Studies in Educational Evaluation最新文献

Impact of visual pedagogical interventions on EFL writing: A mixed-methods analysis of anxiety mitigation and advancement of creative thinking skills 视觉教学干预对英语写作的影响：缓解焦虑和提高创造性思维技能的混合方法分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-06-01 Epub Date: 2026-05-30 DOI: 10.1016/j.stueduc.2026.101619

Chia-ching Lin

{"title":"Impact of visual pedagogical interventions on EFL writing: A mixed-methods analysis of anxiety mitigation and advancement of creative thinking skills","authors":"Chia-ching Lin","doi":"10.1016/j.stueduc.2026.101619","DOIUrl":"10.1016/j.stueduc.2026.101619","url":null,"abstract":"<div><div>Writing anxiety can adversely affect the writing performance of English as a foreign language (EFL) students. This study investigated the effectiveness of employing visual instructional strategies, graphic organizers and picture cards as instructional tools, for reducing writing anxiety in EFL students from a technological university in Taiwan. Participants were undergraduates, with one class using graphic organizers (GO group) and the other using picture cards (CG group). A convergent mixed-methods approach was used, combining pre–post writing tests and anxiety surveys with semi-structured focus-group interviews. The CG group showed lower post-intervention anxiety than the GO group, and item-level change-score analyses indicated significant group differences in selected anxiety facets. Interviews revealed that the GO group reported improved confidence in vocabulary and sentence construction, finding the tool helpful for organizing thoughts and structuring essays. While the CG group reported enhanced motivation and imagination, some participants experienced situational anxiety when they perceived a lack of thematic connection between the randomly assigned picture cards. Overall, both tools may help mitigate writing anxiety and support writing outcomes, suggesting their instructional value depending on learner needs and task demands.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"89 ","pages":"Article 101619"},"PeriodicalIF":2.6,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148167760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Larger immigrant-native academic achievement gaps in EU countries: A study of the PISA assessment from 2006 to 2022 欧盟国家移民与本土学生学业成绩差距较大：2006年至2022年PISA评估研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-07 DOI: 10.1016/j.stueduc.2025.101556

Qingke Guo , Xiaojie Xin

{"title":"Larger immigrant-native academic achievement gaps in EU countries: A study of the PISA assessment from 2006 to 2022","authors":"Qingke Guo , Xiaojie Xin","doi":"10.1016/j.stueduc.2025.101556","DOIUrl":"10.1016/j.stueduc.2025.101556","url":null,"abstract":"<div><div>This study employs PISA data (2006–2022) to examine immigrant-native achievement gaps in EU and non-EU nations across three sub-studies. Study 1 reveals that immigrant disadvantage is not universal; in fact, immigrant students outperform their native peers in many non-EU and several EU nations. Study 2, focusing on stable EU member states, finds consistently larger achievement gaps in EU nations compared to non-EU nations. Study 3 utilizes latent growth modeling and identifies no significant divergence in gap trends between EU and non-EU education systems. According to existing literature, these differences may originate from factors such as migration policy selectivity, socioeconomic backgrounds, and institutional responsiveness. Although performance gaps persist, EU nations exhibit lower within-country score dispersion, pointing to greater internal equity. The study concludes with policy recommendations aimed at narrowing these gaps, including refining immigrant screening mechanisms, enhancing teacher preparation in multicultural education, and reforming early tracking systems.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101556"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145925716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Academic ability generates better quality feedback: Evidence from PeerWise assessments 学术能力产生更高质量的反馈：来自PeerWise评估的证据

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-27 DOI: 10.1016/j.stueduc.2026.101566

Wanning Huang, Jason M. Stephens, Gavin T.L. Brown

引用次数: 0

Master’s students’ perceptions of supervisory feedback and its links to engagement and learning: A mixed-methods study 硕士生对主管反馈的看法及其与参与和学习的联系：一项混合方法研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-22 DOI: 10.1016/j.stueduc.2026.101563

Kim-Daniel Vattøy

{"title":"Master’s students’ perceptions of supervisory feedback and its links to engagement and learning: A mixed-methods study","authors":"Kim-Daniel Vattøy","doi":"10.1016/j.stueduc.2026.101563","DOIUrl":"10.1016/j.stueduc.2026.101563","url":null,"abstract":"<div><div>This concurrent mixed-methods study examined how master’s students (<em>n</em> = 179) perceive supervisory feedback and how these perceptions relate to feedback engagement and learning. Quantitative data from validated scales were analysed using factor, descriptive, correlation, and regression analyses, while qualitative responses underwent thematic analysis. All dimensions correlated positively with feedback engagement, but regression analysis showed that feedback engagement was most strongly predicted by perceived supervisor contribution to learning, followed by satisfaction with supervisor and task-focused feedback. Qualitative findings revealed four themes: supervisory support as a confidence anchor, negotiating clarity and consistency in feedback, adaptive feedback engagement through reflection and critical judgement, and coping with ambiguity and emotional strain in feedback use. These findings suggest that while task-focused feedback is important, relational support and clarity are critical for fostering adaptive feedback engagement. Implications include enhancing supervisor training to foster dialogic, learning-focused feedback that nurtures self-belief, autonomy, and resilience.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101563"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Distributed leadership and teacher job satisfaction over time: A large-scale trend analysis of TALIS 2013 and 2018 分布式领导与教师工作满意度随时间的变化：2013和2018年TALIS的大规模趋势分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2025-12-10 DOI: 10.1016/j.stueduc.2025.101555

Nurullah Eryilmaz , Mehmet Şükrü Bellibaş , Izhak Berkovich

{"title":"Distributed leadership and teacher job satisfaction over time: A large-scale trend analysis of TALIS 2013 and 2018","authors":"Nurullah Eryilmaz , Mehmet Şükrü Bellibaş , Izhak Berkovich","doi":"10.1016/j.stueduc.2025.101555","DOIUrl":"10.1016/j.stueduc.2025.101555","url":null,"abstract":"<div><div>This study investigates international trends in distributed leadership and teacher job satisfaction, using data from the 2013 and 2018 cycles of the OECD Teaching and Learning International Survey. Focusing on countries that participated in both waves, the study addresses two key aims: (1) to examine cross-national changes in mean levels of teacher job satisfaction, both with the profession and the workplace, between 2013 and 2018, and to assess the statistical significance of these changes; and (2) to explore whether the strength of the relationship between distributed leadership and the two dimensions of job satisfaction has changed over time, and whether these changes varied significantly across countries. The findings revealed a significant overall decline in both aspects of teacher satisfaction from 2013 to 2018, with varying results across countries. However, the decline was larger for teacher satisfaction with the profession. We also found that although the overall association between distributed leadership and job satisfaction with the work environment remained largely stable, the overall relationship between distributed leadership and job satisfaction with the profession showed a slight decline; this change was not statistically significant. We conclude that leadership remains a crucial driver of teacher job satisfaction.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101555"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145737674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inequitable distribution of teachers in K-12 education: A systematic quantitative review K-12教育中教师分配不均：一项系统的定量评估

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-29 DOI: 10.1016/j.stueduc.2026.101576

Yuankun Yao , Karen M. Potter

引用次数: 0

Reading more, achieving more? Long-term gender gaps in reading behavior and reading achievement 阅读更多，成就更多？阅读行为与阅读成就的长期性别差异

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1016/j.stueduc.2026.101581

Isa Steinmann , Rolf Strietholt

引用次数: 0

Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics 学生参与中心测试反馈的意愿：认知和非认知学生特征的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-20 DOI: 10.1016/j.stueduc.2026.101561

G. Molenberghs , R. Van Gasse , E. Goffin , S. De Maeyer , J. Vanhoof

{"title":"Students’ willingness to engage with feedback from central tests: The influence of cognitive and non-cognitive student characteristics","authors":"G. Molenberghs , R. Van Gasse , E. Goffin , S. De Maeyer , J. Vanhoof","doi":"10.1016/j.stueduc.2026.101561","DOIUrl":"10.1016/j.stueduc.2026.101561","url":null,"abstract":"<div><div>In contemporary education, increasing attention is paid to the developmental use of central tests. While the usefulness of performance data for school improvement is widely acknowledged, students’ willingness to engage with individual feedback from low-stakes central tests has received less scrutiny. This study explores such willingness using survey data from 15526 students in Flemish education. Multilevel regression analyses examined relations with students’ cognitive attitudes, test-taking effort, ability, gender, and educational level. Overall, students’ willingness proved limited, yet variation emerged. A more positive cognitive attitude and greater test-taking effort related to higher willingness. Conversely, secondary school students and boys reported lower willingness, with effects varying across student characteristics. Findings highlight that students’ willingness cannot be assumed. To fully harness the potential of feedback from low-stakes central tests as an informational resource and a developmental learning tool for students, fostering students’ understanding of the value of both tests and feedback is crucial.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101561"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership 荷兰学校研究实践伙伴关系中研究人员角色和挑战的说明性案例研究

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-19 DOI: 10.1016/j.stueduc.2026.101558

Brianna L. Kennedy , Semiha Bekir , Lotte Henrichs

{"title":"An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership","authors":"Brianna L. Kennedy , Semiha Bekir , Lotte Henrichs","doi":"10.1016/j.stueduc.2026.101558","DOIUrl":"10.1016/j.stueduc.2026.101558","url":null,"abstract":"<div><div>Researchers at research-intensive universities may participate in research-practice partnerships (RPPs) to make their research activities more relevant and impacting. RPPs center equity as a goal, which means researchers and other stakeholders participate in defining and enacting equity through the partnership. Researchers must discern how to address equity goals while enacting the roles of knowledge broker, knowledge use facilitator, and knowledge development facilitator. Role enactment occurs as researchers face the challenges related to the content focus of the RPP and time demands. In this study, we examined artifacts (<em>n</em> = 50) from an RPP between a team of researchers and nine educators between 2021 and 2024 to understand how we, as researchers, enacted these roles and negotiated these challenges. Findings show how surface level consensus about the meaning and importance of equity work bought us time to develop the relational capital necessary to lead more authentic discussions about inequitable practices. We co-constructed a research focus to prioritize equity-in-process but thereby curtailed the full engagement of our research expertise. Findings imply that more robust focus on school- and classroom-level RPPs reveal additional dynamics and mechanisms that allow for sustained changes in classroom teaching that support equity.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101558"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146022535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Provider versus recipient: Peer feedback roles effect on task performance, perceptions of learning, trust, and epistemic emotions 提供者与接受者：同伴反馈角色对任务绩效、学习感知、信任和认知情绪的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-28 DOI: 10.1016/j.stueduc.2026.101560

David Zamorano , Ernesto Panadero , Maryam Alqassab , Joaquín Fernando Gómez-Varela

引用次数: 0