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Learning and Individual Differences (ISSN 1041-6080) is a quarterly peer-reviewed academic journal published by Elsevier dealing with individual differences within an educational context. It was established in 1989 with H. Lee Swanson as its founding editor. The current (as at March 2024) editor-in-chief is Samuel Greiff, (University of Luxembourg). According to the Journal Citation Reports, the journal has a 2020 impact factor of 3.139. Source: Wikipedia (en)
Editions published in Learning and Individual Differences 200
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ChatGPT for good? On opportunities and challenges of large language models for education
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A person-oriented approach to maternal homework involvement during the transition to lower secondary school
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A latent growth curve analysis of state test anxiety in successive days of before and after an examination and in relations to trait test anxiety
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Dark Triad traits, learning styles, and symptoms of depression: Assessing the contribution of mental toughness longitudinally
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Trait and state math EAP (emotion, appraisals and performance) profiles of Dutch teenagers
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Trait anxiety and adolescent's academic achievement: The role of executive function
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The link between auditory temporal processing and knowledge of the phonological coding system in learning to read Chinese
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Longitudinal relations between hope and academic achievement in elementary school students: Behavioral engagement as a mediator
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Student characteristics affecting the recognition of high cognitive ability by teachers and peers
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Does choice matter or is it all about interest? An investigation using an experience sampling approach in high school science classrooms
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The stability and trajectories of teacher expectations: Student achievement level as a moderator
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Independent and interactive associations of temperament dimensions with educational outcomes in young adolescents
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Competence development of high achievers within the highest track in German secondary school: Evidence for Matthew effects or compensation?
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The roles of executive functioning and oral language skills in young Chinese children's arithmetic competence
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Are individual characteristics and behaviors necessary-but-not-sufficient conditions for academic success?: A demonstration of Dul's (2016) necessary condition analysis
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Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals
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Mapping letters to numbers: Potential mechanisms of literal symbol processing
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Academic achievement and depressive symptoms: Are fixed mindsets distinct from negative attributional style?
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Confidence is key: Unlocking the relations between ADHD symptoms and math performance
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Assessing middle school dual language learners' and English-only students' motivation to participate in classroom discussion
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The role of science domain knowledge and reading motivation in predicting informational and narrative reading comprehension in L1 and L2: An international study
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Modelling the relationship of accurate and fluent word recognition in primary school
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Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?
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Rapid automatic naming predicts more than sublexical fluency: Evidence from English-French bilinguals
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Teacher ability evaluation and changes in elementary student profiles of motivation and performance in mathematics
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The role of adolescent athletes' task value patterns in their educational and athletic career aspirations
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Mental rotation and mathematics: Gender-stereotyped beliefs and relationships in primary school children
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Motivational predictors of students' participation in out-of-school learning activities and academic attainment in science: An application of the trans-contextual model using Bayesian path analysis
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Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory
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The Effects of Genetic and Environmental Factors on Writing Development.
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Home Environmental and Behavioral Risk Indices for Reading Achievement
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Academic Procrastination and Goal Accomplishment: A Combined Experimental and Individual Differences Investigation
Subject - wd:Q6510142