Educational Research Review最新文献

{"title":"Corrigendum to “Computational thinking: A meta-review of systematic reviews and meta-analyses” [Educational Research Review 52 (2026)]","authors":"Kim Astor, Josefine Rönnlund, Christine Fawcett, Gustaf Gredebäck","doi":"10.1016/j.edurev.2026.100805","DOIUrl":"10.1016/j.edurev.2026.100805","url":null,"abstract":"","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100805"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148312110","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}

{"title":"Assessing student mental health and wellbeing in higher education: A systematic review of measurement approaches","authors":"Chi Baik,&nbsp;Tracii Ryan,&nbsp;Siobhan Lynch-Wells","doi":"10.1016/j.edurev.2026.100823","DOIUrl":"10.1016/j.edurev.2026.100823","url":null,"abstract":"<div><div>Student mental health is an increasingly pressing concern in higher education globally, yet efforts to deal with this issue are often hampered by inconsistencies in defining and measuring mental health and wellbeing. This systematic review synthesizes empirical research examining the measurement approaches used to assess mental health and wellbeing among university students. Thirty-one high-quality studies published between 2008 and 2024 were identified through rigorous screening and quality appraisal processes. The review explores the purpose, conceptual coherence, psychometric robustness, and educational relevance of instruments used to assess student mental health (most commonly operationalised in the literature as psychological distress) and psychological or subjective wellbeing (most commonly operationalised as flourishing, thriving, life satisfaction, and quality of life) employed across diverse higher education contexts. Findings reveal a predominant reliance on clinical symptom-based tools such as the DASS-21, PHQ-9, GAD-7 and PSS-10, while measures of positive wellbeing and context-sensitive tools tailored to higher education settings remain comparatively underutilised. Few reviewed studies embedded educational constructs such as academic engagement, self-efficacy or belonging into their assessment frameworks. This review argues for a shift towards more integrative, theory-informed approaches that combine assessments of psychological distress with indicators of positive wellbeing and educational experiences. By doing so, university policies and practices can move beyond reactive support models towards designing educational environments that promote and support overall student wellbeing.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100823"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587250","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}

{"title":"The effectiveness of extended reality training programmes for improving psychomotor skill performance: A systematic review and meta-analysis","authors":"Samuel P. Bateman,&nbsp;G.J. Melendez-Torres,&nbsp;David J. Harris,&nbsp;Gavin Buckingham,&nbsp;Mark Wilson,&nbsp;Sam J. Vine","doi":"10.1016/j.edurev.2026.100824","DOIUrl":"10.1016/j.edurev.2026.100824","url":null,"abstract":"<div><div>Organisations are increasingly implementing extended reality (XR) in education, organisational training, and sports practice. However, the effectiveness of XR compared to conventional training methods, and the potential improvements that additional sensory information, such as haptic feedback, may offer are unclear. This systematic review and meta-analysis compared XR with non-XR training programmes in improving psychomotor skill performance (RQ1), assessed whether haptic feedback improved programmes’ effectiveness, and investigated the associations between methodological and technological design features on performance outcomes (RQ2, RQ3). Eight databases were searched on June 30th, 2025, for randomised controlled trials quantitatively measuring task performance of a psychomotor skill after an XR-based training programme. Sensitivity analyses, publication bias and risk of bias were assessed. Due to non-independence of effect sizes, robust variance meta-regression (RVEMR) models were run and presented using forest plots. Seventy-eight reports were assessed, totalling 3546 participants. Both the post-training scores and pre-post-training change scores between XR and non-XR groups were assessed. Two RVEMR models were created by splitting the control groups into two types: passive (no training) and active (non-XR training). Both models found statistically significant positive effects of XR training over non-XR training on task performance. No explanatory variables were found to be consistently associated with task performance, although haptic feedback showed a consistent, non-significant negative effect on task performance. Evidence certainty was limited by high methodological heterogeneity, low-moderate risk of bias, and poor methods reporting. Overall, XR-based training generally appears to be beneficial for training psychomotor skills over and above conventional training. Further research into the role of haptic feedback and other potential predictive variables in performance outcomes is warranted. Researchers are also advised to improve methodological reporting to aid future evidence syntheses in this research area.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100824"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148656988","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}

{"title":"Ecological insights into novice TESOL teacher agency: A systematic literature review","authors":"Jing Ren,&nbsp;Mun Yee Lai,&nbsp;Germana Eckert","doi":"10.1016/j.edurev.2026.100836","DOIUrl":"10.1016/j.edurev.2026.100836","url":null,"abstract":"<div><div>Novice TESOL teachers often face a range of challenges that can hinder their professional development and increase the risk of early year attrition. Understanding the factors that shape their agency is crucial for supporting their growth and fostering a resilient and effective TESOL teaching workforce. However, novice TESOL teacher agency has received limited empirical attention and relatively modest theoretical elaboration. Moreover, existing reviews have largely treated TESOL teacher agency and novice teacher agency as separate strands, leaving the agency of novice TESOL teachers at their intersection relatively underexplored. This systematic review aims to offer a comprehensive synthesis of factors influencing novice TESOL teachers’ agency and develop a refined agency model tailored to novice TESOL teachers through systematic comparison with Priestley et al.’s (2015b) ecological framework. Using thematic coding and constant comparison, we analyzed 37 peer-reviewed empirical studies, with particular attention to the early-career transition into classroom practice and mapped the inductively derived factors onto the ecological framework. The synthesis identifies 14 influencing factors, demonstrates strong convergence with the ecological framework, and extends it by foregrounding working environment, teacher emotions, self-reflection, identity construction and positioning, and evolving situations. These findings can act as a starting point for future research on this understudied topic and offer practical directions for supporting novice TESOL teachers in navigating their professional trajectories.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100836"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754821","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}

{"title":"Multimodality and social interactions in AI-Enhanced embodied robot-assisted language learning: A meta-analysis","authors":"Yijen Wang,&nbsp;Zuyang Jerrie Zhang,&nbsp;Di Zou","doi":"10.1016/j.edurev.2026.100833","DOIUrl":"10.1016/j.edurev.2026.100833","url":null,"abstract":"<div><div>Embodied robots are increasingly used to support second language (L2) learning, yet evidence on when and why they help remains mixed. This meta-analysis examines how robot design features and instructional conditions relate to L2 learning outcomes, drawing on multimodal learning theory and sociocultural theory. Following PRISMA 2020 guidelines, Web of Science and Scopus were searched for empirical studies that used physically embodied, AI-enhanced robots in L2 settings and reported sufficient statistics to compute effect sizes. Eleven studies (17 effect sizes, <em>N</em> = 595) met the inclusion criteria. A three-level random-effects model with cluster-robust variance estimation yielded a positive overall effect (Hedges’ <em>g</em> = 0.83, 95% CI [0.46, 1.21], <em>p</em> &lt; .001). Heterogeneity was high (<em>I</em>^<em>2</em> = 84.4%) and the evidence base is small, so this estimate should be read with caution. Of the six moderators tested, only robot-learner interaction format reached significance (<em>p</em> = .049), with group-based formats showing larger effects than one-on-one interaction. Robot morphology, communicative modality, autonomy, social role, and intervention duration did not significantly moderate outcomes, though robots used as teaching assistants showed the largest subgroup effect. Richer multimodal and more autonomous designs were not consistently linked to stronger learning. The findings suggest that differences in L2 outcomes were associated with how robots are positioned within instruction and interaction, in particular group-based participation, and not with their technical sophistication.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100833"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148754824","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}

{"title":"How do digital tools support metacognition in mathematics learning? A systematic review of research on GeoGebra and problem-solving","authors":"Amirul Mohamad Khairi Mannan,&nbsp;Mohd Razip Bajuri,&nbsp;Suzieleez Syrene Abdul Rahim,&nbsp;Norli Anida Abdullah","doi":"10.1016/j.edurev.2026.100827","DOIUrl":"10.1016/j.edurev.2026.100827","url":null,"abstract":"<div><div>Metacognition is fundamental to effective mathematical problem-solving, particularly in conceptually demanding domains such as calculus. However, while dynamic mathematics software such as GeoGebra is widely used to support exploratory learning, evidence on how such tools mediate metacognitive processes remains dispersed. Guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) and the ABC Systematic Literature Review (SLR) model, this review synthesises empirical research on GeoGebra-supported metacognition in mathematics learning. A systematic search of four databases (Scopus, ERIC, Web of Science (WoS), and Google Scholar) identified 18 peer-reviewed empirical studies published between 2010 and 2025. Qualitative thematic synthesis revealed four recurring patterns of metacognitive engagement: (1) awareness during task interpretation and conceptualisation, supported by dynamic visualisation; (2) regulation through strategic exploration, monitoring, and iterative adjustment enabled by real-time feedback; (3) evaluation enacted primarily through visual verification and cross-representational checking; and (4) tool adaptation through instrumental genesis, whereby learners progressively appropriate GeoGebra as a cognitive instrument. The evidence base is predominantly qualitative, offering rich process-oriented insights but limited longitudinal and experimental validation. The findings synthesise how technology-mediated environments support students’ metacognitive awareness, regulation, and evaluation during mathematics problem-solving. By identifying recurring patterns of digital affordances and constraints, this review offers evidence-informed insights for the design and pedagogical integration of interactive learning technologies aimed at fostering metacognitive engagement.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100827"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148634129","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":"Discovering different conceptualizations of epistemic beliefs across the school context – A systematic literature review","authors":"Marcel Mayr,&nbsp;Andrea S. Wisenöcker,&nbsp;Jana Groß Ophoff","doi":"10.1016/j.edurev.2026.100819","DOIUrl":"10.1016/j.edurev.2026.100819","url":null,"abstract":"<div><div>Investigating teachers' and students’ epistemic beliefs to better understand classroom processes has been a long-standing focus in educational and psychological research. Since its inception, many instruments have been developed to assess these beliefs, yet debate continues around how epistemic beliefs are conceptualized and measured. The current systematic review synthesizes and analyzes self-report questionnaires that assess epistemic beliefs, focusing on their underlying theoretical frameworks, psychometric properties, and cross-cultural validity. Studies published from 1990 onward were identified across seven databases and categorized as original, validation, translation, or adaptation studies. In total, 111 studies were included, with instruments translated across 17 languages and 53 attempts to replicate a factor structure registered. Results indicate that, while most scales shared similar underlying constructs, conceptual fragmentation persists across disciplines and contexts. More, many scales showed limited replication success, and psychometric properties varied considerably across studies. Cross-cultural validity was also often difficult to establish, highlighting the challenges of adapting epistemic belief measures across contexts. Nevertheless, some instruments showed comparatively promising psychometric properties. Overall, the findings underscore the importance of careful instrument selection and context-sensitive implementation, while also pointing to promising directions for future research, through greater transparency, improved documentation, and more integrated approaches to assessing epistemic beliefs.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100819"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499167","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}

{"title":"The effect of graphic organizers on cultivating higher-order thinking: Evidence from a meta-analysis","authors":"Hao Lei,&nbsp;Yuxin Ding,&nbsp;Ming Ming Chiu","doi":"10.1016/j.edurev.2026.100822","DOIUrl":"10.1016/j.edurev.2026.100822","url":null,"abstract":"<div><div>Graphic organizers can pick out and organize key information to release students' cognitive effort from their lower-order thinking for their higher-order thinking (dispositions, cognitive processes, skills), but studies showed mixed results. Hence, this meta-analysis of 4824 students in 66 empirical studies with 72 effect sizes determine the overall effect size of graphic organizers on higher order thinking and moderators that explain the different results. Use of graphic organizers showed an overall positive link with higher order thinking (g = 0.778). The effect size is stronger (a) with mind maps, tapering for argument maps and concept maps; (b) in secondary school, tapering for primary school and university; (c) for cognitive processes and dispositions than outcome skills; (d) for divergent thinking than convergent thinking; (e) in countries with higher GDP per capita, and (f) in later publication years. Gender, academic subject and study duration showed no moderation effects. These results inform teachers' judicious use of graphic organizers to boost their students’ higher order thinking.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100822"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587247","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 connection between the social network perspective and teacher professional development: A systematic literature review","authors":"Thibault Coppe,&nbsp;Laura Thomas,&nbsp;Jan-Willem Strijbos,&nbsp;Ruben Vanderlinde","doi":"10.1016/j.edurev.2026.100818","DOIUrl":"10.1016/j.edurev.2026.100818","url":null,"abstract":"<div><div>A dominant theoretical narrative has emerged in the substantial body of professional development literature that uses the social network perspective, under the too-simplistic justification that “relationships matter”. This overarching narrative tends to obscure the diverse perspectives and nuances within the literature regarding the theoretical rationale for the connection between the social network perspective and teacher professional development (TPD). The primary aim of this systematic review is to highlight and reflect upon the various theoretical rationales linking the social network perspective and TPD, as seen in the relevant empirical research. From 1475 records identified in Scopus, Psycinfo, and Eric, we retained 51 articles after screening titles and abstracts, followed by full-text screenings. We used a combination of deductive and inductive approaches to analyze our final set of 51 studies. Our results present an integrated conceptual model with four distinct rationales for connecting the social network perspective and TPD: (1) the network as a source of professional development, (2) the network as a catalyst for enactment and sustainability of reforms with TPD, (3) the network as purposefully (re)shaped by professional development initiatives, and (4) the network as a (latent) school capacity for teacher and school development. In the discussion, we particularly reflect on these rationales along two key dimensions: the functional role of the network (independent vs. dependent variable) and the ontological stance toward the network (active vs. passive).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100818"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539120","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":"Education for democracy: a review of studies examining the effect of education on levels and distributions of democratic competences","authors":"Adrian Arellano ,&nbsp;Jan Germen Janmaat ,&nbsp;Bryony Hoskins","doi":"10.1016/j.edurev.2026.100792","DOIUrl":"10.1016/j.edurev.2026.100792","url":null,"abstract":"<div><div>Growing concerns about democratic backsliding have renewed interest in how education fosters democratic competences. Existing reviews have summarized parts of this relationship, but this scoping review is, to our knowledge, the first to comprehensively cover all key educational dimensions and democratic competences. We also extend previous work by examining not only how education is associated with levels of democratic competences but also how it relates to inequalities in these competences. Following PRISMA-Scoping Review guidelines, we systematically identified and screened 4000 records and included 359 empirical studies published between 2001 and 2024 across seven educational domains: curriculum, participatory pedagogy, school democratic ethos, teacher training, assessment, educational attainment, and system characteristics. Studies were charted by design, population, country, and the direction of findings on five democratic competences, knowledge, skills, attitudes, values, and behavior. Overall, 60% of studies report positive findings and 20% null findings, while 45% of those addressing inequality suggest compensatory outcomes and 30% accelerating outcomes. Three key findings emerge. First, findings from educational strategies such as participatory pedagogy, citizenship education curricula, and longer compulsory schooling suggest “win–win” effects, by simultaneously being related to higher democratic competences and lower inequalities. Second, findings from system features such as early tracking and high school autonomy suggest “null–lose” effects, showing limited overall benefit while co-occurring with exacerbated inequality. Third, research on teacher training, assessment, as well as the domains of skills and values remains limited, underscoring the need for more rigorous and comparative designs. Overall, the findings suggest that inclusive, participatory, and equity-oriented educational approaches are most consistently linked to democratic competences and the mitigation of inequalities, offering guidance for policymakers seeking to strengthen democracy through education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"51 ","pages":"Article 100792"},"PeriodicalIF":10.6,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147957024","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}