Educational Research Review最新文献

{"title":"The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study","authors":"Ayhan Koçoğlu ,&nbsp;Sedat Kanadlı","doi":"10.1016/j.edurev.2025.100690","DOIUrl":"10.1016/j.edurev.2025.100690","url":null,"abstract":"<div><div>The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100690"},"PeriodicalIF":9.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116170","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":"Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety","authors":"Ruby van Vliet ,&nbsp;Rozemarijn van der Ploeg ,&nbsp;Tina Kretschmer ,&nbsp;Wouter J. Kiekens ,&nbsp;Laura Baams","doi":"10.1016/j.edurev.2025.100689","DOIUrl":"10.1016/j.edurev.2025.100689","url":null,"abstract":"<div><div>Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100689"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937542","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":"Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement","authors":"Herbert Thomann,&nbsp;Viola Deutscher","doi":"10.1016/j.edurev.2025.100686","DOIUrl":"10.1016/j.edurev.2025.100686","url":null,"abstract":"<div><div>We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement (<em>d</em> = .394), though adjustment for publication bias yielded a more conservative estimate (<em>d</em> = .220). Their effectiveness is largely moderated by prompt design features. Based on meta-regression models, we find the highest efficacy for action-based prompts (rule-based AI) (<em>d</em> = .465), prompts designed for specific learner groups (<em>d</em> = .513), and combinations of generic and directed prompts (<em>d</em> = .571). Regional differences were pronounced, with studies from East Asia showing substantially larger effects than European settings. The effectiveness of learning prompts is further moderated by the learning domain and target group. Our findings reveal that prompts are not a universal solution but require thoughtful implementation. We recommend implementing action-based prompts triggered by learner behavior, using log data to tailor prompts to expertise levels. Designers should keep prompts concise to minimize cognitive load. We advise combining generic and directed prompts based on learning goals. Finally, it is essential to ensure learners are familiar with prompt use. These evidence-based guidelines can help optimize digital learning prompts to support diverse learner needs.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100686"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904193","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 stability of students’ academic achievement in school: A meta-analysis of longitudinal studies","authors":"Vsevolod Scherrer,&nbsp;Moritz Breit,&nbsp;Franzis Preckel","doi":"10.1016/j.edurev.2025.100687","DOIUrl":"10.1016/j.edurev.2025.100687","url":null,"abstract":"<div><div>Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity of using academic achievement for diagnostic purposes, near-perfect stability may indicate insufficient educational mobility. However, the rank-order stability of school achievement is very rarely studied explicitly. Therefore, we know little about the conditions under which this stability is higher or lower. The present meta-analysis of longitudinal studies reports the rank-order stability of teacher-assigned school marks and school achievement tests. A total of 1990 test-retest correlation coefficients were compiled, involving 740,610 individual participants from 363 longitudinal studies. The mean rank-order stability, estimated for Grade 5 and a test-retest interval of two years, was <em>ρ</em> = .70 (95 % CI: .69, .72). Stability was lower for school marks (<em>ρ</em> = .67) than achievement tests (<em>ρ</em> = .72). Stability remained relatively constant across grade levels and decreased with increasing test-retest interval. The decrease in stability with increasing interval was greater for school marks than for achievement tests: Both indicators were comparably stable in very short intervals, but achievement test results were much more stable in the long-term. The stabilities of school marks and achievement tests varied between both school domains and countries.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100687"},"PeriodicalIF":9.6,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107366","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":"When personal becomes relational: A meta-analysis and narrative review on personality traits and children's affective relationships with adults","authors":"Qingqing Du ,&nbsp;Debora L. Roorda ,&nbsp;Helma M.Y. Koomen ,&nbsp;Suzanne Jak ,&nbsp;Marjolein Zee","doi":"10.1016/j.edurev.2025.100688","DOIUrl":"10.1016/j.edurev.2025.100688","url":null,"abstract":"<div><div>In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (<em>k</em> = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (<em>k</em> = 8) and between personality similarity and adult–child relationships (<em>k</em> = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with <em>positive</em> parent–child relationships (e.g., warmth) and negatively associated with <em>negative</em> parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with <em>positive</em> parent–child relationships and positively associated with <em>negative</em> parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100688"},"PeriodicalIF":9.6,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072519","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":"Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships","authors":"Weiqi Xu,&nbsp;Fan Ouyang","doi":"10.1016/j.edurev.2025.100685","DOIUrl":"10.1016/j.edurev.2025.100685","url":null,"abstract":"<div><div>With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely <em>learning about robotics</em>, <em>learning through robotics</em>, <em>learning from robotics</em>, and <em>learning with robotics</em>. In <em>learning about robotics</em>, educational robotics are merely the learning objects or contents by learners. In <em>learning through robotics</em>, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In <em>learning from robotics</em>, educational robotics act as tutors to convey and deliver knowledge and information to learners. In <em>learning with robotics</em>, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100685"},"PeriodicalIF":9.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850145","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":"Success of EMI in higher education and its key components: A meta-analytic structural equation modelling approach","authors":"Hansol Lee ,&nbsp;Heath Rose ,&nbsp;Ernesto Macaro ,&nbsp;Jang Ho Lee","doi":"10.1016/j.edurev.2025.100684","DOIUrl":"10.1016/j.edurev.2025.100684","url":null,"abstract":"<div><div>The increasing global demand for English Medium Instruction (EMI) in higher education (HE) highlights the need for empirical research to contribute to its success and suggest ways of mitigating the diverse challenges faced by students and institutions. Identifying the key factors that contribute to successful EMI is critical for improving both content and language learning outcomes for students. In the wake of the recent surge in EMI research, more research synthesis is needed to understand how these factors interact to influence EMI success rather than focusing solely on their isolated, bivariate relationships. To address this gap, we conducted meta-analytic structural equation modelling (MASEM) to examine the structural relationships among the key factors affecting the success of EMI. Synthesising data from 50 studies (N = 15,032), our analysis demonstrates that learners’ engagement and English proficiency are pivotal for both content and language learning, with English proficiency being more important for language learning outcomes, although itself considerably also influenced by learners’ anxiety and motivation. Additionally, the moderator analysis shows that learner engagement plays a more significant role in partial EMI contexts, leading to our recommendation for differentiated institutional support in full and partial EMI settings. However, owing to the limited availability of correlation coefficients, some key factors and moderators were excluded, prompting the need for further empirical research to explore these relationships in greater depth.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100684"},"PeriodicalIF":9.6,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143843165","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":"Sense of belonging in undergraduate computing students: A scoping review","authors":"Shamima Nasrin Runa,&nbsp;Andrew McCartan,&nbsp;Yuhan Du,&nbsp;Brett A. Becker,&nbsp;Catherine Mooney","doi":"10.1016/j.edurev.2025.100683","DOIUrl":"10.1016/j.edurev.2025.100683","url":null,"abstract":"<div><div>Sense of belonging in education encompasses an individual's experiences of feeling accepted, valued, and included within educational environments. Not all students experience the same level of sense of belonging, and those from marginalised or under-represented groups are shown to report lower levels of belonging compared to others in their cohorts. Fostering a stronger sense of belonging amongst these groups to address this unevenness is beneficial for retaining diversity and closing representation gaps, as students persist when they feel they belong. However, student belonging is complex and challenging to measure. For the development of meaningful interventions to level sense of belonging across various groups by improving belonging for those with lower belonging, there is a need for clarity on how 1) sense of belonging is theorised in research into undergraduate students, 2) how it is measured, and 3) how belonging has been operationalised to improve diversity and student retention. This review focuses specifically on computing, as a discipline with persistent representation gaps limiting its development, synthesising existing studies investigating sense of belonging among undergraduate computing students. The PRISMA extension for scoping reviews (PRISMA-Scr) was utilised to source and review 22 relevant peer-reviewed articles published between 2013 and 2022. The review shows that most existing research follows a quantitative study. The research reveals how multiple barriers to student belonging are experienced differently across different student populations. Belongingness has significant disparities relating to gender, race, and sexuality that may explain representation gaps, but attention needs to be paid to how these identities intersect to shape student experiences. The research also suggests various social and academic interventions that can raise sense of belonging. These findings provide valuable insights into undergraduate student belonging that may inform the development of targeted interventions aimed at retaining diverse student cohorts and closing representation gaps, as well as informing future research aimed at fostering and improving sense of belonging among undergraduate computing students.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100683"},"PeriodicalIF":9.6,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829226","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":"Review of research on design thinking in K-12 education","authors":"Lin Lin ,&nbsp;Shusheng Shen ,&nbsp;Rustam Shadiev ,&nbsp;Minghua Yu","doi":"10.1016/j.edurev.2025.100682","DOIUrl":"10.1016/j.edurev.2025.100682","url":null,"abstract":"<div><div>Design thinking (DT) has drawn increasing attention in K-12 education. However, research on DT in K-12 education has not yet been comprehensively reviewed. The current review research attempted to bridge this gap in the field. Following the PRISMA guidelines, this review examined 40 empirical studies on DT in K-12 education, with specific emphasis on four key aspects: (1) research areas, (2) incorporation of DT into K-12 education, (3) methodologies, and (4) reported findings in reviewed studies. In terms of the first aspect, the main themes to analyze were identified as participant perspective, instructional intervention, learning assessment, and design mechanism. In terms of the second aspect, it was found that studies were conducted primarily in the context of design, technology, engineering, and STEM (Science, Technology, Engineering, and Mathematics) education in middle schools and durations ranging from three days to nine weeks. In terms of the third aspect, these studies typically carried out qualitative analysis of documents and administered questionnaires, interviews, and observations. The articles described the development of questionnaires, online games, and scales to evaluate DT. In terms of the fourth aspect, the findings showed that DT was welcomed by most participants, and it was capable of optimizing learning processes and helped promote student learning. DT can be developed not only through DT courses but also through programming learning. The effective way to DT was explained through time allocation, modalities, and iteration sequence exploration. Based on the findings, it may be concluded that DT is still in an early development stage in K-12 education, and so research on DT has not yet been broadly established with academic content learning. More studies on subject content learning supported by various DT elements, instruction based on design mechanisms, and technology-supported assessment in K-12 education are needed to impact the educational practice of DT.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100682"},"PeriodicalIF":9.6,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786200","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 effect of preschool vocabulary and grammar on early reading comprehension and word reading: A systematic review and meta-analysis","authors":"Lana S. Jago,&nbsp;Padraic Monaghan,&nbsp;Katie Alcock,&nbsp;Kate Cain","doi":"10.1016/j.edurev.2025.100680","DOIUrl":"10.1016/j.edurev.2025.100680","url":null,"abstract":"<div><div>The oral language skills of vocabulary and grammar are associated with early reading ability, but how they relate to different aspects of reading – comprehension, word reading, and pseudoword reading – has not been systematically compared. A meta-analysis of 72 longitudinal studies (comprising 499 correlations from 23,387 children) examined the predictive relationship between vocabulary and grammar in preschool and reading comprehension, word reading, and pseudoword reading in children at the start of formal schooling. Preschool vocabulary and grammar each had significant, moderate effects on all aspects of early reading. This relationship was not moderated by the nature of the preschool oral language assessment (receptive vs expressive; complexity of response), nor by the time interval between preschool measures of oral language and school-aged measures of early reading. The age of the onset of formal schooling (used as a proxy for the start of formal reading instruction) moderated the size of the effect between preschool vocabulary and school-age word reading, revealing a greater impact for earlier formal schooling. Preschool vocabulary and grammar thus have a direct influence on all aspects of early reading, highlighting the benefit of early oral language support, particularly when reading instruction begins early in children's formal schooling.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100680"},"PeriodicalIF":9.6,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}