GREIFF, Samuel ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment
External co-authors :
yes
Language :
English
Title :
Prospects in the field of learning and individual differences: Examining the past to forecast the future using bibliometrics
Ainley, M., Hidi, S., Berndorff, D., Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology 94:3 (2002), 545–561, 10.1037/0022-0663.94.3.545.
Allport, G.W., Personality; A psychological interpretation. 1937, H. Holt and Company, New York.
*Ames, C., Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84:3 (1992), 261–271, 10.1037/0022-0663.84.3.261.
*Ames, C.A., Archer, J., Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology 80 (1988), 260–267.
Andrews, P., et al. OECD and PISA tests are damaging education worldwide – Academics. Available at, The Guardian https://www.theguardian.com/education/2014/may/06/oecd-pisa-tests-damaging-education-academics, 2014.
Apiola, M., López-Pernas, S., Saqr, M., The evolving themes of computing education research: Trends, topic models, and emerging research. Past, present and future of computing education research: a global perspective. 2023, 10.2139/ssrn.4190583.
Aria, M., Cuccurullo, C., bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics 11 (2017), 959–975.
*Baddeley, A., Hitch, G.J., Working memory. Bower, G.A., (eds.) Recent advances in learning and motivation, Vol. 8, 1974, Academic Press, 47–90.
*Bandura, A., Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review 84:2 (1977), 191–215, 10.1037/0033-295X.84.2.191.
*Baron, R.M., Kenny, D.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51:6 (1986), 1173–1182, 10.1037//0022-3514.51.6.1173.
Becker, N., Höft, S., Holzenkamp, M., Spinath, F.M., The predictive validity of assessment centers in German-speaking regions: A meta-analysis. Journal of Personnel Psychology 10:2 (2011), 61–69, 10.1027/1866-5888/a000031.
*Bentler, P.M., Comparative fit indexes in structural models. Psychological Bulletin 107:2 (1990), 238–246, 10.1037/0033-2909.107.2.238.
*Blackwell, L.S., Trzesniewski, K.H., Dweck, C.S., Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 78:1 (2007), 246–263, 10.1111/j.1467-8624.2007.00995.x.
Bobrowicz, K., Han, A., Hausen, J., Greiff, S., Aiding reflective navigation in a dynamic information landscape: A challenge for educational psychology. Frontiers in Psychology, 13, 2022, 881539, 10.3389/fpsyg.2022.881539.
Bronfenbrenner, U., (eds.) Making human beings human: Bioecological perspectives on human development, 2005, Sage Publications Ltd.
Buczyłowska, D., Petermann, F., Daseking, M., Executive functions and intelligence from the CHC theory perspective: Investigating the correspondence between the WAIS-IV and the NAB executive functions module. Journal of Clinical and Experimental Neuropsychology 42:3 (2020), 240–250, 10.1080/13803395.2019.1705250.
*Carroll, J.B., Human cognitive abilities: A survey of factor-analytic studies. 1993, Cambridge University Press, New York, NY, US.
Cerna, L., et al. Promoting inclusive education for diverse societies: A conceptual framework. OECD education working papers, 260, 2021, OECD Publishing, Paris, 10.1787/94ab68c6-en.
Charles, D.C., A historical overview of educational psychology. Contemporary Educational Psychology 1:1 (1976), 76–88, 10.1016/0361-476X(76)90008-4.
*Chen, F.F., Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling 14:3 (2007), 464–504, 10.1080/10705510701301834.
Chen, B.-B., Chang, L., Procrastination as a fast life history strategy. Evolutionary Psychology, 14(1), 2016.
Clark, J.M., Paivio, A., Dual coding theory and education. Educational Psychology Review 3:3 (1991), 149–210, 10.1007/BF01320076.
*Cohen, J., Statistical power analysis for the behavioral sciences. 2nd ed., 1988, Lawrence Erlbaum Associates, Publishers, Hillsdale, NJ.
Cowan, N., Working memory underpins cognitive development, learning, and education. Educational Psychology Review 26:2 (2014), 197–223, 10.1007/s10648-013-9246-y.
*Cronbach, L.J., The two disciplines of scientific psychology. American Psychologist 12:11 (1957), 671–684, 10.1037/h0043943.
*Cronbach, L.J., Beyond the two disciplines of scientific psychology. American Psychologist 30:2 (1975), 116–127, 10.1037/h0076829.
Cunningham, A.E., Stanovich, K.E., Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology 33:6 (1997), 934–945, 10.1037/0012-1649.33.6.934.
*Daneman, M., Carpenter, P.A., Individual differences in working memory and reading. Journal of Verbal Learning & Verbal Behavior 19:4 (1980), 450–466, 10.1016/S0022-5371(80)90312-6.
Darling, N., Steinberg, L., Parenting style as context: An integrated model. Psychological Bulletin 113 (1993), 487–496.
Daucourt, M.C., Napoli, A.R., Quinn, J.M., Wood, S.G., Hart, S.A., The home math environment and math achievement: A meta-analysis. Psychological Bulletin 147:6 (2021), 565–596, 10.1037/bul0000330.
*Deci, E.L., Ryan, R.M., Intrinsic motivation and self-determination in human behavior. 1985, Plenum Press, New York, 10.1007/978-1-4899-2271-7.
*Deci, E.L., Ryan, R.M., The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 11:4 (2000), 227–268, 10.1207/S15327965PLI1104_01.
Digital Science, Dimensions [software]. available from https://app.dimensions.ai, 2018.
*Dörnyei, Z., Ryan, S., The psychology of the language learner revisited. 2015, Routledge.
Dörnyei, Z., Ushioda, E., Teaching and researching motivation. 3rd ed., 2021, Routledge/Taylor & Francis Group, 10.4324/9781351006743.
Driskell, J., Olmstead, B., Psychology and the military: Research applications and trends. American Psychologist 44:1 (1989), 43–54.
Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T., Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest 14:1 (2013), 4–58, 10.1177/1529100612453266.
*Dweck, C.S., Leggett, E.L., A social-cognitive approach to motivation and personality. Psychological Review 95:2 (1988), 256–273, 10.1037/0033-295X.95.2.256.
*Eccles, J.S., Wigfield, A., From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 2020, 101859.
Eccles, J.S., Wigfield, A., Motivational beliefs, values, and goals. Annual Review of Psychology 53:1 (2002), 109–132, 10.1146/annurev.psych.53.100901.135153.
*Elliot, A.J., Approach and avoidance motivation and achievement goals. Educational Psychologist 34:3 (1999), 169–189, 10.1207/s15326985ep3403_3.
*Elliot, A.J., Church, M.A., A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology 72:1 (1997), 218–232, 10.1037/0022-3514.72.1.218.
*Elliot, A.J., Harackiewicz, J.M., Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology 70:3 (1996), 461–475, 10.1037/0022-3514.70.3.461.
*Elliot, A.J., McGregor, H.A., A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology 80:3 (2001), 501–519, 10.1037/0022-3514.80.3.501.
*Elliot, A.J., McGregor, H.A., Gable, S., Achievement goals, study strategies, and exam performance: A mediational analysis. Journal of Educational Psychology 91:3 (1999), 549–563, 10.1037/0022-0663.91.3.549.
*Elliot, A.J., Murayama, K., On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology 100:3 (2008), 613–628, 10.1037/0022-0663.100.3.613.
*Elliot, E.S., Dweck, C.S., Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology 54:1 (1988), 5–12, 10.1037//0022-3514.54.1.5.
Eriksson, K., Björnstjerna, M., Vartanova, I., The relation between gender egalitarian values and gender differences in academic achievement. Frontiers in Psychology, 11, 2020, 236, 10.3389/fpsyg.2020.00236.
Eysenck, H.J., The scientific study of personality. 1952, Routledge & K. Paul, London.
Eysenck, H.J., The biological basis of personality. 1967, Thomas, Springfield.
Feather, N.T., Values, valences, and choice: The influences of values on the perceived attractiveness and choice of alternatives. Journal of Personality and Social Psychology 68:6 (1995), 1135–1151.
Fischer, K.W., Silvern, L., Stages and individual differences in cognitive development. Annual Review of Psychology 36 (1985), 613–648, 10.1146/annurev.ps.36.020185.003145.
Flynn, J.R., Blair, C., The history of intelligence: New spectacles for developmental psychology. Zelazo, P.D., (eds.) The Oxford handbook of developmental psychology (Vol. 1): Body and mind, 2013, Oxford University Press, 765–790.
*Fredricks, J.A., Blumenfeld, P.C., Paris, A.H., School engagement: Potential of the concept, state of the evidence. Review of Educational Research 74:1 (2004), 59–109, 10.3102/00346543074001059.
Galton, F., Co-relations and their measurement. Proceedings of the Royal Society. London Series, 45, 1888, 135–145.
Galton, F., Hereditary genius: An inquiry into its laws and consequences. 2nd ed., 1892, Macmillan and Co., London.
Guion, R.M., Gottier, R.F., Validity of personality measures in personnel selection. Personnel Psychology 18 (1965), 135–164, 10.1111/j.1744-6570.1965.tb00273.x.
*Harackiewicz, J.M., Barron, K.E., Pintrich, P.R., Elliot, A.J., Thrash, T.M., Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology 94:3 (2002), 638–645, 10.1037/0022-0663.94.3.638.
Herbstrith, J.C., Using a systems approach to creating equitable educational environments for gender and sexually diverse families. Lytle, M.C., Sprott, R.A., (eds.) Supporting gender identity and sexual orientation diversity in K-12 schools, 2021, American Psychological Association, 121–142, 10.1037/0000211-007.
Hessen, P.R., Kuncel, N.R., Beyond grades: A meta-analysis of personality predictors of academic behavior in middle school and high school. Personality & Individual Differences, 199, 2022, 111809, 10.1016/j.paid.2022.111809.
Holland, J.L., A theory of vocational choice. Journal of Counseling Psychology 6:1 (1959), 35–45.
Holland, J.L., Exploring careers with a typology: What we have learned and some new directions. American Psychologist 51:4 (1996), 397–406.
*Hoover, W.A., Gough, P.B., The simple view of reading. Reading and Writing: An Interdisciplinary Journal 2:2 (1990), 127–160, 10.1007/BF00401799.
Horn, J.L., Cattell, R.B., Refinement and test of the theory of fluid and crystallized general intelligence. Journal of Educational Psychology 57:5 (1966), 253–270.
*Horwitz, E.K., Horwitz, M.B., Cope, J.A., Foreign language classroom anxiety. Modern Language Journal 70:2 (1986), 125–132, 10.2307/327317.
*Hu, L.-T., Bentler, P.M., Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling 6:1 (1999), 1–55, 10.1080/10705519909540118.
*Hulleman, C.S., Schrager, S.M., Bodmann, S.M., Harackiewicz, J.M., A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?. Psychological Bulletin 136:3 (2010), 422–449, 10.1037/a0018947.
Illeris, K., An overview of the history of learning theory. European Journal of Education 53 (2018), 86–101.
*Jacobs, J.E., Lanza, S., Osgood, D.W., Eccles, J.S., Wigfield, A., Changes in children's self-competence and values: Gender and domain differences across grades one through twelve. Child Development 73:2 (2002), 509–527, 10.1111/1467-8624.00421.
Jonassen, D.H., Toward a design theory of problem solving. Educational Technology Research and Development 48:4 (2000), 63–85 http://www.jstor.org/stable/30220285.
Jonassen, D.H., Grabowski, B.L., Handbook of individual differences, learning and instruction. 1993, Lawrence Erlbaum Associates, Hillsdale, NJ.
Kaufman, A.S., Salthouse, T.A., Scheiber, C., Chen, H., Age differences and educational attainment across the life span on three generations of Wechsler adult scales. Journal of Psychoeducational Assessment 34:5 (2016), 421–441, 10.1177/0734282915619091.
Kluckhohn, C., Murray, H.A., Personality in nature, society, and culture. 1948, A. A. Knopf, New York.
Kovacs, K., Conway, A.R.A., Process overlap theory: A unified account of the general factor of intelligence. Psychological Inquiry 27:3 (2016), 151–177, 10.1080/1047840X.2016.1153946.
*Linn, M.C., Petersen, A.C., Emergence and characterization of sex differences in spatial ability: A meta-analysis. Child Development 56:6 (1985), 1479–1498.
Lippa, R., Connelly, S., Gender diagnosticity: A new Bayesian approach to gender-related individual differences. Journal of Personality and Social Psychology 59:5 (1990), 1051–1065, 10.1037/0022-3514.59.5.1051.
López-Pernas, S., Saqr, M., Apiola, M., Scientometrics: A concise introduction and a detailed methodology for mapping the scientific field of computing education research. Apiola, M., López-Pernas, S., Saqr, M., (eds.) Past, present and future of computing education research, 2023, Springer, Cham, 10.1007/978-3-031-25336-2_5.
Lubinski, D., Applied individual differences research and its quantitative methods. Psychology, Public Policy, and Law 2:2 (1996), 187–203, 10.1037/1076-8971.2.2.187.
Mackintosh, N.J., IQ and human intelligence. 1998, Oxford University Press, Oxford, UK.
Markovits, D., The meritocracy trap: How America's foundational myth feeds inequality, dismantles the middle class, and devours the elite. 2019, Penguin Press.
*Marsh, H.W., Trautwein, U., Lüdtke, O., Köller, O., Baumert, J., Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development 76:2 (2005), 397–416, 10.1111/j.1467-8624.2005.00853.x.
*Marton, F., Saljo, R., On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology 46:1 (1976), 4–11, 10.1111/j.2044-8279.1976.tb02980.x.
*Mayer, R.E., Multimedia learning. 2001, Cambridge University Press, 10.1017/CBO9781139164603.
McCrae, R.R., Costa, P.T., Personality trait structure as a human universal. American Psychologist 52:5 (1997), 509–516.
McCrae, R.R., Costa, P.T., A five-factor theory of personality. Pervin, L.A., John, O.P., (eds.) Handbook of personality: Theory and research, 2nd ed., 1999, Guilford Press, New York, NY, 139–153.
McGrew, K., CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research. Intelligence 37:1 (2009), 1–10.
McGrew, K.S., The Flynn effect and its critics: Rusty Linchpins and “Lookin’ for g and Gf in some of the wrong places.”. Journal of Psychoeducational Assessment 28:5 (2010), 448–468, 10.1177/0734282910373347.
Meltzer, L., Dunstan-Brewer, J., Krishnan, K., Learning differences and executive function: Understandings and misunderstandings. Meltzer, L., (eds.) Executive function in education: From theory to practice, 2018, The Guilford Press, 109–141.
Meyer, H.D., Zahedi, K., An open letter: To Andreas Schleicher, OECD. Policy Futures in Education 12:7 (2014), 872–877 Available at: https://core.ac.uk/download/pdf/267933996.pdf (accessed 28 July 2023).
*Middleton, M.J., Midgley, C., Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology 89:4 (1997), 710–718, 10.1037/0022-0663.89.4.710.
*Midgley, C., Kaplan, A., Middleton, M., Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?. Journal of Educational Psychology 93:1 (2001), 77–86, 10.1037/0022-0663.93.1.77.
Mischel, W., Personality and assessment. 1968, Wiley, New York, NY.
*Miyake, A., Friedman, N.P., Emerson, M.J., Witzki, A.H., Howerter, A., Wager, T.D., The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology 41:1 (2000), 49–100, 10.1006/cogp.1999.0734.
Mori, A.S., Diversity, equity, and inclusion in academia to guide society. Trends in Ecology & Evolution 37:1 (2022), 1–4, 10.1016/j.tree.2021.10.010.
Muthén, B.O., Curran, P.J., General longitudinal modeling of individual differences in experimental designs: A latent variable framework for analysis and power estimation. Psychological Methods 2:4 (1997), 371–402, 10.1037/1082-989X.2.4.371.
*Neisser, U., Boodoo, G., Bouchard, T.J. Jr., Boykin, A.W., Brody, N., Ceci, S.J., Urbina, S., Intelligence: Knowns and unknowns. American Psychologist 51:2 (1996), 77–101, 10.1037/0003-066X.51.2.77.
*Nicholls, J.G., Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review 91:3 (1984), 328–346, 10.1037/0033-295X.91.3.328.
*O'Connor, M.C., Paunonen, S.V., Big five personality predictors of post-secondary academic performance. Personality and Individual Differences 43:5 (2007), 971–990, 10.1016/j.paid.2007.03.017.
OECD, Employment outlook. 1999, OECD Publishing, Paris, France.
OECD, Problem solving for tomorrow's world: First measures of cross-curricular competencies from PISA 2003. 2005, OECD Publishing, Paris, France, 10.1787/9789264006430-en.
OECD, Chapter 7. Merit. OECD, (eds.) OECD public integrity handbook, 2020, OECD Publishing, Paris, France, 10.1787/ac8ed8e8-en.
OECD, OECD skills outlook 2021: Learning for life. 2021, OECD Publishing, Paris, France, 10.1787/0ae365b4-en.
OECD, OECD future of education and skills 2030: OECD learning compass 2030. A series of concept notes. 2023, OECD Publishing, Paris, France https://issuu.com/oecd.publishing/docs/e2030-learning_compass_2030-concept_notes?fr=xKAE9_zU1NQ.
OECD/Statistics Canada, Literacy in the information age: Final report of the international adult literacy survey. 2000, OECD Publishing, Paris, France, 10.1787/9789264181762-en.
OSS Assessment Staff, Assessment of men: Selection of personnel for the office of strategic services. 1948, Rinehart, New York.
*Pajares, F., Self-efficacy beliefs in academic settings. Review of Educational Research 66:4 (1996), 543–578, 10.2307/1170653.
*Pask, G., Styles and strategies of learning. British Journal of Educational Psychology 46:2 (1976), 128–148, 10.1111/j.2044-8279.1976.tb02305.x.
*Pekrun, R., The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18:4 (2006), 315–341, 10.1007/s10648-006-9029-9.
*Pekrun, R., Goetz, T., Titz, W., Perry, R.P., Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist 37:2 (2002), 91–105, 10.1207/S15326985EP3702_4.
*Pintrich, P.R., Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology 92:3 (2000), 544–555, 10.1037/0022-0663.92.3.544.
*Pintrich, P.R., The role of goal orientation in self-regulated learning. Boekaerts, M., Pintrich, P.R., Zeidner, M., (eds.) Handbook of self-regulation, 2000, Academic Press, 451–502, 10.1016/B978-012109890-2/50043-3.
*Pintrich, P.R., A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology 95:4 (2003), 667–686, 10.1037/0022-0663.95.4.667.
*Pintrich, P.R., De Groot, E.V., Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82:1 (1990), 33–40, 10.1037/0022-0663.82.1.33.
*Pintrich, P.R., Smith, D.A., Garcia, T., McKeachie, W.J., Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement 53:3 (1993), 801–813, 10.1177/0013164493053003024.
*Poropat, A.E., A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin 135:2 (2009), 322–338, 10.1037/a0014996.
Reeff, J., New assessment tools for cross-curricular competencies in the domain of problem solving. Available online: https://cordis.europa.eu/docs/projects/files/SOE/SOE2982042/70781411-6_en.pdf, 1999 (accessed on 20 November 2023).
Resnick, L.B., Introduction: Changing conceptions of intelligence. Resnick, L.B., (eds.) The nature of intelligence, 1976, Lawrence Erlbaum Associates, Hillsdale, N.J.
Revelle, W., Wilt, J., Condon, D.M., Individual differences and differential psychology: A brief history and prospect. Chamorro-Premuzic, T., von Stumm, S., Furnham, A., (eds.) The Wiley-Blackwell handbook of individual differences, 2011, Wiley Blackwell, 3–38.
Reyna, V.F., Brainerd, C.J., Fuzzy-trace theory: An interim synthesis. Learning and Individual Differences 7:1 (1995), 1–75, 10.1016/1041-6080(95)90031-4.
*Richardson, M., Abraham, C., Bond, R., Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin 138:2 (2012), 353–387, 10.1037/a0026838.
*Riding, R., Individual differences and educational performance. Educational Psychology 25:6 (2005), 659–672, 10.1080/01443410500344712.
Riding, R., Cheema, I., Cognitive styles: An overview and integration. Educational Psychology 11:3–4 (1991), 193–215, 10.1080/0144341910110301.
*Robbins, S.B., Lauver, K., Le, H., Davis, D., Langley, R., Carlstrom, A., Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin 130:2 (2004), 261–288, 10.1037/0033-2909.130.2.261.
Roberts, M., Stewart, B., Tingley, D., Stm: An R package for structural topic models. Journal of Statistical Software 91:2 (2019), 1–40, 10.18637/jss.v091.i02.
Roberts, M., Stewart, B., Tingley, D., Airoldi, E., The structural topic model and applied social science. 2013, Neural Information Processing Society.
Rohan, M.J., A rose by any name? The values construct. Personality and Social Psychology Review 4:3 (2000), 255–277.
*Rotter, J.B., Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied 80:1 (1966), 1–28, 10.1037/h0092976.
Ruffing, S., Wach, F.S., Spinath, F.M., Brünken, R., Karbach, J., Learning strategies and general cognitive ability as predictors of gender- specific academic achievement. Frontiers in Psychology, 6, 2015, 1238, 10.3389/fpsyg.2015.01238.
Rutter, M., Implications of resilience concepts for scientific understanding. Annuals of the New York Academy of Sciences 1094 (2006), 1–12, 10.1196/annals.1376.002.
*Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25:1 (2000), 54–67.
*Ryan, R.M., Deci, E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55:1 (2000), 68–78, 10.1037/0003-066X.55.1.68.
Sackett, P.R., Lievens, F., Van Iddekinge, C.H., Kuncel, N.R., Individual differences and their measurement: A review of 100 years of research. The Journal of Applied Psychology 102:3 (2017), 254–273, 10.1037/apl0000151.
Sameroff, A., A unified theory of development: A dialectic integration of nature and nurture. Child Development 81:1 (2010), 6–22, 10.1111/j.1467-8624.2009.01378.x.
Saqr, M., Modelling within-person idiographic variance could help explain and individualize learning. British Journal of Educational Technology 54 (2023), 1077–1094, 10.1111/bjet.13309.
Saqr, M., Ng, K., Oyelere, S.s., Tedre, M., People, ideas, milestones: A scientometric study of computational thinking. ACM Transactions on Computing Education 21:3 (2021), 1–17, 10.1145/3445984.
Scarr, S., Developmental theories for the 1990s: Development and individual differences. Child Development 63:1 (1992), 1–19.
Schiefele, U., The role of interest in motivation and learning. Collins, J.M., Messick, S.J., Schiefele, U., (eds.) Intelligence and personality. Bridging the gap in theory and measurement, 2001, Psychology Press, 10.4324/9781410604415.
Schmidt, F.L., Le, H., Ilies, R., Beyond alpha: An empirical examination of the effects of different sources of measurement error on reliability estimates for measures of individual-differences constructs. Psychological Methods 8:2 (2003), 206–224, 10.1037/1082-989X.8.2.206.
Severiens, S.E., Dam, G.T., Gender differences in learning styles: A narrative review and quantitative meta-analysis. Higher Education 27 (1994), 487–501.
Shuell, T.J., Individual differences: Changing conceptions in research and practice. American Journal of Education 94:3 (1986), 356–377, 10.1086/443854.
Snow, R.E., Aptitude-treatment interaction as a framework for research on individual differences in learning. Ackerman, P.L., Sternberg, R.J., Glaser, R.G., (eds.) Learning and individual differences: Advances in theory and research, 1989, Freedman, New York, 13–59.
Spearman, C., “general intelligence,” objectively determined and measured. American Journal of Psychology 15:2 (1904), 201–292.
Spearman, C., The proof and measurement of association between two things. The American Journal of Psychology 15:1 (1904), 72–101.
Stanovich, K.E., Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly 16:1 (1980), 32–71, 10.2307/747348.
Straka, M., Straková, J., Tokenizing, POS tagging, lemmatizing and parsing UD 2.0 with UDPipe. Proceedings of the CoNLL 2017 shared task: Multilingual Parsing from raw text to universal dependencies. Proceedings of the CoNLL 2017 shared task: Multilingual parsing from raw text to universal dependencies, 2017, Association for Computational Linguistics, 10.18653/v1/k17-3009.
Tooby, J., Cosmides, L., On the universality of human nature and the uniqueness of the individual: The role of genetics and adaptation. Journal of Personality 58 (1990), 17–67.
Tooby, J., Cosmides, L., The psychological foundations of culture. Barkow, J., Cosmides, L., Tooby, J., (eds.) The adapted mind: Evolutionary psychology and the generation of culture, 1992, Oxford University Press, New York, 19–136.
Torppa, M., Vasalampi, K., Eklund, K., Niemi, P., Long-term effects of the home literacy environment on reading development: Familial risk for dyslexia as a moderator. Journal of Experimental Child Psychology, 215, 2022, 105314, 10.1016/j.jecp.2021.105314.
Valtonen, T., López-Pernas, S., Saqr, M., Vartiainen, H., Sointu, E.T., Tedre, M., The nature and building blocks of educational technology research. Computers in Human Behavior, 128(C), 2022, 107123, 10.1016/j.chb.2021.107123.
*Vandenberg, S.G., Kuse, A.R., Mental rotations, a group test of three-dimensional spatial visualization. Perceptual and Motor Skills 47:2 (1978), 599–604, 10.2466/pms.1978.47.2.599.
Veenman, S., Perceived problems of beginning teachers. Review of Educational Research 54:2 (1984), 143–178, 10.2307/1170301.
*Weiner, B., An attributional theory of achievement motivation and emotion. Psychological Review 92:4 (1985), 548–573, 10.1037/0033-295X.92.4.548.
Weinert, F.E., Helmke, A., Schneider, W., Individual differences in learning performance and school achievement: Plausible parallels and unexplained discrepancies. Mandl, H., de Corte, E., Benett, N., Friedrichs, H.F., (eds.) Learning and instruction, 1989, Pergamon Press, Oxford, 461–479.
White, R.T., Achievement and directions in research on intellectual skills. Australian Journal of Education 25 (1981), 224–237.
*Wigfield, A., Eccles, J.S., Expectancy–value theory of achievement motivation. Contemporary Educational Psychology 25:1 (2000), 68–81, 10.1006/ceps.1999.1015.
Wiggins, J.S., Personality and prediction: Principles of personality assessment. 1973, Addison-Wesley Publishing Company, Reading, Massachusets.
Wittrock, M.C., The cognitive movement in instruction. Educational Psychologist 13 (1978), 15–29.
*Zimmerman, B.J., Attaining self-regulation: A social cognitive perspective. Boekaerts, M., Pintrich, P.R., Zeidner, M., (eds.) Handbook of self-regulation, 2000, Academic Press, 13–39, 10.1016/B978-012109890-2/50031-7.
*Zimmerman, B.J., Martinez-Pons, M., Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use. Journal of Educational Psychology 82:1 (1990), 51–59, 10.1037/0022-0663.82.1.51.