Educational Research Review最新文献

{"title":"Attitudes and emotions in the context of mathematical learning: A systematic review and meta-analysis of intervention studies","authors":"Enrica Donolato,&nbsp;Sara Caviola,&nbsp;Alice Masi,&nbsp;Arne Lervåg,&nbsp;Monica Melby-Lervåg","doi":"10.1016/j.edurev.2026.100815","DOIUrl":"10.1016/j.edurev.2026.100815","url":null,"abstract":"<div><div>This meta-analytic review examines the effectiveness of math attitude interventions on math attitudes, math emotions, math self-regulated strategies, and math performance in school-age students. A systematic search identified 28 studies (142 effects) at post-test, of which five (49 effects) also reported follow-up data. At post-test, interventions showed a large and positive effect on math attitudes (<em>g</em> = 0.34, 95% CI [0.17, 0.52]; <em>p &lt;</em> .001), and a large reduction in negative math emotions (<em>g</em> = −0.40, 95% CI [−0.66, −0.13]; <em>p =</em> .003). Medium positive effects emerged for math self-regulated strategies (<em>g</em> = 0.30, 95% CI [0.13, 0.47]; <em>p &lt;</em> .001) and math performance (<em>g</em> = 0.27, 95% CI [0.14, 0.41]; <em>p &lt;</em> .001). Effects on positive emotions for math were nonsignificant (<em>g</em> = 0.30, 95% CI [−0.83, 1.33]; <em>p =</em> .651), based on only three studies. None of the moderators of math attitude outcomes—intervention approach, delivery agent, intervention duration, and student school level—reached significance. Analyses of publication bias suggested small-study effects for math attitudes, although a modest effect remained after bias correction; no bias was detected for math negative emotions or math performance. Follow-up effects were null and nonsignificant across math attitudes, math self-regulated strategies, and math performance, based on a limited number of studies. Overall, math attitude interventions yield meaningful short-term benefits, including improved math performance, but longer-term effects remain unclear. Future research should prioritize theory-driven studies testing mechanisms linking attitudinal, emotional, and self-regulated strategy changes to sustained outcomes, and examine generalizability across diverse educational contexts.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100815"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539301","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":"Human-AI interactions (HAII) in STEM education: A systematic review from 2010 to 2025","authors":"Mian Wu,&nbsp;Fan Ouyang","doi":"10.1016/j.edurev.2026.100821","DOIUrl":"10.1016/j.edurev.2026.100821","url":null,"abstract":"<div><div>Artificial intelligence (AI) is increasingly integrated into STEM education to construct adaptive learning environments. The perspective of Human-AI Interaction (HAII) offers a critical lens to examine how agency and roles are distributed between students and AI systems, highlighting the alignment of technological designs with pedagogical goals. To clarify these dynamics, this systematic review followed the PRISMA guidelines to select 327 empirical studies related to HAII in STEM education published between 2010 and 2025. Specifically, this review proposed a conceptual framework centered on HAII relationship paradigms, reviewing the educational contexts, technical affordances, interaction types &amp; modalities, and learning outcomes of each. First, in the AI-directed, learner-as-recipient paradigm, AI systems exercise strong control over student agency. It retained a relatively higher presence in primary school and mathematics contexts, relying on probability-based models and compulsory designs to direct learning pathways. Employing implicit data tracking and interface controls, the evaluations primarily focused on domain knowledge and system usability. Second, in the AI-supported, learner-as-collaborator paradigm, agency is shared between students and AI systems. With relatively increased implementation in secondary education and science, these systems employed a mix of algorithms to provide adaptive scaffolding. Combining explicit text inputs with sustained implicit tracking, this paradigm broadened assessments to include affective outcomes and general skills. Third, in the AI-empowered, learner-as-leader paradigm, students hold the highest autonomy. Heavily concentrated in higher education, these systems leveraged Generative AI and suggestive designs to support explicit on-demand inquiry through natural language. The reliance on implicit tracking declined significantly, and the assessment of traditional domain knowledge decreased relative to other paradigms. Based on these results, this review offered several implications to inform the future design of AI applications in STEM education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100821"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587245","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":"Research on research use in schools: A systematic review with a framework synthesis","authors":"Camilla Gramstad Hagevold,&nbsp;Sanna Erika Forsström,&nbsp;Serap Keles","doi":"10.1016/j.edurev.2026.100825","DOIUrl":"10.1016/j.edurev.2026.100825","url":null,"abstract":"<div><div>This systematic review investigates how use of research in schools has been framed and described in empirical literature, identifying the prevalent barriers and enablers reported. Systematic searches were conducted in January 2025 across Scopus, Web of Science, and ERIC databases, yielding 23,299 records after duplicates were removed. After a double-blind screening process in two stages, 109 studies were included based on a priori eligibility criteria: studies focusing on engagement with research among teachers and school leaders in primary and secondary education, published in English-language, and in peer-reviewed journals. Study quality was appraised using the Mixed Methods Appraisal Tool (MMAT) through a double-blind process. Data were synthesized based on an initial framework consolidating recent conceptualizations and theory on research use in education The findings highlight that while research use is a complex phenomenon shaped by systemic influences, it has been studied primarily at the individual level. The analysis identified four governing mechanisms - trust, relationships, skills development, and sustainable structures - that span from outside the system through the organizational level to individual educator practice. Consequently, in this review we propose a conceptual shift from “implementation” of research findings toward an “integration” of research with other knowledge sources and professional wisdom through thoughtful engagement. This interpretation suggests that moving beyond symbolic appropriation of research requires fostering professional agency through sustainable structures, rather than relying on instrumental mandates of evidence-based practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100825"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499174","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":"Corrigendum to “Computational thinking: A meta-review of systematic reviews and meta-analyses” [Educational Research Review 52 (2026)]","authors":"Kim Astor,&nbsp;Josefine Rönnlund,&nbsp;Christine Fawcett,&nbsp;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}