Research graph
References from The road ahead: How the future of learning is shaped through individual differences. Local targets link to admitted publications; unresolved targets remain external evidence.
Defining external regulation on standardized test instructions: A key variable for the academic success of students in the digital world
10.1016/j.lindif.2025.102805 · 2025 · External reference
Looking beyond the hype: Understanding the effects of AI on learning
10.1007/s10648-025-10020-8 · 2025 · External reference
Personalizing simulation-based learning in higher education
10.1016/j.lindif.2025.102746 · 2025 · External reference
Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education
10.1016/j.lindif.2024.102601 · 2025 · External reference
Nurturing nature: Educogenetics at schools?
10.1016/j.lindif.2026.102874 · 2026 · External reference
The potential of person-centered analyses to unlock a broader understanding of individual differences in learning
10.1016/j.lindif.2025.102839 · 2026 · External reference
The ICAP framework: Linking cognitive engagement to active learning outcomes
10.1080/00461520.2014.965823 · 2014 · External reference
The academic and social-emotional flourishing framework
10.1016/j.lindif.2024.102523 · 2024 · External reference
Unresolved reference
1977 · External reference
Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions
10.1111/bjep.70030 · 2025 · External reference
Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis
10.1371/journal.pone.0284608 · 2023 · External reference
Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness
10.1016/j.cedpsych.2025.102390 · 2026 · External reference
Reflections on the nature and sources of individual differences in learning
10.1016/1041-6080(89)90007-1 · 1989 · External reference
What does current genAI actually mean for student learning?
10.1016/j.lindif.2025.102834 · 2026 · External reference
Redefining education: The role of study crafting in enhancing students’ well-being, self-direction, and academic achievement
10.1016/j.lindif.2024.102608 · 2025 · External reference
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
10.1016/j.cedpsych.2020.101859 · 2020 · External reference
Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions
10.1016/j.lindif.2025.102812 · 2025 · External reference
Personality and the education process: Individual difference preferences for teacher, technology, testing, time and topic
10.1016/j.lindif.2025.102637 · 2025 · External reference
Future directions to investigate early mathematics skills development: Studying individual differences across multiple actors and systems
10.1016/j.lindif.2026.102910 · 2026 · External reference
Suggestions for culturally inclusive learning: Integrating diversity in educational research and promoting inclusive social and emotional learning support for all
10.1016/j.lindif.2025.102787 · 2025 · External reference
The four-phase model of interest development: Addressing individual differences
10.1016/j.lindif.2025.102865 · 2026 · External reference
“Can (A)I do this task?” The role of AI as a socializer of students’ self-beliefs of their abilities
10.1016/j.lindif.2025.102731 · 2025 · External reference
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
10.1016/j.lindif.2024.102526 · 2024 · External reference
Expertise reversal effect and its implications for learner-tailored instruction
10.1007/s10648-007-9054-3 · 2007 · External reference
ChatGPT for good? On opportunities and challenges of large language models for education
10.1016/j.lindif.2023.102274 · 2023 · External reference
Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches
10.1016/j.lindif.2024.102607 · 2025 · External reference
Conceptions of educational equity
10.1177/23328584221121344 · 2022 · External reference
AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory
10.1016/j.lmot.2025.102129 · 2025 · External reference
Integrating generative AI and load reduction instruction to individualize and optimize students’ learning
10.1016/j.lindif.2025.102723 · 2025 · External reference
Unresolved reference
2021 · External reference
Human-labeled feedback signals more investment: Explaining differential perceptions of AI vs human instructor feedback
2026 · External reference
Unresolved reference
2023 · External reference
Advancing holistic educational goals through generative language-based technologies
10.1016/j.lindif.2024.102600 · 2025 · External reference
Unresolved reference
2023 · External reference
Cognitive load theory and instructional design: Recent developments
10.1207/s15326985ep3801_1 · 2003 · External reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · 2006 · External reference
The future of personalized learning with AI
10.1016/j.lindif.2025.102813 · 2025 · External reference
Beyond the black box: The resource-intervention match framework for explaining differential effects of self-regulated learning interventions
10.1016/j.lindif.2025.102843 · 2026 · External reference
Not like the weather: Classroom climates as group-level subjective phenomena, classroom microclimates as individual differences
10.1016/j.lindif.2025.102732 · 2025 · External reference
Unresolved reference
2017 · External reference
How does prior knowledge affect learning? A review of 16 mechanisms and a framework for future research
10.1016/j.lindif.2025.102744 · 2025 · External reference
Factors affecting children’s learning during COVID-19
10.1016/j.lindif.2025.102819 · 2026 · External reference
Cognitive load theory and individual differences
10.1016/j.lindif.2024.102423 · 2024 · External reference
Unresolved reference
2011 · External reference
Thinking dispositions and epistemic cognition: Combined influences when reading to learn
10.1016/j.lindif.2025.102783 · 2025 · External reference
Individual differences in language learning and teaching: Growing pains at the theory-methods interface
10.1016/j.lindif.2025.102786 · 2025 · External reference
Unresolved reference
2024 · External reference
The role of knowledge-rich curricula in promoting deep thinking and complex skill acquisition
10.1016/j.lindif.2025.102729 · 2025 · External reference
Social foundations of motivation: A pathway forward
10.1016/j.lindif.2025.102840 · 2026 · External reference
The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice
10.1007/s10648-006-9029-9 · ExternalCitation · doi-reference
Expertise reversal effect and its implications for learner-tailored instruction
10.1007/s10648-007-9054-3 · ExternalCitation · doi-reference
Looking beyond the hype: Understanding the effects of AI on learning
10.1007/s10648-025-10020-8 · ExternalCitation · doi-reference
Reflections on the nature and sources of individual differences in learning
10.1016/1041-6080(89)90007-1 · ExternalCitation · doi-reference
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation
10.1016/j.cedpsych.2020.101859 · ExternalCitation · doi-reference
Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness
10.1016/j.cedpsych.2025.102390 · ExternalCitation · doi-reference
ChatGPT for good? On opportunities and challenges of large language models for education
10.1016/j.lindif.2023.102274 · ExternalCitation · doi-reference
Cognitive load theory and individual differences
10.1016/j.lindif.2024.102423 · ExternalCitation · doi-reference
The academic and social-emotional flourishing framework
10.1016/j.lindif.2024.102523 · ExternalCitation · doi-reference
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL
10.1016/j.lindif.2024.102526 · ExternalCitation · doi-reference
Advancing holistic educational goals through generative language-based technologies
10.1016/j.lindif.2024.102600 · ExternalCitation · doi-reference
Taking the next step with generative artificial intelligence: The transformative role of multimodal large language models in science education
10.1016/j.lindif.2024.102601 · ExternalCitation · doi-reference
Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches
10.1016/j.lindif.2024.102607 · ExternalCitation · doi-reference
Redefining education: The role of study crafting in enhancing students’ well-being, self-direction, and academic achievement
10.1016/j.lindif.2024.102608 · ExternalCitation · doi-reference
Personality and the education process: Individual difference preferences for teacher, technology, testing, time and topic
10.1016/j.lindif.2025.102637 · ExternalCitation · doi-reference
Integrating generative AI and load reduction instruction to individualize and optimize students’ learning
10.1016/j.lindif.2025.102723 · ExternalCitation · doi-reference
The role of knowledge-rich curricula in promoting deep thinking and complex skill acquisition
10.1016/j.lindif.2025.102729 · ExternalCitation · doi-reference
“Can (A)I do this task?” The role of AI as a socializer of students’ self-beliefs of their abilities
10.1016/j.lindif.2025.102731 · ExternalCitation · doi-reference
Not like the weather: Classroom climates as group-level subjective phenomena, classroom microclimates as individual differences
10.1016/j.lindif.2025.102732 · ExternalCitation · doi-reference
How does prior knowledge affect learning? A review of 16 mechanisms and a framework for future research
10.1016/j.lindif.2025.102744 · ExternalCitation · doi-reference
Personalizing simulation-based learning in higher education
10.1016/j.lindif.2025.102746 · ExternalCitation · doi-reference
Thinking dispositions and epistemic cognition: Combined influences when reading to learn
10.1016/j.lindif.2025.102783 · ExternalCitation · doi-reference
Individual differences in language learning and teaching: Growing pains at the theory-methods interface
10.1016/j.lindif.2025.102786 · ExternalCitation · doi-reference
Suggestions for culturally inclusive learning: Integrating diversity in educational research and promoting inclusive social and emotional learning support for all
10.1016/j.lindif.2025.102787 · ExternalCitation · doi-reference
Defining external regulation on standardized test instructions: A key variable for the academic success of students in the digital world
10.1016/j.lindif.2025.102805 · ExternalCitation · doi-reference
Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions
10.1016/j.lindif.2025.102812 · ExternalCitation · doi-reference
The future of personalized learning with AI
10.1016/j.lindif.2025.102813 · ExternalCitation · doi-reference
Factors affecting children’s learning during COVID-19
10.1016/j.lindif.2025.102819 · ExternalCitation · doi-reference
What does current genAI actually mean for student learning?
10.1016/j.lindif.2025.102834 · ExternalCitation · doi-reference
The potential of person-centered analyses to unlock a broader understanding of individual differences in learning
10.1016/j.lindif.2025.102839 · ExternalCitation · doi-reference
Social foundations of motivation: A pathway forward
10.1016/j.lindif.2025.102840 · ExternalCitation · doi-reference
Beyond the black box: The resource-intervention match framework for explaining differential effects of self-regulated learning interventions
10.1016/j.lindif.2025.102843 · ExternalCitation · doi-reference
The four-phase model of interest development: Addressing individual differences
10.1016/j.lindif.2025.102865 · ExternalCitation · doi-reference
Nurturing nature: Educogenetics at schools?
10.1016/j.lindif.2026.102874 · ExternalCitation · doi-reference
Future directions to investigate early mathematics skills development: Studying individual differences across multiple actors and systems
10.1016/j.lindif.2026.102910 · ExternalCitation · doi-reference
AI-powered personalized learning: Enhancing self-efficacy, motivation, and digital literacy in adult education through expectancy-value theory
10.1016/j.lmot.2025.102129 · ExternalCitation · doi-reference
The ICAP framework: Linking cognitive engagement to active learning outcomes
10.1080/00461520.2014.965823 · ExternalCitation · doi-reference
Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions
10.1111/bjep.70030 · ExternalCitation · doi-reference
Conceptions of educational equity
10.1177/23328584221121344 · ExternalCitation · doi-reference
Cognitive load theory and instructional design: Recent developments
10.1207/s15326985ep3801_1 · ExternalCitation · doi-reference
Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis
10.1371/journal.pone.0284608 · ExternalCitation · doi-reference
