection task during fMRI. Students with higher metacognitive calibration recruited lateral prefrontal regions linked in prior research to expert STEM reasoning to a greater extent than those with lower metacognitive calibration. Findings suggest that metacognition relates to important individual differences in undergraduate students’ use of neural resources during an authentic educational task and underscore the importance of fostering metacognitive calibration in the classroom.

Critical Analysis of Social Cognitive Learning Theory and Its Implementation in Elementary Schools

This article aims to provide a critical analysis of Social Cognitive Learning Theory, explore its relevance in the elementary school context, and explore the challenges and potential for its implementation in the basic education environment. This research uses a literature study method with a focus on critical analysis of social cognitive learning theory and its implementation in elementary schools. Identification of library sources is carried out through literature searches in academic databases such as PubMed, Google Scholar, and digital libraries. The search results show that the main concepts of social cognitive learning theory, such as observational learning and modeling, can be applied effectively in elementary schools. Adaptation of Concepts to Children's Learning Stages Based on literature searches, it shows that the main concepts of social cognitive learning theory can be adapted well to children's learning stages in elementary school. The use of peer modeling has also proven effective in creating an inclusive learning environment. Search results related to the main challenges in implementing social cognitive learning theory in elementary schools found resistance to change and limited teacher resources. From the results of literature searches and comparisons with related research, it can be concluded that social cognitive learning theory has great potential to be applied effectively in elementary schools. Key concepts can be adapted well, and their implementation provides both challenges and opportunities. To overcome these challenges, it is important to consider individual student differences, overcome resistance to change, and ensure adequate use of resources

A study on the impact of Generative Artificial Intelligence supported Situational Interactive Teaching on students’ ‘flow’ experience and learning effectiveness — a case study of legal education in China

ABSTRACT The rapid advancement of Generative Artificial Intelligence Technology has increasingly drawn attention to its potential applications in the educational sector. This study aims to investigate the effects of Situational Interactive Teaching, facilitated by generative artificial intelligence, on students’ learning outcomes and flow experiences. A series of experiments were designed to compare the performance of a Generative Artificial Intelligence-supported Situational Interactive Teaching Method with a Traditional Video Interactive Teaching Method. Data was collected using research tools such as questionnaires and test questions to assess students’ cognitive levels, learning effectiveness, flow experiences, and subjective evaluations during the instructional process. The analysis revealed distinct differences between the two teaching methods. The findings suggest that compared to traditional teaching methods, Generative Artificial Intelligence-supported Situational Interactive Teaching significantly improves students’ learning outcomes in cognitive, skill, and affective domains, while also enhancing flow experiences. These positive effects are not limited by individual student differences, indicating broad applicability. Furthermore, this teaching approach can foster a positive feedback loop between learning effectiveness and flow experience. In conclusion, this study confirms the effective application of generative artificial intelligence technology in legal education, providing empirical evidence for the promotion of this innovative teaching model in the educational field.

Diversified Teaching Strategies for Ethnic Instrumental Music Courses in Colleges and Universities in the Information Age

Abstract The information age is an era of innovation. Instructional design and development tools make it easier and faster for teachers to organize teaching content; instructional evaluation tools make it more scientific and objective for teachers to evaluate teaching effects; and student management tools pay attention to individual differences of students and realize diversified evaluation perspectives for students. On the basis of the MIDI dataset, signal separation information filtering and other related operations are used to preprocess ethnic instrumental music signals, followed by the construction of an automatic composition model using deep learning technology. Based on the diversified teaching needs of ethnic instrumental music courses in colleges and universities, an instrumental music teaching system was designed by using the automatic composition model and computer programming language, and an empirical analysis of the informatization teaching of ethnic instrumental music courses in colleges and universities was carried out by using experimental comparative analysis. The results show that the overall level of ethnic music in the experimental group improved significantly P<0.05, indicating that the students in the experimental group made significant progress in ethnic music literacy. In contrast, the students in the control group improved but did not highlight, indicating that the proposed teaching system has a facilitating effect on the enhancement of the teaching performance of ethnic instrumental music courses. This study improves the teaching quality of ethnic instrumental music courses in colleges and universities and is of great significance in enhancing students’ music literacy and skills.

Psikologi Pendidikan Inklusif: Menciptakan Lingkungan Belajar yang Ramah Bagi Semua Siswa

This article proposes approaches and strategies for creating an inclusive educational environment that supports the success of all students, including those with special needs. The psychology of inclusive education is a key focus for understanding individual student differences and designing friendly and supportive learning approaches. By analyzing the various psychological aspects involved, this article explains how the application of inclusive principles can improve the participation, social development, and academic achievement of students with special needs. In addition, this article explores the important role teachers, administrators, and parents play in creating a supportive environment for all students, while creating an inclusive and empowered educational community. This research contributes to the practical and theoretical understanding of presenting inclusive education at different levels of education

Memahami Teori Pembelajaran Kognitif dan Konstruktivisme serta Penerapannya

Cognitive theories of learning have had a significant impact on modern education. It focuses on individual cognitive development, emphasizing creativity, deep understanding and meaningful learning. In its implementation, several learning models such as constructivism, discovery learning and meaningful learning become relevant. The advantages of cognitive theory include encouraging students' creativity, developing individualized knowledge, flexibility in learning, and improving memory. However, there are also drawbacks, such as lack of comprehensiveness at all levels of education and limitations in addressing individual student differences. This article summarizes the main concepts of cognitive theory in learning, and identifies the advantages and disadvantages associated with its implementation. A better understanding of this theory can help educators create a more effective learning environment that suits the diverse needs of students.

Program Construction of Tennis Service Training on Student’s Tennis Classes at Xi’an Physical Education University

Background and Aim: The tennis serving technology is the most difficult technology for students to learn and master. This research aimed to construct a tennis serving training program for Xi’an Physical Education University students. Materials and Methods: The participants of this research were 36 people, through purposive sampling, the participants included 5 experts to conduct preliminary expert interviews, 7 experts to test the reliability and validity of the index with IOC, 15 experts to reach an expert consensus on the tennis service training program with Delphi method, 9 experts to discuss the tennis serve training program with a focus group. Using mean, standard deviation, median value, and coefficient of variation to analyze the data. The IOC value of the tennis serve training program was 0.94. Result: The result shows that the scientific nature of the training program index of the tennis special class students of Xi'an University of Physical Education, the rationality of the time proportion allocation, the suitability of the training content intensity, the comprehensiveness and logic of the tennis serving training program have been recognized and supported by the experts. Finally, 3 first-level indicators, 13 second-level indicators, and 35 third-level indexes were obtained. Conclusion: The core concept and technical training in the first level index is the basis of mastering the tennis serve, physical training and psychological training are fundamental to strengthening and improving the tennis serve technology, to improve the tennis serve each is indispensable. According to the individual differences of students to carry out a reasonable training program, we need to conduct comprehensive learning and training to improve the serving level of college tennis students.

A longitudinal examination of the relations between motivation, math achievement, and STEM career aspirations among Black students

The current study explored individual and gendered differences in Black students’ motivation for learning mathematics using three key Situated Expectancy-Value Theory (SEVT) constructs (expectancies of success, interest, and importance). It also evaluated whether math motivational profiles in 6th grade or 10th grade predicted math achievement and STEM career aspirations in 10th grade among Black students while controlling for prior math achievement. Black students (n = 408, 55% female) attending schools in a metropolitan area of Tennessee, USA and mostly from families surviving economic marginalization completed surveys and math achievement assessments across middle and high school. Latent Profile Analysis identified three profiles of math motivation in 6th grade, including a profile of high motivation across constructs, and Black girls were less likely to be in the high motivational profile than Black boys. Profile membership in 6th grade predicted 10th grade math achievement. In contrast, math motivation profiles in 6th grade did not predict STEM career aspirations in 10th grade. Parallel analyses for concurrent relations in 10th grade were similar, except that there were no gender differences in profile prevalence. Overall, findings suggest that SEVT is useful for understanding motivation and academic performance among Black students when a person-centered analytic approach is used, but more work is needed to expand the theory to understand the development of Black students’ STEM career aspirations.

Attentive Simple Recurrent Unit Knowledge Tracing Based on Learning Ability

Knowledge tracing can analyze the current knowledge level of students through the data of students’ previous learning activities. However, the existing models usually consider the features of exercises, ignoring the individual differences of students. It is difficult to accurately predict students’ mastery. In this paper, we propose an attentive simple recurrent unit knowledge tracing (SRU-MAKT) based on learning ability. The experimental results show that our model is superior to the existing models, and the AUC increases by 1.6%. We also conduct visualization experiments, which show that SRU-MAKT has interpretability.

The Awareness of Prospective Mathematics Teachers on the Mathematics Curriculum

This research aims to examine the pre-service mathematics teachers' awareness of the special aims, application principles, and learning areas of the mathematics course curriculum. In this study, which was conducted with 30 primary school mathematics teacher candidates selected by convenience sampling technique, the case study design, one of the qualitative research approaches, was preferred. The data of the research were collected with an opinion form that included three open-ended questions questioning the specific aims, application principles, and learning areas of the mathematics curriculum. Descriptive analysis was used in the analysis of the obtained data. As a result of the research, it was seen that the participant teacher candidates mostly emphasized the items related to the use of mathematics in daily life within the scope of the program's special objectives. It can be said that the candidates mostly care about taking into account the individual differences of students in mathematics teaching, the use of materials, and the principle from concrete to abstract in mathematics education. In addition, it has been determined that all participants have knowledge of the learning areas in the secondary school mathematics curriculum and at which grade levels these learning areas are taught. As a result, it can be said that the awareness of the teacher candidates who will be the implementers of the training programs is high.

Research on TESOL Strategy in Cross-cultural Teaching

With the development of globalization, cross-cultural teaching has become an important topic in the field of education. In this context, TESOL strategy, as a teaching method, is widely used in cross-cultural teaching. The purpose of this study is to explore the effectiveness and applicability of TESOL strategy in cross-cultural teaching, and put forward relevant teaching guiding principles. By adopting TESOL strategy, teachers can better meet students' language learning needs and promote the development of their language ability and intercultural communication ability. At the same time, TESOL strategy can help students better understand and adapt to the teaching environment in different cultural backgrounds. However, this study also found that TESOL strategy has some challenges and limitations in cross-cultural teaching. For example, teachers need to have professional knowledge and skills in cross-cultural teaching in order to effectively apply TESOL strategy. In addition, students from different cultural backgrounds may have different reactions and needs to TESOL strategies, and teachers need to flexibly adjust strategies to meet the individual differences of students.