The road ahead: How the future of learning is shaped through individual differences

Social foundations of motivation: A pathway forward

10.1016/j.lindif.2025.102840 · doi-reference

The role of knowledge-rich curricula in promoting deep thinking and complex skill acquisition

10.1016/j.lindif.2025.102729 · doi-reference

Individual differences in language learning and teaching: Growing pains at the theory-methods interface

10.1016/j.lindif.2025.102786 · doi-reference

Thinking dispositions and epistemic cognition: Combined influences when reading to learn

10.1016/j.lindif.2025.102783 · doi-reference

Cognitive load theory and individual differences

10.1016/j.lindif.2024.102423 · doi-reference

Factors affecting children’s learning during COVID-19

10.1016/j.lindif.2025.102819 · 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 · doi-reference

Not like the weather: Classroom climates as group-level subjective phenomena, classroom microclimates as individual differences

10.1016/j.lindif.2025.102732 · 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 · doi-reference

The future of personalized learning with AI

10.1016/j.lindif.2025.102813 · doi-reference

The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice

10.1007/s10648-006-9029-9 · doi-reference

Cognitive load theory and instructional design: Recent developments

10.1207/s15326985ep3801_1 · doi-reference

Advancing holistic educational goals through generative language-based technologies

10.1016/j.lindif.2024.102600 · doi-reference

Integrating generative AI and load reduction instruction to individualize and optimize students’ learning

10.1016/j.lindif.2025.102723 · 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 · doi-reference

Conceptions of educational equity

10.1177/23328584221121344 · doi-reference

Dancing on an empty shore: Symbolic immortality, meaning, and being creative as doomsday approaches

10.1016/j.lindif.2024.102607 · doi-reference

ChatGPT for good? On opportunities and challenges of large language models for education

10.1016/j.lindif.2023.102274 · doi-reference

Expertise reversal effect and its implications for learner-tailored instruction

10.1007/s10648-007-9054-3 · doi-reference

Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL

10.1016/j.lindif.2024.102526 · 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 · doi-reference

The four-phase model of interest development: Addressing individual differences

10.1016/j.lindif.2025.102865 · 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 · doi-reference

Future directions to investigate early mathematics skills development: Studying individual differences across multiple actors and systems

10.1016/j.lindif.2026.102910 · doi-reference

Personality and the education process: Individual difference preferences for teacher, technology, testing, time and topic

10.1016/j.lindif.2025.102637 · doi-reference

Beyond linear regression: Statistically modeling aptitude-treatment interactions and the differential effectiveness of educational interventions

10.1016/j.lindif.2025.102812 · 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 · 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 · doi-reference

What does current genAI actually mean for student learning?

10.1016/j.lindif.2025.102834 · doi-reference

Reflections on the nature and sources of individual differences in learning

10.1016/1041-6080(89)90007-1 · doi-reference

Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness

10.1016/j.cedpsych.2025.102390 · doi-reference

Merits and limitations of latent profile approaches to teachers’ achievement goals: A multi-study analysis

10.1371/journal.pone.0284608 · doi-reference

Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions

10.1111/bjep.70030 · doi-reference

The academic and social-emotional flourishing framework

10.1016/j.lindif.2024.102523 · doi-reference

The ICAP framework: Linking cognitive engagement to active learning outcomes

10.1080/00461520.2014.965823 · doi-reference

The potential of person-centered analyses to unlock a broader understanding of individual differences in learning

10.1016/j.lindif.2025.102839 · doi-reference

Nurturing nature: Educogenetics at schools?

10.1016/j.lindif.2026.102874 · 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 · doi-reference

Personalizing simulation-based learning in higher education

10.1016/j.lindif.2025.102746 · doi-reference

Looking beyond the hype: Understanding the effects of AI on learning

10.1007/s10648-025-10020-8 · doi-reference