Educational Research Review最新文献_第10页

A meta-analysis on the effectiveness of functional literacy interventions for adults 成人功能性读写干预有效性的荟萃分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-11-01 DOI: 10.1016/j.edurev.2023.100569

Juliane Kindl, Wolfgang Lenhard

{"title":"A meta-analysis on the effectiveness of functional literacy interventions for adults","authors":"Juliane Kindl, Wolfgang Lenhard","doi":"10.1016/j.edurev.2023.100569","DOIUrl":"10.1016/j.edurev.2023.100569","url":null,"abstract":"<div><p><span>A significant portion of the working-age population has only rudimentary literacy skills. Many people who are functionally illiterate have problems to perform basic daily tasks and to participate in society. Given the paucity of research, the aim of this study was to evaluate the effects of adult literacy interventions using a three-level meta-regression analysis, controlling for potential moderators of effectiveness. The literature search included empirical studies with a control group design in English, French, German, Portuguese, and Spanish. 39 controlled primary studies met the inclusion criteria, including 236 effect sizes. There was a small but significant main effect on participants' literacy level (</span><em>g</em><span> = 0.22). Interventions with a lower frequency of weekly sessions were more effective than more intensive approaches. No significant effect on effectiveness was found for total duration, context, language of instruction, teacher-student ratio, computer use, or initial literacy level of participants. As a large proportion of the primary studies were found to be at high risk of bias, more reliable primary studies are needed to support the findings and provide a more nuanced view of the effectiveness of interventions. Nevertheless, this review provides promising evidence that adults with low literacy skills can benefit from literacy interventions.</span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100569"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365824","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}

引用次数: 0

What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review 是什么让同伴协作解决问题富有成效或毫无成效:一个定性的系统回顾

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-11-01 DOI: 10.1016/j.edurev.2023.100567

Aleksandar Baucal , Smiljana Jošić , Ivana Stepanović Ilić , Marina Videnović , Jovan Ivanović , Ksenija Krstić

{"title":"What makes peer collaborative problem solving productive or unproductive: A qualitative systematic review","authors":"Aleksandar Baucal , Smiljana Jošić , Ivana Stepanović Ilić , Marina Videnović , Jovan Ivanović , Ksenija Krstić","doi":"10.1016/j.edurev.2023.100567","DOIUrl":"10.1016/j.edurev.2023.100567","url":null,"abstract":"<div><p><span>Global demands for collaborative problem solving (CPS) have sparked investigations of peer collaboration in the educational context. The aim of this </span>systematic review<span> was to identify and systematize research findings on (a) characteristics of productive and unproductive face-to-face (f2f) or synchronous CPS via digital devices among adolescents in the educational context, (b) training and scaffolding modalities enabling adolescents to engage in productive CPS, and (c) ways of supporting productive CPS by using digital resources. We conducted a thematic analysis of 160 selected papers from a larger corpus and identified six main themes, that is, groups of characteristics of CPS: socio-cognitive aspects; socio-emotional aspects; the quality of task/problem-solving strategies; regulation of group activity oriented towards the task; regulation of group activity oriented towards group members; and participant engagement in CPS. We found that in efforts to contribute to successful CPS, adults (teachers/researchers) can moderate peer interaction<span> in three ways, by focusing on either cognitive processes, group discussions, or classroom management. Regarding the third goal, we identified two major roles of digital resources in adolescent CPS. The first role pertained to ICT as a source of relevant knowledge or a tool for problem solving and the other role was related to peer collaboration and ICT as a tool for scaffolding collaboration. All characteristics that emerged in this review are discussed and concluding comments refer to educational implications.</span></span></p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100567"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138293432","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}

引用次数: 0

Conceptualizing mentoring in higher education: A systematic literature review 高等教育中师徒关系的概念化:系统文献综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-11-01 DOI: 10.1016/j.edurev.2023.100565

Wendy Nuis, Mien Segers, Simon Beausaert

{"title":"Conceptualizing mentoring in higher education: A systematic literature review","authors":"Wendy Nuis, Mien Segers, Simon Beausaert","doi":"10.1016/j.edurev.2023.100565","DOIUrl":"10.1016/j.edurev.2023.100565","url":null,"abstract":"<div><p>Mentoring has nowadays become a prevalent educational practice in higher education, as it allows for personalized learning trajectories and competence-based education. However, the effectiveness of mentoring programs is difficult to measure due to a lack of conceptual clarity about the mentoring concept and the broad variety of measurements used. Therefore, a systematic literature review was conducted to conceptualize mentoring by looking at the definitions, characteristics, and measurements. A total of 106 studies were reviewed and a summative content analysis was applied. The results of this study are three-fold. First, a synthesis and integration of existing definitions resulted in a newly developed, holistic definition of mentoring. Second, evidence-based characteristics of mentoring are discussed that give insights into how to design and implement mentoring programs. Third, an overview of existing mentoring measures is presented, and a subsequent in-depth analysis shows their alignment with the proposed conceptualization on mentoring.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100565"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1747938X23000581/pdfft?md5=d0b16acdf4c3532bf74cb8cc3e1a0b42&pid=1-s2.0-S1747938X23000581-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138293450","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}

引用次数: 1

Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research 学业成绩不佳与自我概念、动机和自我调节因素:80年研究的元分析综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-11-01 DOI: 10.1016/j.edurev.2023.100566

Carlton J. Fong , Erika A. Patall , Kate E. Snyder , Meagan A. Hoff , Sara J. Jones , Robin E. Zuniga-Ortega

{"title":"Academic underachievement and its motivational and self-regulated learning correlates: A meta-analytic review of 80 years of research","authors":"Carlton J. Fong , Erika A. Patall , Kate E. Snyder , Meagan A. Hoff , Sara J. Jones , Robin E. Zuniga-Ortega","doi":"10.1016/j.edurev.2023.100566","DOIUrl":"10.1016/j.edurev.2023.100566","url":null,"abstract":"<div><p><span>Academic underachievement, the discrepancy between students' academic potential and performance, remains both an educational problem and a mystery after nearly a century of research. Of enduring interest has been identifying factors behind underachievement, one of which relates to students’ motivation and self-regulated learning. To explore the state of known research, we conducted a systematic and meta-analytic review of the past 80 years of empirical research comparing underachieving and non-underachieving students on various motivational and self-regulated learning correlates. Based on 1044 effect sizes from 125 studies (156 unique samples, </span><em>N</em><span> = 56,640 students), our overall meta-analytic findings suggested that underachieving students tend to have higher external locus of control (</span><em>g</em> = 0.30) and lower levels of competence beliefs (<em>g</em><span> = −0.48), autonomous motivation and task values (</span><em>g</em> = −0.48), self-regulated learning strategies (<em>g</em> = −0.59), and mastery goals (<em>g</em> = −0.39) relative to non-underachieving students. Differences in competence beliefs between underachieving and non-underachieving students were moderated by grade level and underachievement identification method. Implications for the theoretical bases for academic underachievement and the educational practices to reverse or prevent underachievement are discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100566"},"PeriodicalIF":11.7,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72365731","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}

引用次数: 0

Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies 生物学概念变化研究三十年——干预研究综述和荟萃分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-09-12 DOI: 10.1016/j.edurev.2023.100556

Vesta Aleknavičiūtė , Erno Lehtinen , Ilona Södervik

{"title":"Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies","authors":"Vesta Aleknavičiūtė , Erno Lehtinen , Ilona Södervik","doi":"10.1016/j.edurev.2023.100556","DOIUrl":"10.1016/j.edurev.2023.100556","url":null,"abstract":"<div><p>As students learn biology at different levels of education, their tenacious and inaccurate prior conceptions pose a challenge to conceptual change. Educators and researchers have developed a variety of interventions to address these misinterpretations and promote the achievement of current scientific understanding. Despite an ever-growing body of literature, no study has been conducted to date that examines the quality of interventions or their effectiveness in terms of conceptual change. We conducted a systematic review and meta-analysis of intervention studies conducted in the field of biology in order to gain insight into this phenomenon. According to the results, evolution and photosynthesis are the most common topics investigated. Overall, the results of the meta-analysis indicate that conceptual change interventions result in large effects on conceptual understanding of biological topics when compared with traditional teaching, with refutational text being the most effective single type of intervention. However, the most effective interventions dealt with more simplified phenomena, such as the cardiovascular system of the human body. It was found that the effect sizes were strongly influenced by the number of participants in the samples, as well as publication bias. A striking number of the studies reported only superficial learning outcomes, such as knowledge enrichment rather than knowledge restructuring. It is possible to use the results of this study to inform instructional choices and to carry out further research.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100556"},"PeriodicalIF":11.7,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165295","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}

引用次数: 1

How do physical or sensory early childhood education and care environment factors affect children's social and emotional development? A systematic scoping review 身体或感官的幼儿教育和护理环境因素如何影响儿童的社会和情感发展？系统的范围界定审查

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-09-06 DOI: 10.1016/j.edurev.2023.100555

Andrea Tamblyn , Yihan Sun , Tamara May , Maria Evangelou , Nicci Godsman , Claire Blewitt , Helen Skouteris

{"title":"How do physical or sensory early childhood education and care environment factors affect children's social and emotional development? A systematic scoping review","authors":"Andrea Tamblyn , Yihan Sun , Tamara May , Maria Evangelou , Nicci Godsman , Claire Blewitt , Helen Skouteris","doi":"10.1016/j.edurev.2023.100555","DOIUrl":"10.1016/j.edurev.2023.100555","url":null,"abstract":"<div><p>The aim of this systematic scoping review was to provide an overview of the physical and sensory environment factors that are related to three to six-year-old children's social and emotional development in Early Childhood Education and Care (ECEC) settings across different pedagogical contexts. A systematic literature search was conducted in PsycINFO, Medline and ERIC. 8378 studies were screened from 2000 to 2021. A total of 589 studies were screened at full text stage, and 20 studies were included. Eleven studies reported a physical environment factor, and one study reported a sensory environment factor that was related to children's positive social and emotional competence outcomes. Eight studies reported a physical environment factor, and three studies reported a sensory environment factor that was negatively related to a social and emotional competence outcome. Three studies reported on long-term developmental implications provided by the ECEC environment. The physical and sensory environment overlaps with the social context in which it is embedded to contribute to children's early education experiences. Future research is needed to define optimal environmental conditions and embed physical and sensory environment research in social and emotional development programs.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"41 ","pages":"Article 100555"},"PeriodicalIF":11.7,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165308","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}

引用次数: 1

Students’ feedback seeking behaviour in undegraduate education: A scoping review 本科教育中学生的反馈寻求行为:一个范围审查

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-08-18 DOI: 10.1016/j.edurev.2023.100549

Martijn J.M. Leenknecht, David Carless

引用次数: 2

What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis 在干预措施中，什么样的个人支持活动可以培养职前和初任教师的自我效能感？荟萃分析

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-08-01 DOI: 10.1016/j.edurev.2023.100552

Sog Yee Mok , Daniela Rupp , Doris Holzberger

{"title":"What kind of individual support activities in interventions foster pre-service and beginning teachers’ self-efficacy? A meta-analysis","authors":"Sog Yee Mok , Daniela Rupp , Doris Holzberger","doi":"10.1016/j.edurev.2023.100552","DOIUrl":"10.1016/j.edurev.2023.100552","url":null,"abstract":"<div><p>During the early stages of the teaching profession, pre-service and beginning teachers often participate in individual support activities intended to develop their teacher self-efficacy. These individual support activities (modeling, feedback on lesson plans or lessons, and reflection) are provided as part of an intervention by a mentor, cooperating teacher, instructor, or supervisor. We conducted a meta-analysis to investigate the effectiveness of these interventions and the individual support activities for pre-service and beginning teachers’ self-efficacy. We found a medium-sized overall effect of interventions on teacher self-efficacy based on 28 studies (49 effect sizes) in our meta-analysis. Providing feedback on lesson plans amplified the intervention effect (large effect). However, this moderator effect slightly missed the significance level of 0.05. The moderator effect of providing feedback on lesson plans was stable after controlling for mastery experiences and methodological moderator variables. Implications for future interventions regarding teacher self-efficacy for early career teachers are discussed.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"40 ","pages":"Article 100552"},"PeriodicalIF":11.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165539","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}

引用次数: 0

Social networks in the transition from higher education to work: A systematic review 从高等教育向工作过渡中的社会网络：系统综述

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-08-01 DOI: 10.1016/j.edurev.2023.100551

Ayla De Schepper , Noel Clycq , Eva Kyndt

{"title":"Social networks in the transition from higher education to work: A systematic review","authors":"Ayla De Schepper , Noel Clycq , Eva Kyndt","doi":"10.1016/j.edurev.2023.100551","DOIUrl":"10.1016/j.edurev.2023.100551","url":null,"abstract":"<div><p><span>Higher education institutions are increasingly taking responsibility for preparing students for the transition to work. Prior research on the nexus of higher education and careers has focused heavily on individuals' trajectories in the school-to-work transition. However, in reality, graduates are embedded in social networks when navigating the labour market. Due to theoretical ambiguity in current research, results on how social networks facilitate the transition of graduates from different socio-economic backgrounds are inconclusive. This systematic review aims to integrate the findings on the complex role of social networks in the transition through a comprehensive theoretical framework, building on a formalist (network structure), substantialist (network composition), and </span>social capital (network resources) approach. Results show that higher education institutional networks, often overlooked, have significant power in connecting graduates to the labour market. Further, findings demonstrate that the characteristics of network actors and the resources they offer are determining factors in facilitating graduates’ transition process. Herein lies the danger of social exclusion mechanisms in the transition to work.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"40 ","pages":"Article 100551"},"PeriodicalIF":11.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165540","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}

引用次数: 0

A systematic review of mindset interventions in mathematics classrooms: What works and what does not? 数学课堂心态干预的系统综述：什么有效，什么无效？

IF 11.7 1区教育学

Educational Research Review Pub Date : 2023-08-01 DOI: 10.1016/j.edurev.2023.100554

Phuong Bui , Nonmanut Pongsakdi , Jake McMullen , Erno Lehtinen , Minna M. Hannula-Sormunen

{"title":"A systematic review of mindset interventions in mathematics classrooms: What works and what does not?","authors":"Phuong Bui , Nonmanut Pongsakdi , Jake McMullen , Erno Lehtinen , Minna M. Hannula-Sormunen","doi":"10.1016/j.edurev.2023.100554","DOIUrl":"10.1016/j.edurev.2023.100554","url":null,"abstract":"<div><p>A growing body of research has suggested that mindset is one powerful predictor of students' academic achievement and that students are likely to hold self-beliefs about the malleability or stability of their academic abilities. In the domain of mathematics education, a belief in ‘math brain’ – as something you do or do not possess – is widely prevalent. Studies have shown that teachers and students are more likely to consider achievement in mathematics than achievement in other academic domains to be due to inborn ability. Most growth mindset-related research in schools is domain-general; however, given the prevalence of strong beliefs about the innateness of mathematical ability, possible idiosyncratic effects of mindset interventions in the mathematics domain may have been overlooked by research reviews and meta-analyses that do not examine domain-specific effects. The purpose of this paper is to compile and synthesise quantitative and qualitative research on interventions in mathematics classrooms that aim to change or foster teachers' and/or students' beliefs/mindset in primary and secondary schools and the reported impacts of these interventions (16 studies). The interventions in these studies were identified and sorted based on their targets (teacher-focused or student-focused), content (implicit theories of intelligence (ITI) intervention for general domains or in mathematics domain), and delivery mode (technology-based or in-contact). The results suggested most of the considered studies were quantitative and used student-focused interventions. Moreover, when ITI interventions were conducted specifically in the mathematics domain, positive results were reported, regardless of the intervention target or content or mode of delivery, whereas general ITI interventions yielded mixed results. Future studies should therefore consider the impacts of domain-specific effects and intervention targets when designing mindset interventions.</p></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"40 ","pages":"Article 100554"},"PeriodicalIF":11.7,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165519","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}

引用次数: 0