Educational Research Review最新文献_第3页

Measuring spelling skills: A meta-analysis of the convergence of dictation and error detection tasks 测量拼写技能：听写与检错任务趋同的元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-30 DOI: 10.1016/j.edurev.2025.100706

Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter

{"title":"Measuring spelling skills: A meta-analysis of the convergence of dictation and error detection tasks","authors":"Darius Endlich, Wolfgang Lenhard, Peter Marx, Tobias Richter","doi":"10.1016/j.edurev.2025.100706","DOIUrl":"10.1016/j.edurev.2025.100706","url":null,"abstract":"<div><div>Accurate spelling is essential for academic and professional achievement. Developing cost-effective assessments to provide early support for children experiencing difficulties with spelling is crucial. In the past, dictations have been the primary method for measuring spelling skills. However, given that reading and spelling rely on shared orthographic knowledge, detecting spelling errors might serve as a more efficient assessment approach. Recently, passive formats have gained prominence such as error identification tests or multiple-choice formats, which can be administered digitally. This study aimed to examine the relationship between active and passive methods of spelling assessment in a meta-analysis while examining potential moderators. A multilevel meta-analysis was conducted, utilizing 27 studies with 69 samples and 113 correlations. A strong positive overall correlation of <span><math><mrow><mover><mi>r</mi><mo>‾</mo></mover></mrow></math></span> = .77, 95 % CI [.74, .80] was found. Stimulus material and various forms of active and passive methods for assessing spelling skills significantly influenced the relationship as moderators, whereas grade level had no impact. No evidence of publication bias was detected. The positive relationship between active and passive methods of spelling assessment supports their interchangeable use in practice. As the number of primary studies increases, future meta-analyses could explore further moderators that may influence the strong overall correlation.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100706"},"PeriodicalIF":9.6,"publicationDate":"2025-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144566519","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

From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes 从教师动机到教学行为：中介过程的系统回顾与理论框架

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-28 DOI: 10.1016/j.edurev.2025.100703

Rebecca Lazarides , Ulrich Schiefele , Martin Daumiller , Markus Dresel

{"title":"From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes","authors":"Rebecca Lazarides , Ulrich Schiefele , Martin Daumiller , Markus Dresel","doi":"10.1016/j.edurev.2025.100703","DOIUrl":"10.1016/j.edurev.2025.100703","url":null,"abstract":"<div><div>Teacher motivation plays a key role in achieving a high instructional quality. However, there is a clear need for more detailed research on the underlying mechanisms that link teacher motivation to high-quality instruction. In this systematic literature review, we synthesize existing empirical work examining the intrapersonal processes mediating the relations between teacher motivation and teaching behaviour. Our review includes empirical work referring to core teacher motivation theories (social cognitive theory, situated expectancy-value theory, self-determination theory, and achievement goal theory). Following PRISMA guidelines, literature research in PsycINFO, Web of Science, and Scopus yielded an initial sample of 1607 records. After screening all records, 16 studies remained as eligible. Results of the review show that mediational processes between teacher motivation and teaching behaviour have not yet been addressed sufficiently. Studies focus more on teachers' self-efficacy and goals and the processes linking these to teaching behaviours rather than on teachers' value beliefs. Based on this review, we propose a heuristic model explaining how and why different components of teacher motivation relate to specific teaching behaviours. This model and the underlying findings are of practical relevance, as they indicate that teachers’ self-efficacy and goals foster important cognitive (e.g., setting of evaluation standards), emotional (e.g., experience of certain emotions), and behavioural (e.g., engagement) processes relating to teaching behaviour. This implies that teacher education and training should focus simultaneously on these processes and the underlying competence beliefs and goals to enhance teaching quality.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100703"},"PeriodicalIF":9.6,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534901","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

Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023 社交机器人对儿童语言发展影响的元分析：来自2003年至2023年二十年研究的见解

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-28 DOI: 10.1016/j.edurev.2025.100702

Xinghua Wang , Linlin Li , Qiyun Wang , Baichang Zhong , Yaqian Xu

{"title":"Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023","authors":"Xinghua Wang , Linlin Li , Qiyun Wang , Baichang Zhong , Yaqian Xu","doi":"10.1016/j.edurev.2025.100702","DOIUrl":"10.1016/j.edurev.2025.100702","url":null,"abstract":"<div><div>Robotics technologies powered by artificial intelligence are revolutionizing language learning, particularly for children who are at critical stages of language development. With the increasingly prevalent use of social robots in children's language acquisition, however, a comprehensive understanding of their effectiveness in this regard remains lacking. To address this gap, this study conducted a meta<strong>-</strong>analysis of 27 empirical publications spanning two decades from 2003 to 2023, involving 70 effect sizes and 1544 participants. The results revealed a moderate to large positive effect of social robots on children's language learning, especially for the affective dimension in social robot<strong>-</strong>assisted language learning (SRALL). The influence of social robots on language learning was moderated by the demographical factor (school levels), research designs (social robots' roles, language skills, intervention duration, language types, and control conditions), and social robot characteristics. For instance, older learners achieved higher cognitive outcomes, while younger learners showed greater affective gains. Moderately extended exposure to social robots could lead to increased effectiveness, although the impact varied depending on robot roles and the language skills targeted. Social robots were particularly useful for the improvement of speaking and mixed skill sets. While SRALL did not significantly outperform the control conditions in the cognitive dimension, it demonstrated significant advantages in the affective dimension. Additionally, anthropomorphic robots showed a higher effect size than cartoon<strong>-</strong>like robots. These findings contribute to child<strong>-</strong>robot interaction research and practice by informing the design of social robots and the development of pedagogy in supporting children's language learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100702"},"PeriodicalIF":9.6,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518546","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 association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis 教师自我效能感与学生学习成绩的关系：系统回顾与元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-06-21 DOI: 10.1016/j.edurev.2025.100701

Kang Ma , Michael Cavanagh , Junhua Zhang , Muhammad Chutiyami

引用次数: 0

A scoping review of the factors contributing to a sense of belonging in early career teachers 对早期职业教师产生归属感的因素进行范围审查

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-05-29 DOI: 10.1016/j.edurev.2025.100700

Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn

{"title":"A scoping review of the factors contributing to a sense of belonging in early career teachers","authors":"Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn","doi":"10.1016/j.edurev.2025.100700","DOIUrl":"10.1016/j.edurev.2025.100700","url":null,"abstract":"<div><div>Teacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100700"},"PeriodicalIF":9.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241543","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

Meta-analysis of associations between digital parenting and children's digital wellbeing 数字育儿与儿童数字健康之间关系的荟萃分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-05-29 DOI: 10.1016/j.edurev.2025.100699

Cheng Yong Tan, Naiqi Xu, Mengyi Liang, Li Li

{"title":"Meta-analysis of associations between digital parenting and children's digital wellbeing","authors":"Cheng Yong Tan, Naiqi Xu, Mengyi Liang, Li Li","doi":"10.1016/j.edurev.2025.100699","DOIUrl":"10.1016/j.edurev.2025.100699","url":null,"abstract":"<div><div>The present study is contextualized in the rapidly digitalizing world where many parents struggle to maximize their children's online learning opportunities and protect the latter against online risks. It employed three-level meta-analysis to synthesize findings from 88 primary studies (2008–2024) on associations between digital parenting (positive mediation, negative mediation, co-use, general digital parenting) and children's digital wellbeing (positive, negative, digital use). The study is original in the comprehensive examination of associations between the different types of digital parenting and children's digital wellbeing. There are three sets of results. First, digital parenting was negatively associated with children's negative digital wellbeing. The magnitude of association between digital parenting and children's negative digital wellbeing was the largest for co-use, followed by positive and negative mediation. Second, digital parenting was not associated overall with children's positive digital wellbeing or digital use. However, the association between digital parenting and children's positive digital wellbeing was stronger for positive mediation than negative mediation or co-use. Types of digital parenting did not moderate the association between digital parenting and children's digital use. Third, there were some significant moderator effects for children's sex, geographical regions, data sources for digital parenting and children's digital wellbeing, and cross-sectional/longitudinal research designs. The study advances theory by providing evidence that there is no one-size-fits-all approach to digital parenting for comprehensively enhancing children's digital wellbeing. It also emphasizes the need for researchers to differentiate among different types of children's digital wellbeing that are influenced by digital parenting.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100699"},"PeriodicalIF":9.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241541","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

Towards evidence-based music teaching and learning: A meta-analysis 迈向循证音乐教学：一项元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-05-20 DOI: 10.1016/j.edurev.2025.100698

Daniela G. Valache , Marian Ilie , Paul Sârbescu , Paula I. Cazan

引用次数: 0

The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study 基于问题的学习方法对学习结果的影响：一项二阶元分析研究

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-05-15 DOI: 10.1016/j.edurev.2025.100690

Ayhan Koçoğlu , Sedat Kanadlı

{"title":"The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study","authors":"Ayhan Koçoğlu , Sedat Kanadlı","doi":"10.1016/j.edurev.2025.100690","DOIUrl":"10.1016/j.edurev.2025.100690","url":null,"abstract":"<div><div>The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100690"},"PeriodicalIF":9.6,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116170","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety 性与性别差异学生的支持性学校策略：欺凌受害经历与学校安全感关联的元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-05-01 DOI: 10.1016/j.edurev.2025.100689

Ruby van Vliet , Rozemarijn van der Ploeg , Tina Kretschmer , Wouter J. Kiekens , Laura Baams

{"title":"Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety","authors":"Ruby van Vliet , Rozemarijn van der Ploeg , Tina Kretschmer , Wouter J. Kiekens , Laura Baams","doi":"10.1016/j.edurev.2025.100689","DOIUrl":"10.1016/j.edurev.2025.100689","url":null,"abstract":"<div><div>Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100689"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement 数字化学习中通过提示搭建：学习成就有效性的系统回顾和元分析

IF 9.6 1区教育学

Educational Research Review Pub Date : 2025-05-01 DOI: 10.1016/j.edurev.2025.100686

Herbert Thomann, Viola Deutscher

{"title":"Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement","authors":"Herbert Thomann, Viola Deutscher","doi":"10.1016/j.edurev.2025.100686","DOIUrl":"10.1016/j.edurev.2025.100686","url":null,"abstract":"<div><div>We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement (<em>d</em> = .394), though adjustment for publication bias yielded a more conservative estimate (<em>d</em> = .220). Their effectiveness is largely moderated by prompt design features. Based on meta-regression models, we find the highest efficacy for action-based prompts (rule-based AI) (<em>d</em> = .465), prompts designed for specific learner groups (<em>d</em> = .513), and combinations of generic and directed prompts (<em>d</em> = .571). Regional differences were pronounced, with studies from East Asia showing substantially larger effects than European settings. The effectiveness of learning prompts is further moderated by the learning domain and target group. Our findings reveal that prompts are not a universal solution but require thoughtful implementation. We recommend implementing action-based prompts triggered by learner behavior, using log data to tailor prompts to expertise levels. Designers should keep prompts concise to minimize cognitive load. We advise combining generic and directed prompts based on learning goals. Finally, it is essential to ensure learners are familiar with prompt use. These evidence-based guidelines can help optimize digital learning prompts to support diverse learner needs.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100686"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0