Educational Research Review最新文献_第2页

Aligning interventions with the University Mental Health Charter: A stratified review of reviews of mental health and wellbeing interventions for higher education students 使干预措施与《大学心理健康宪章》相一致：对高等教育学生心理健康和福祉干预措施审查的分层审查

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-22 DOI: 10.1016/j.edurev.2025.100716

Rebecca Upsher , Sanjana Prabhakar , Tatjana Damjanovic , Sarah Conner , Jo Ward , Katie Rakow , Luqmaan Waqar , Helen Lawson , Nicola Byrom

{"title":"Aligning interventions with the University Mental Health Charter: A stratified review of reviews of mental health and wellbeing interventions for higher education students","authors":"Rebecca Upsher , Sanjana Prabhakar , Tatjana Damjanovic , Sarah Conner , Jo Ward , Katie Rakow , Luqmaan Waqar , Helen Lawson , Nicola Byrom","doi":"10.1016/j.edurev.2025.100716","DOIUrl":"10.1016/j.edurev.2025.100716","url":null,"abstract":"<div><div>This stratified review of reviews evaluates the alignment of mental health and wellbeing interventions for higher education students within the University Mental Health Charter's domains. A narrative synthesis of 341 studies was conducted, extracted from 265 reviews. Interventions were stratified by the Mental Health Charter's domains—Live, Learn, and Support—and analysed for their impact on mental health outcomes. The “Live” domain, particularly proactive interventions and mentally healthy environments, had the highest number of studies, predominantly conducted via Randomised Controlled Trials. The “Learn” domain largely comprised quasi-experimental studies, while the “Support” domain featured pre-post designs without control groups. Interventions were primarily conducted in person and were universal, targeting undergraduate students, with North America being the most frequent research location. For the most frequent mental health outcomes (anxiety, depression, and stress), interventions showed mixed effectiveness across all domains, with no significant association between the type of intervention and its impact. Most studies were rated as having medium evidence strength, with less than 10 % classified as strong evidence. The findings highlight a critical need for diversified research focusing on underrepresented areas within the Mental Health Charter, such as academic progression and partnerships with external care providers. Additionally, there is a call for standardised outcome measures to enhance the robustness of future meta-analyses and the overall evidence quality. Addressing these gaps will support the effective implementation of a whole-university approach to student mental health.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100716"},"PeriodicalIF":10.6,"publicationDate":"2025-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144901705","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

Delving into data on students’ instructional knowledge: A scoping review of the empirical research 学生教学知识的数据挖掘：实证研究的范围回顾

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-18 DOI: 10.1016/j.edurev.2025.100717

Morane Stevens , Fien Depaepe , Jan Elen

{"title":"Delving into data on students’ instructional knowledge: A scoping review of the empirical research","authors":"Morane Stevens , Fien Depaepe , Jan Elen","doi":"10.1016/j.edurev.2025.100717","DOIUrl":"10.1016/j.edurev.2025.100717","url":null,"abstract":"<div><div>Students' knowledge of micro-level education – specifically, their knowledge of how education is provided – may impact their perception of the learning environment, which is often ill-adjusted to the situation. This discrepancy may negatively affect learning. To ensure the effectiveness of learning environments, it is therefore essential to take into account students' so-called ‘instructional knowledge’. However, this is made considerably difficult by the highly fragmented nature of available research. To address this issue, this scoping review aims to identify what characterizes the empirical literature on higher education students' instructional knowledge, with particular attention to theoretical foundations, conceptualizations, instrumentalizations, research aims, and findings. After an initial database search, systematic snowballing methods were employed to search for relevant literature. A screening based on specific eligibility criteria resulted in 71 included publications. Findings reveal a scarcity of theoretical underpinnings, which are highly diverse but also share some commonalities. Similarly, numerous conceptualizations were identified, revealing instructional knowledge as a layered construct that can be mapped onto a number of dimensions, such as, for instance, the knowledge domain in which descriptions are situated. Regarding the instruments used, research relies primarily on a specific type of self-report, and there are few psychometrically sound instruments to assess instructional knowledge. Furthermore, the analysis revealed that the research primarily revolves around three categories of aims, with a predominant focus on descriptive publications, and findings tend to be largely inconclusive. The review concludes by proposing a comprehensive, operationalizable conceptualization and updated model of instructional knowledge, providing a strong foundation for further research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100717"},"PeriodicalIF":10.6,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144898720","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

The impact of GenAI on learning outcomes: A systematic review and meta-analysis of experimental studies GenAI对学习结果的影响：实验研究的系统回顾和荟萃分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100714

Xiaoli Han , Hongchao Peng , Mingzhuo Liu

{"title":"The impact of GenAI on learning outcomes: A systematic review and meta-analysis of experimental studies","authors":"Xiaoli Han , Hongchao Peng , Mingzhuo Liu","doi":"10.1016/j.edurev.2025.100714","DOIUrl":"10.1016/j.edurev.2025.100714","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Claude, and Gemini are increasingly being integrated into educational environments, prompting questions about their actual impact on student learning. While a growing body of literature reports anecdotal or correlational evidence of GenAI's educational potential, rigorous causal evaluations remain limited. To bridge this gap, this study conducted a systematic review and meta-analysis of experimental and quasi-experimental studies investigating the effect of GenAI on learning outcomes. Following PRISMA guidelines, we screened five academic databases and identified 68 relevant studies published between 2022 and 2025. These studies yielded a total of 337 effect sizes across various educational levels, subject domains, and instructional contexts. The meta-analysis revealed a moderate overall positive effect of GenAI on learning outcomes (SMD = 0.45, 95 % CI [0.43, 0.47]), suggesting that GenAI-supported interventions are generally more effective than traditional instruction. However, substantial heterogeneity was observed across studies (I<sup>2</sup> = 95 %), indicating that the magnitude of GenAI's impact varies significantly depending on contextual and methodological factors. Moderator analyses revealed stronger effects in primary and secondary education, within natural science disciplines, and in short-term interventions with smaller sample sizes. These patterns point to both the promise and the complexity of GenAI integration in educational practice. In conclusion, while GenAI shows considerable promise for enhancing learning outcomes, its true potential will only be realized through sustained, efforts to evaluate how, when, and for whom these technologies work best in diverse learning ecosystems.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100714"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829324","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

The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review 高等教育目标设定与目标导向的概念：系统的文献综述

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100709

Kõue Heintalu , Katrin Saks , Natalia Edisherashvili , Izaak Dekker

{"title":"The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review","authors":"Kõue Heintalu , Katrin Saks , Natalia Edisherashvili , Izaak Dekker","doi":"10.1016/j.edurev.2025.100709","DOIUrl":"10.1016/j.edurev.2025.100709","url":null,"abstract":"<div><div>Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2 × 2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100709"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621788","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

An overview of applications and trends of STEM for learning effectiveness——An umbrella review based on 22 meta-analyses STEM在学习效率方面的应用和趋势概述——基于22项荟萃分析的概括性综述

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100712

Jijian Lu , Hanjie Si , Jiaying Xu , Tugen Xu

引用次数: 0

Approaches to critical thinking in primary education classrooms: A systematic review 小学教育课堂中批判性思维的方法：系统回顾

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100711

Kirsti Marie Jegstad, Sissil Lea Heggernes, Evy Jøsok, Erik Ryen, Ingvill Krogstad Svanes, Hilde Tørnby

{"title":"Approaches to critical thinking in primary education classrooms: A systematic review","authors":"Kirsti Marie Jegstad, Sissil Lea Heggernes, Evy Jøsok, Erik Ryen, Ingvill Krogstad Svanes, Hilde Tørnby","doi":"10.1016/j.edurev.2025.100711","DOIUrl":"10.1016/j.edurev.2025.100711","url":null,"abstract":"<div><div>In this article, we investigate what characterises the international research literature on critical thinking in social studies, science education and language education in primary schools. Through a systematic review of 105 articles published in English between 2010 and 2021, we answer two research questions: 1) What characterises the research literature on critical thinking in primary schools regarding publication rate, geographical origin, method, grade level and school subject? 2) What characterises the studies focusing on classroom practices to develop critical thinking? The latter question includes three sub-questions, focusing on research methods, theoretical grounding and types of classroom approaches. The results from the review show an increased research interest in critical thinking in primary schools since 2017, especially in language education and science education. The publications were unevenly geographically distributed. The bulk of them were conducted in grades 4–6, with grades 1–2 representing the lowest number. A variety of theoretical approaches were represented, but several studies lacked a firm theoretical grounding in critical thinking theory. Through an inductive analysis, classroom approaches were categorised as textual, dialogic, digital or practical. Through the review, we show that the careful selection of subject content that can activate students in critical dialogue can be a fruitful approach to developing young learners’ critical thinking skills to foster well-rounded thinkers with a critical spirit. Further research is needed from a broader range of geographical contexts to probe the connections between different theoretical perceptions of critical thinking and their related concepts and to add knowledge about the development of critical thinking in grades 1–2.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100711"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738689","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

Characteristics of interprofessional collaboration between educational psychological services and schools: A scoping review 教育心理服务与学校跨专业合作的特征：一个范围综述

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100707

Helene Hallaråker , Elisabeth Hesjedal , Christian Brandmo

{"title":"Characteristics of interprofessional collaboration between educational psychological services and schools: A scoping review","authors":"Helene Hallaråker , Elisabeth Hesjedal , Christian Brandmo","doi":"10.1016/j.edurev.2025.100707","DOIUrl":"10.1016/j.edurev.2025.100707","url":null,"abstract":"<div><div>Interprofessional collaboration is the preferred working approach for supporting children with special educational needs. Furthermore, educational psychology services (EPS) have been identified as a significant means of realizing the ideals of inclusive education for at-risk children. However, the literature on interprofessional collaboration is highly dominated by research in healthcare context with limited focus on educational settings. To address this gap, this scoping review provides an overview of research on interprofessional collaborations in educational settings, specifically between EPS and primary and lower secondary schools.</div><div>A systematic search was conducted in the PsycINFO, Pro Quest, and Web of Science databases yielding 1212 references. After screening, 156 references were reviewed in full text and 46 records were included in the final sample. These records included a wide range of methodologies (qualitative, quantitative, and mixed methods) and document types (articles, doctoral theses, and handbook chapters). After extraction and analysis, our results revealed inconsistent terminology related to interprofessional collaboration and identified three levels of rationale for collaboration: individual, systemic, and a combination of both. Organizational issues were the most commonly reported challenges. Notably, few studies incorporated the perspectives of children and caregivers, and there was limited exploration of student outcomes. We conclude this review by providing implications for future research.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100707"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621793","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

Navigating the double-edged sword: A meta-analysis of the effects of digital games on 21st century skills 驾驭双刃剑：数字游戏对21世纪技能影响的元分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100710

Chao Cheng , Katy Ieong Cheng Ho Weatherly

{"title":"Navigating the double-edged sword: A meta-analysis of the effects of digital games on 21st century skills","authors":"Chao Cheng , Katy Ieong Cheng Ho Weatherly","doi":"10.1016/j.edurev.2025.100710","DOIUrl":"10.1016/j.edurev.2025.100710","url":null,"abstract":"<div><div>Digital games are a double-edged sword; while they may pose potential negative effects for players, they are also recognized as valuable tools for fostering 21<sup>st</sup> century skills. Although 21<sup>st</sup> century skills have been widely promoted, this is the first meta-analysis to examine the effects of digital games on 21<sup>st</sup> century skills, specifically focusing on all 4C skills: critical thinking, creativity, collaboration, and communication. Drawing on 50 effect sizes from 37 studies, the results indicate: (a) digital games have a positive, medium overall effect on 21<sup>st</sup> century skills (<em>g</em> = 0.55); (b) digital games have a large effect on critical thinking (<em>g</em> = 0.85), a medium effect on communication (<em>g</em> = 0.77), and small effects on collaboration (<em>g</em> = 0.41) and creativity (<em>g</em> = 0.37); (c) moderator analysis has identified factors including targeted disciplines, game type, online status, experimental design, sample size, grade level, and type of control group as moderators of the effects of digital games on 21<sup>st</sup> century skills. This study highlights the importance of integrating digital games into education, suggesting that game design should prioritize critical thinking and communication as key objectives, while also incorporating activities that promote collaboration and creativity. It further underscores the urgent need for a unified scale to assess 21<sup>st</sup> century skills.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100710"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144664743","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

Unpacking the digital literacy–self-regulated learning nexus: A systematic review and a three-level meta-analysis 解开数字识字与自我调节学习的联系：系统回顾和三层元分析

IF 10.6 1区教育学

Educational Research Review Pub Date : 2025-08-01 DOI: 10.1016/j.edurev.2025.100713

Min Lan , Haixia Liu , Qianqian Pan

{"title":"Unpacking the digital literacy–self-regulated learning nexus: A systematic review and a three-level meta-analysis","authors":"Min Lan , Haixia Liu , Qianqian Pan","doi":"10.1016/j.edurev.2025.100713","DOIUrl":"10.1016/j.edurev.2025.100713","url":null,"abstract":"<div><div>This systematic review and meta-analysis rigorously investigate the relationship between digital literacy (DL) and self-regulated learning (SRL) across a range of quantitative studies, adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Analyzing data from 31 studies, the results reveal a moderate yet statistically significant correlation between DL and SRL (r = .37), with significant moderation effects observed in relation to the conceptual and operational definitions underlying the measurement instruments, participant characteristics, and geographical contexts. These findings contribute to a deeper understanding of the DL-SRL relationship, highlighting the methodological and contextual diversity that characterizes this area of research. Moreover, the review identifies a critical gap in the literature: the lack of an integrative theoretical framework guiding empirical investigations into the DL-SRL nexus. Despite limitations concerning sample diversity and geographical representation, this study offers a robust foundation for future research. It calls for more theoretically grounded and culturally inclusive studies to further elucidate the complexities of DL and SRL in contemporary educational environments.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100713"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144841863","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

Understanding the use of physical computing in K-12 education: A systematic literature review 理解物理计算在K-12教育中的应用：系统的文献综述

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-07-14 DOI: 10.1016/j.edurev.2025.100705

Katherine Vergara , Pedro O. Rossel , Valeria Herskovic

{"title":"Understanding the use of physical computing in K-12 education: A systematic literature review","authors":"Katherine Vergara , Pedro O. Rossel , Valeria Herskovic","doi":"10.1016/j.edurev.2025.100705","DOIUrl":"10.1016/j.edurev.2025.100705","url":null,"abstract":"<div><div>Physical computing is a field that involves the use of sensors, actuators, and microcontrollers to build systems that interact with the environment. This approach has been used in education, particularly to teach computer science, programming, computational thinking, and design concepts. This systematic review explores the use of physical computing in K-12 education, with a focus on what educational interventions are like, how they are assessed, their effects, and how students experience them. We included 43 scientific studies that describe the methodology and assessment process used in the intervention. We found that physical computing interventions have three types of expected educational outcomes: to learn physical computing itself, to improve other learning outcomes, or to improve attitudinal variables. The interventions use a variety of educational methods to achieve their goals; as well as a variety of instruments to measure outcomes. A common lesson structure has emerged, widely adopted across classrooms, including a short lecture followed by a hands-on phase, usually including teamwork to foster collaboration. Further comparative and long-term studies are needed to understand how physical computing interventions affect students, especially those who are underrepresented.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100705"},"PeriodicalIF":9.6,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144654422","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