Both domain-general (e.g., working memory, executive functions) and domain-specific (e.g., number processing, phonological processing) cognitive factors have been found to predict learning in different age groups. Likewise, research has shown that various affective factors, such as different emotions (e.g., anxiety), self-concept, and interest, need to be considered when investigating individual differences in learning. However, few studies have investigated both cognitive and affective factors simultaneously in relation to learning. In particular, there is a lack of studies investigating the interplay (i.e., moderation and mediation) between cognitive and affective factors on learning.
The goal of this Research Topic is to deepen our knowledge on the relations between learning and both cognitive and affective factors in different age groups. We aim to provide a broad scope of emerging areas in research on cognitive and affective factors, especially related to academic learning (e.g., mathematics, reading, and other school subjects). Studies focusing simultaneously looking at the interplay of these constructs, as well as longitudinally, are of great interest. Further, we are interested in innovative study designs and recent advances in methodology in this field. To promote quality education for all and equity in education, cognitive and affective factors related to aspects of learning ranging from pre-school to tertiary provision, and inclusion of individuals with special educational needs, are of interest.
Themes to be addressed include:
• Research designs incorporating both cognitive and affective factors related to learning;
• Longitudinal designs exploring relations between learning and cognitive and/or affective factors;
• Experimental designs that include both cognitive and affective factors related to learning;
• The themes to be addressed range from pre-school education to tertiary provision, and inclusion of individuals with special educational needs (e.g., learning difficulties, ADHD, autism)
The types of manuscripts we are interested in: Original Research, Systematic Review, Methods, Review
Both domain-general (e.g., working memory, executive functions) and domain-specific (e.g., number processing, phonological processing) cognitive factors have been found to predict learning in different age groups. Likewise, research has shown that various affective factors, such as different emotions (e.g., anxiety), self-concept, and interest, need to be considered when investigating individual differences in learning. However, few studies have investigated both cognitive and affective factors simultaneously in relation to learning. In particular, there is a lack of studies investigating the interplay (i.e., moderation and mediation) between cognitive and affective factors on learning.
The goal of this Research Topic is to deepen our knowledge on the relations between learning and both cognitive and affective factors in different age groups. We aim to provide a broad scope of emerging areas in research on cognitive and affective factors, especially related to academic learning (e.g., mathematics, reading, and other school subjects). Studies focusing simultaneously looking at the interplay of these constructs, as well as longitudinally, are of great interest. Further, we are interested in innovative study designs and recent advances in methodology in this field. To promote quality education for all and equity in education, cognitive and affective factors related to aspects of learning ranging from pre-school to tertiary provision, and inclusion of individuals with special educational needs, are of interest.
Themes to be addressed include:
• Research designs incorporating both cognitive and affective factors related to learning;
• Longitudinal designs exploring relations between learning and cognitive and/or affective factors;
• Experimental designs that include both cognitive and affective factors related to learning;
• The themes to be addressed range from pre-school education to tertiary provision, and inclusion of individuals with special educational needs (e.g., learning difficulties, ADHD, autism)
The types of manuscripts we are interested in: Original Research, Systematic Review, Methods, Review
