Studies in Educational Evaluation最新文献_第4页

Trends in mathematics motivation between 1980 and 2015: Exploring the educational-gender-equality paradox over time 1980年至2015年间数学动机的趋势：随着时间的推移探索教育-性别平等悖论

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.stueduc.2026.101568

Erika Majoros

{"title":"Trends in mathematics motivation between 1980 and 2015: Exploring the educational-gender-equality paradox over time","authors":"Erika Majoros","doi":"10.1016/j.stueduc.2026.101568","DOIUrl":"10.1016/j.stueduc.2026.101568","url":null,"abstract":"<div><div>A growing body of recent research suggests that in wealthier and more gender-egalitarian countries, gender differences in attitudes to, graduation rates in, and occupational preferences for disciplines related to science, technology, engineering, and mathematics are larger. These findings contradict the gender stratification hypothesis, i.e., that enhancing gender equality reduces the gender gaps disadvantaging girls. This study examines the educational-gender-equality paradox concerning motivation for learning mathematics using country-level panel data analysis. The analysis expands the Trends in International Mathematics and Science Study’s twenty-year cognitive trend scale by including the Second International Mathematics Study. We apply a market-basket approach with item response theory modeling to construct comparable motivation scales of the student questionnaires that account for both cultural and longitudinal differences. Our results suggest that the economic development of a country is associated with the country-level gender gap in intrinsic motivation, potentially influencing pupils with a lower parental education background more.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101568"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077754","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

Protective and risk factors in cyberbullying contexts: Evaluating bystander behavior for effective educational interventions 网络欺凌环境中的保护和风险因素：评估旁观者行为以进行有效的教育干预

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.2026.101577

Chenhui Dai , Xiaojun Zhao , Yushan Ji , Xupeng Li , Changxiu Shi

{"title":"Protective and risk factors in cyberbullying contexts: Evaluating bystander behavior for effective educational interventions","authors":"Chenhui Dai , Xiaojun Zhao , Yushan Ji , Xupeng Li , Changxiu Shi","doi":"10.1016/j.stueduc.2026.101577","DOIUrl":"10.1016/j.stueduc.2026.101577","url":null,"abstract":"<div><div>Adopting a risk-protective factor framework, this study employs latent profile analysis to investigate how different combinations of risk factors (experiences of cyberbullying victimization or witnessing) and protective factors (family socioeconomic status, social support, and moral identity) influence bystander behavior in cyberbullying contexts, with a particular focus on the mediating role of moral disengagement. A total of 1083 college students who completed the relevant questionnaire participated in an online survey. The latent profile analysis identified four distinct subgroups: “low risk–low protection”, “medium risk–low protection”, “high risk–low protection” and “low risk–high protection”. Subsequent analysis revealed that protective factors significantly encourage proactive bystander interventions while inhibiting passive bystander responses. Notably, high levels of risk factors coupled with low levels of protective factors exert a cumulative effect, increasing the likelihood of negative bystander behavior. Furthermore, various combinations of risk and protective factors significantly influence bystander behavior through the mediating role of moral disengagement.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101577"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077756","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

Addressing test-taking disengagement: The influence of embedded self-report items and grading on performance 解决考试脱离：嵌入自我报告项目和评分对成绩的影响

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-01-30 DOI: 10.1016/j.stueduc.2026.101573

Başak ERDEM-KARA

引用次数: 0

Exploring chain mediating effect of school belonging and resilience on the relationship between Chinese high school students' perceived teachers' academic support and self-regulated learning 探索学校归属感和弹性在中国高中生感知教师学业支持与自主学习关系中的链式中介作用

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.2026.101571

Yue Zhang , Zishu Meng , Hailan Jiang , Xiaoqiong Ren

{"title":"Exploring chain mediating effect of school belonging and resilience on the relationship between Chinese high school students' perceived teachers' academic support and self-regulated learning","authors":"Yue Zhang , Zishu Meng , Hailan Jiang , Xiaoqiong Ren","doi":"10.1016/j.stueduc.2026.101571","DOIUrl":"10.1016/j.stueduc.2026.101571","url":null,"abstract":"<div><div>Rooted in social cognitive theory, this study aimed to explore the relationship between Chinese high school students' perceived teachers' academic support and their self-regulated learning, as well as the chain mediation effect of school belonging and resilience in this relationship. A questionnaire survey was conducted among 4003 11th-grade students in central China. The results of structural equation model showed that perceived teachers' academic support was significantly and positively associated with their self-regulated learning. Moreover, school belonging and resilience partially mediated the relationship between perceived teachers' academic support and self-regulated learning, respectively. Meanwhile, a chain mediating effect of school belonging and resilience was found in the association between perceived teachers' academic support and self-regulated learning. These findings expand upon existing literature by identifying the key factors influencing self-regulated learning within the Chinese education context, providing empirical evidence to inform targeted educational practices in East Asian settings.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101571"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146077761","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

A systematic review of feedback literacy scales: Development and validation 反馈读写能力量表的系统回顾：发展与验证

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2026-03-01 Epub Date: 2026-02-10 DOI: 10.1016/j.stueduc.2026.101578

Ying Zhan , Zi Yan , Ye Zeng , Wenyun Luo , Zhi Hong Wan

{"title":"A systematic review of feedback literacy scales: Development and validation","authors":"Ying Zhan , Zi Yan , Ye Zeng , Wenyun Luo , Zhi Hong Wan","doi":"10.1016/j.stueduc.2026.101578","DOIUrl":"10.1016/j.stueduc.2026.101578","url":null,"abstract":"<div><div>The effectiveness of feedback practices in educational settings depends critically on the feedback literacy of both students and teachers. Accurately assessing feedback literacy levels is essential for facilitating teachers and students to plan for a better feedback experience. This systematic review synthesised 17 scales measuring feedback literacy through analysing their structure and psychometric properties. Our analysis revealed a predominant focus on student feedback literacy scales in a general higher education context. Furthermore, existing scales primarily assessed capacities and dispositions, often overlooking the knowledge component. Current teacher feedback literacy scales do not fully include the key elements that teachers need to help students improve their feedback literacy. While evaluations of these scales generally indicated acceptable to good psychometric reliability and validity, opportunities for methodological improvement exist, such as using multiple reliability assessment methods and conducting Rasch analysis. To improve measurement accuracy, direct tests or more behavioural indicators should be considered in scale design.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"88 ","pages":"Article 101578"},"PeriodicalIF":2.6,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146172972","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

Fostering school and classroom discipline in Türkiye: Leadership, shared decision-making, parental involvement and teacher self-efficacy 在<s:1> rkiye中培养学校和课堂纪律：领导力、共同决策、家长参与和教师自我效能

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-29 DOI: 10.1016/j.stueduc.2025.101543

Ramazan Özkul , Mahmut Polatcan , Mehmet Fatih Karacabey , Mehmet Şükrü Bellibaş

{"title":"Fostering school and classroom discipline in Türkiye: Leadership, shared decision-making, parental involvement and teacher self-efficacy","authors":"Ramazan Özkul , Mahmut Polatcan , Mehmet Fatih Karacabey , Mehmet Şükrü Bellibaş","doi":"10.1016/j.stueduc.2025.101543","DOIUrl":"10.1016/j.stueduc.2025.101543","url":null,"abstract":"<div><div>Growing school- and classroom-based disciplinary problems pose a challenge across education systems worldwide, yet little is known about how multiple stakeholders, including principals, teachers, and parents, interact to address these issues. This study examined the role of transformational leadership, shared decision-making, parental involvement, and teacher classroom management self-efficacy in predicting school and classroom discipline. We used a dataset involving 573 teachers collected from a city in Türkiye and employed structural equation modeling to explore these relationships. The findings reveal that transformational leadership was positively associated with both shared decision-making and parental involvement and shared decision-making was related to parental engagement, teacher self-efficacy, and school discipline. Although parental involvement was positively associated with teacher self-efficacy, it was indirectly related to classroom discipline mediated through self-efficacy, which was critical for classroom discipline. The association between leadership and classroom discipline was mediated through shared decision-making, parental involvement, school discipline, and teacher self-efficacy.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101543"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684114","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

A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments 为提高国际大规模评估的跨国可比性而进行的路线优化关键评价

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-09-22 DOI: 10.1016/j.stueduc.2025.101519

Andres Sandoval-Hernández , Diego Carrasco , Nurullah Eryilmaz

{"title":"A critical evaluation of alignment optimization for improving cross- national comparability in international large-scale assessments","authors":"Andres Sandoval-Hernández , Diego Carrasco , Nurullah Eryilmaz","doi":"10.1016/j.stueduc.2025.101519","DOIUrl":"10.1016/j.stueduc.2025.101519","url":null,"abstract":"<div><div>This study critically examines the use of alignment optimization to improve cross-national comparability of teacher and principal scales from the Teaching and Learning International Survey (TALIS) 2018. By investigating key psychometric properties, including dimensionality, reliability, and measurement invariance, the study highlights critical challenges in international large-scale assessments. While unidimensionality and high internal consistency were established for all scales, traditional multiple-group confirmatory factor analysis (MGCFA) suggested that scalar invariance could not be fully established for most scales, raising concerns about the robustness of cross-national comparisons under strict invariance assumptions. In contrast, alignment optimization emerged as a flexible and robust method, significantly enhancing the comparability of principal scales, all of which met alignment criteria. However, persistent challenges were identified for many teacher scales, which fell below alignment thresholds, emphasizing unresolved methodological complexities. This study demonstrates the transformative potential of alignment optimization for advancing psychometric rigor in global educational research and underscores the need for innovative approaches to address lingering comparability issues in international assessments.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101519"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109629","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

A systematic review of key assessment tools applied to assess metacognition in secondary school students 用于评估中学生元认知的主要评估工具的系统回顾

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-11 DOI: 10.1016/j.stueduc.2025.101531

María Sánchez-Munilla , Enrique Navarro Asencio , José Luis Gaviria Soto

{"title":"A systematic review of key assessment tools applied to assess metacognition in secondary school students","authors":"María Sánchez-Munilla , Enrique Navarro Asencio , José Luis Gaviria Soto","doi":"10.1016/j.stueduc.2025.101531","DOIUrl":"10.1016/j.stueduc.2025.101531","url":null,"abstract":"<div><div>Metacognition significantly influences students' academic performance, underscoring the need for reliable assessment instruments. This systematic review synthesizes the bibliometric, sample, and assessment characteristics of quantitative metacognition evaluation tools used in secondary school students over three decades. The study followed the PRISMA protocol (Page et al., 2021) using Dialnet, Scopus, ERIC, and PsycInfo databases. 359 studies were selected from 5703 identified. Bibliometric findings reveal a growing body of research on metacognition over the years. The sample is balanced in terms of gender, country, and age, though sample sizes are generally small. Regarding assessment, traditional measures predominate, primarily comprising self-report questionnaires administered in a pencil-and-paper format, with the most utilized tools originating from the 1990s. Several assessment tools appraise specific metacognitive dimensions, with no single instrument encompassing a comprehensive evaluation of metacognitive processes. The study concludes with implications and limitations, along with recommendations for future research.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101531"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519820","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

The effect of teacher data use professional development interventions on student achievement: A meta-analysis and qualitative comparative analysis 教师数据使用专业发展干预对学生成绩的影响：荟萃分析和定性比较分析

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-12 DOI: 10.1016/j.stueduc.2025.101528

Susanne Spiele , Jeroen J.H.M. Janssen , Kim Schildkamp , Cindy L. Poortman

{"title":"The effect of teacher data use professional development interventions on student achievement: A meta-analysis and qualitative comparative analysis","authors":"Susanne Spiele , Jeroen J.H.M. Janssen , Kim Schildkamp , Cindy L. Poortman","doi":"10.1016/j.stueduc.2025.101528","DOIUrl":"10.1016/j.stueduc.2025.101528","url":null,"abstract":"<div><div>This meta-analysis combined with a qualitative analysis focused on effective data use professional development interventions and intervention design characteristics for teachers. The 27 included studies had a total of 86 effect sizes and used student achievement as outcome measure. Intervention design characteristics and study design characteristics were included as moderator variables. A random-effects multilevel meta-analysis showed a medium-sized positive effect on student achievement (<em>g</em> =.41) with significant heterogeneity. Moderator analysis showed that when study design was controlled for, intervention design characteristics did not significantly affect student achievement. A moderate to strong correlation was found between intervention design and study design (i.e., studies with a theoretically more effective intervention design tended to have a higher possibility of methodological bias). However, the qualitative analysis showed that data use-specific intervention and school (implementation) characteristics were associated with higher effect sizes.</div></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":"87 ","pages":"Article 101528"},"PeriodicalIF":2.6,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519819","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

Evaluation of teachers’ use of research evidence for primary school students’ literacy outcomes: A randomised controlled trial in China 评价教师对小学生读写能力研究证据的使用：中国的一项随机对照试验

IF 2.6 2区教育学

Studies in Educational Evaluation Pub Date : 2025-12-01 Epub Date: 2025-11-10 DOI: 10.1016/j.stueduc.2025.101532

Wenqing Chen, Stephen Gorard

引用次数: 0