Educational Research Review最新文献

{"title":"The influencing factors of growth mindset: A systematic literature review","authors":"Xinglin Jin ,&nbsp;Jun Guan ,&nbsp;Tongji Li","doi":"10.1016/j.edurev.2025.100735","DOIUrl":"10.1016/j.edurev.2025.100735","url":null,"abstract":"<div><div>Since the concept of growth mindset was introduced by Dweck in 2006, it has been extensively explored within various educational contexts. However, previous literature reviews have primarily focused on the effects of growth mindset rather than examining its influencing factors. The current literature review seeks to clarify the factors that contribute to the formation of a growth mindset among students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a sample of 54 empirical articles from the past decade was selected for analysis. These articles were analysed using a four-step bottom-up coding process within the framework of Bronfenbrenner's ecological systems theory. Many influencing factors within the individual system and microsystems were revealed. The most frequently examined factor categories in previous studies include students' psychological features, teachers' teaching strategies and methods, parenting styles, specific interventions, and school environment. Two synergistic paths were identified to illustrate the interplay of these influencing factors. Finally, the current study discusses the significance of factors within different ecological systems and proposes suggestions for future studies.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100735"},"PeriodicalIF":10.6,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What do we know about cyberbullying assessment tools for Primary and Secondary Education students? A systematic review and meta-analytical study","authors":"Mercedes Chicote-Beato ,&nbsp;Ana Rosa Bodoque-Osma ,&nbsp;Manuel Jacob Sierra Díaz ,&nbsp;Sixto González-Víllora","doi":"10.1016/j.edurev.2025.100734","DOIUrl":"10.1016/j.edurev.2025.100734","url":null,"abstract":"<div><div>New forms of violence, such as cyberbullying, have emerged partly due to the increased use of technological devices at an early age. This rise in risk situations has led to a proliferation in the number of instruments that assess these behaviors, requiring an exhaustive analysis to determine the contents they address, the age range in which they are validated, their psychometric properties, and the way in which they approach the conceptualization of cyberbullying. To this end, a systematic review and meta-analysis was conducted, obtaining 3859 results in the selected databases (Web of Science, Scopus, PsycInfo, PsicoDoc, ProQuest, Psychology and Behavioural Sciences and PubPsych), which through a screening process, resulted in the analysis of 28 cyberbullying assessment tools that met the established inclusion criteria ((I) scientific articles that were published in peer-reviewed scientific journals; (II) that were validated in the selected age range (Primary or Secondary Education); (III) that addressed cyberbullying; (IV) that were written in English, Spanish or Portuguese; (V) that validity and/or reliability be analyzed). Taking into consideration the meta-analytical approach, the internal consistency of the cyberbullying detection instruments and scales was found to be significant, and the meta-analysis showed satisfactory results. According to the qualitative interpretation of this statistic, all of the aforementioned scales showed reliable results (between 0.84 and 0.90). The data indicated a medium-to-large effect of the precision and reliability of the psychological scales of bullying and cyberbullying.</div><div>Furthermore, with regard to the systematic review, it was possible to appreciate the need for the instruments to have a mixed methodology, establishing a connection between the macrosocial and microsocial frameworks. Similarly, it would be appropriate for these tools to address the subject from the age of eight, without combining educational stages or different variables.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100734"},"PeriodicalIF":10.6,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of Richard Mayer's multimedia learning research: Searching for boundary conditions of design principles across multiple media types","authors":"Jennifer G. Cromley,&nbsp;Runzhi Chen","doi":"10.1016/j.edurev.2025.100730","DOIUrl":"10.1016/j.edurev.2025.100730","url":null,"abstract":"<div><div>Richard E. Ma</div><div>yer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer's corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990–2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge's <em>g</em> effect sizes using a multilevel regression approach in the <em>metafor</em> package in R. The overall effect was <em>g</em> = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer's work, characterized by collaborators and educational technologies. We also contextualize Mayer's findings within recent meta-analyses of the larger published research on various design principles.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100730"},"PeriodicalIF":10.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145094152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between media literacy and well-being: A systematic review and meta-analysis","authors":"Chloe S. Gordon ,&nbsp;Kelly Ferber ,&nbsp;Tanya Notley ,&nbsp;Rachel F. Rodgers ,&nbsp;Emma Bradshaw ,&nbsp;Geetanjali Basarkod ,&nbsp;Joel Anderson ,&nbsp;Siân A. McLean ,&nbsp;Simone Mizzi ,&nbsp;Hannah K. Jarman ,&nbsp;Jessica Dickson ,&nbsp;Taren Sanders ,&nbsp;Amy Slater ,&nbsp;Erin Pearson ,&nbsp;Theresa Dicke","doi":"10.1016/j.edurev.2025.100731","DOIUrl":"10.1016/j.edurev.2025.100731","url":null,"abstract":"<div><div>Media literacy and well-being are interconnected topics that have garnered increasing attention in recent years due to the proliferation of media platforms and the influence they can exert on individuals' mental health and overall well-being. Media literacy is a lifelong educational process, defined as the ability to critically access, analyse, evaluate, create, and contribute to media. It is especially important for children and adolescents who are more susceptible to negative media influences. Well-being encompasses both feeling good and functioning effectively, and is associated with numerous benefits including increased productivity and creativity, and better relationships, health and life expectancy. Guided by the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this systematic review and meta-analysis examined the associations between media literacy and well-being. The search identified 15 studies involving 47 effect sizes across a variety of dimensions of media literacy. Together, the studies had 16,632 participants and 51.8 % comprised school-aged populations. The analysis initially revealed a statistically significant, small to medium, positive association between media literacy and well-being (r = .19, 95 % CI [.01, .35]); however, this association was no longer significant following sensitivity analyses. The ‘Media Literacy Dimension’ significantly moderated the pooled effect. A medium-sized positive association between media literacy and well-being was observed when the media literacy measure was solely focussed on analysing/evaluating the media (<em>r</em> = .24, 95 % CI [.05, .41]). No other significant moderating factors were found. However, due to limitations such as small sample size and significant heterogeneity among the studies, these findings should be interpreted with caution, especially when considering implications for educational policy or curriculum integration. Further research, especially using longitudinal and experimental designs, is needed to better understand the nature and direction of this relationship and to inform practical applications.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100731"},"PeriodicalIF":10.6,"publicationDate":"2025-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145093989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can digital assistive technology interventions foster well-being among students with disabilities? A meta-analytic review","authors":"Feifan Pang ,&nbsp;Jesus Alfonso D. Datu","doi":"10.1016/j.edurev.2025.100729","DOIUrl":"10.1016/j.edurev.2025.100729","url":null,"abstract":"<div><div>Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100729"},"PeriodicalIF":10.6,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher online professional learning: A systematic literature review","authors":"Chao Wang ,&nbsp;Xiao Hu","doi":"10.1016/j.edurev.2025.100727","DOIUrl":"10.1016/j.edurev.2025.100727","url":null,"abstract":"<div><div>Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100727"},"PeriodicalIF":10.6,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145050088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of artificial intelligence on students’ 4C skills: A meta-analysis","authors":"Qian Tian,&nbsp;Xudong Zheng","doi":"10.1016/j.edurev.2025.100728","DOIUrl":"10.1016/j.edurev.2025.100728","url":null,"abstract":"<div><div>The widespread integration of artificial intelligence (AI) in education has highlighted its potential to enhance students' higher-order competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, the effectiveness of AI in fostering these skills remains debated, primarily due to inconsistent findings across studies. To address this research gap, this study employs the meta-analysis method, analyzing 39 experimental and quasi-experimental studies published in international journals between January 2010 and July 2024. The results reveal that: (1) AI has a moderately positive impact on students' 4C skills (the combined effect size = 0.624), while there is no significant difference in creativity, critical thinking, communication, and collaboration; (2) AI-based learning tools are most effective in enhancing the 4C skills of primary school students compared to other educational levels; (3) a mix of different technology types is more conducive to developing students' 4C skills than any single technology; (4) AI is most effective in fostering 4C skills when applied in adaptive systems and personalization; (5) smartphones, as AI learning devices, show significant potential in promoting 4C skills. These findings provide valuable insights for future research and practice aimed at leveraging AI tools to enhance students’ 4C skills, particularly by identifying key factors that maximize the effectiveness of AI in education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100728"},"PeriodicalIF":10.6,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A meta-analysis of teacher well-being: A job demands and resources perspective","authors":"Yingxiu Li ,&nbsp;Junjun Chen ,&nbsp;Junying Lu ,&nbsp;Xiang Wang","doi":"10.1016/j.edurev.2025.100719","DOIUrl":"10.1016/j.edurev.2025.100719","url":null,"abstract":"<div><div>Teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. This review aims to explore the relationship between teacher well-being and its antecedents using the Job Demands and Resources model. A total of 58 articles with 494 effect sizes were included in this study. As expected, the results indicate job resources are positively correlated with teacher well-being, while job demands are negatively associated with it. When examining further, personal resources and demands and teacher well-being demonstrated a more nuanced picture. Specifically, personal resources are positively related to teacher well-being, whilst no pooled correlation between personal demands and teacher well-being was observed due to limited data. Moreover, different types of job demands and well-being are identified as significant moderators. The findings support the discussion on how to employ the JD-R model to enhance teacher well-being while emphasizing exploring the influence of various kinds of job resources and demands, and personal resources and demands on teacher well-being.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100719"},"PeriodicalIF":10.6,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The experiences of students with physical disabilities in inclusive education: A qualitative systematic review","authors":"Dagmar Sedláčková ,&nbsp;Jiří Kantor ,&nbsp;Liliana Belkin ,&nbsp;Jana Marečková ,&nbsp;Alžběta Smrčková ,&nbsp;Jian Du ,&nbsp;Jiaoli Li ,&nbsp;Zuzana Svobodová ,&nbsp;Zachary Munn","doi":"10.1016/j.edurev.2025.100715","DOIUrl":"10.1016/j.edurev.2025.100715","url":null,"abstract":"<div><div>Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100715"},"PeriodicalIF":10.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments","authors":"Iris Backfisch ,&nbsp;Ronny Scherer ,&nbsp;Jürgen Schneider ,&nbsp;Andreas Lachner","doi":"10.1016/j.edurev.2025.100718","DOIUrl":"10.1016/j.edurev.2025.100718","url":null,"abstract":"<div><div>Technological Pedagogical and Content Knowledge (TPACK) plays a central role for teacher training and measuring teachers’ preparedness for technology-enhanced teaching. Hence, crafting a validity argument of the popular TPACK self-assessments is key to facilitating evidence-based practices in these areas. However, the existing body of validity evidence abounds in divergent findings, for instance on the factor structure of TPACK self-reports across pre- and in-service teacher samples. To synthesize this evidence and capture its heterogeneity, we conducted a systematic review with a meta-analysis. First, we examined the internal validity of TPACK by analyzing its factor structure using meta-analytic structural equation and network modeling. Second, we compared two theoretical models describing the relations among the TPACK dimension—the transformative and integrative models—against the data. Third, we assessed the external validity of self-reported TPCK by examining its correlation with actual technology use in teaching. Our findings revealed two distinguishable dimensions of TPACK for both pre- and in-service teacher samples, which represented the technological and non-technological dimensions. The integrative model provided an overall better fit to the data. Moreover, TPACK self-reports were moderately correlated with technology use (<span><math><mrow><mover><mi>r</mi><mo>‾</mo></mover></mrow></math></span> s = 0.23–0.49) and exhibited substantial heterogeneity. Our results underscore the importance of generating and considering both internal and external validity evidence when applying TPACK assessments to generate implications for educational research and practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100718"},"PeriodicalIF":10.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}