Educational Research Review最新文献

{"title":"When personal becomes relational: A meta-analysis and narrative review on personality traits and children's affective relationships with adults","authors":"Qingqing Du ,&nbsp;Debora L. Roorda ,&nbsp;Helma M.Y. Koomen ,&nbsp;Suzanne Jak ,&nbsp;Marjolein Zee","doi":"10.1016/j.edurev.2025.100688","DOIUrl":"10.1016/j.edurev.2025.100688","url":null,"abstract":"<div><div>In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (<em>k</em> = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (<em>k</em> = 8) and between personality similarity and adult–child relationships (<em>k</em> = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with <em>positive</em> parent–child relationships (e.g., warmth) and negatively associated with <em>negative</em> parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with <em>positive</em> parent–child relationships and positively associated with <em>negative</em> parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100688"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072519","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":"Navigating the double-edged sword: A meta-analysis of the effects of digital games on 21st century skills","authors":"Chao Cheng ,&nbsp;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^st century skills. Although 21^st century skills have been widely promoted, this is the first meta-analysis to examine the effects of digital games on 21^st 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^st 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^st 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^st 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}

{"title":"Unpacking the digital literacy–self-regulated learning nexus: A systematic review and a three-level meta-analysis","authors":"Min Lan ,&nbsp;Haixia Liu ,&nbsp;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}

{"title":"Meta-analysis of associations between digital parenting and children's digital wellbeing","authors":"Cheng Yong Tan,&nbsp;Naiqi Xu,&nbsp;Mengyi Liang,&nbsp;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":"2025-08-01","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}

{"title":"The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies","authors":"Vsevolod Scherrer,&nbsp;Moritz Breit,&nbsp;Franzis Preckel","doi":"10.1016/j.edurev.2025.100687","DOIUrl":"10.1016/j.edurev.2025.100687","url":null,"abstract":"<div><div>Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity of using academic achievement for diagnostic purposes, near-perfect stability may indicate insufficient educational mobility. However, the rank-order stability of school achievement is very rarely studied explicitly. Therefore, we know little about the conditions under which this stability is higher or lower. The present meta-analysis of longitudinal studies reports the rank-order stability of teacher-assigned school marks and school achievement tests. A total of 1990 test-retest correlation coefficients were compiled, involving 740,610 individual participants from 363 longitudinal studies. The mean rank-order stability, estimated for Grade 5 and a test-retest interval of two years, was <em>ρ</em> = .70 (95 % CI: .69, .72). Stability was lower for school marks (<em>ρ</em> = .67) than achievement tests (<em>ρ</em> = .72). Stability remained relatively constant across grade levels and decreased with increasing test-retest interval. The decrease in stability with increasing interval was greater for school marks than for achievement tests: Both indicators were comparably stable in very short intervals, but achievement test results were much more stable in the long-term. The stabilities of school marks and achievement tests varied between both school domains and countries.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100687"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107366","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 association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis","authors":"Kang Ma ,&nbsp;Michael Cavanagh ,&nbsp;Junhua Zhang ,&nbsp;Muhammad Chutiyami","doi":"10.1016/j.edurev.2025.100701","DOIUrl":"10.1016/j.edurev.2025.100701","url":null,"abstract":"<div><div>This meta-analysis includes 71 studies representing 254619 teachers and the academic performance of their students. The results indicate significant but small effect sizes for overall TSE constructs on academic performance, <em>r</em> from 0.063 to 0.192. The two largest effect sizes are between overall TSE for subject teaching and overall TSE, outperforming the personal and general efficacy (Gibson &amp; Demo, 1984). Effect sizes of TSE for instructional strategies and classroom management outperformed that for student engagement. The strength between these two constructs does not change with the grade taught and that based on objective academic scores as student outcomes tend to have higher correlation coefficients associated with overall TSE and personal TSE. Limitations and implications are discussed.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100701"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335474","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":"Towards evidence-based music teaching and learning: A meta-analysis","authors":"Daniela G. Valache ,&nbsp;Marian Ilie ,&nbsp;Paul Sârbescu ,&nbsp;Paula I. Cazan","doi":"10.1016/j.edurev.2025.100698","DOIUrl":"10.1016/j.edurev.2025.100698","url":null,"abstract":"<div><div>This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles that met the inclusion criteria in the effect size calculation, resulting in 25 effect sizes. MTLAs have an overall medium and heterogeneous effect (<em>d</em> = .56, <em>p</em> &lt; .001) on both music literacy and sight reading (<em>d</em> = .54, <em>p</em> &lt; .01) as well as performance and aural skills (<em>d</em> = .51, <em>p</em> &lt; .001). The effects of MTLAs can vary depending on the teaching methodology used, the category of musical-artistic outcomes targeted, and the educational level of the participants. No publication bias was identified.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100698"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166451","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":"Review of research on design thinking in K-12 education","authors":"Lin Lin ,&nbsp;Shusheng Shen ,&nbsp;Rustam Shadiev ,&nbsp;Minghua Yu","doi":"10.1016/j.edurev.2025.100682","DOIUrl":"10.1016/j.edurev.2025.100682","url":null,"abstract":"<div><div>Design thinking (DT) has drawn increasing attention in K-12 education. However, research on DT in K-12 education has not yet been comprehensively reviewed. The current review research attempted to bridge this gap in the field. Following the PRISMA guidelines, this review examined 40 empirical studies on DT in K-12 education, with specific emphasis on four key aspects: (1) research areas, (2) incorporation of DT into K-12 education, (3) methodologies, and (4) reported findings in reviewed studies. In terms of the first aspect, the main themes to analyze were identified as participant perspective, instructional intervention, learning assessment, and design mechanism. In terms of the second aspect, it was found that studies were conducted primarily in the context of design, technology, engineering, and STEM (Science, Technology, Engineering, and Mathematics) education in middle schools and durations ranging from three days to nine weeks. In terms of the third aspect, these studies typically carried out qualitative analysis of documents and administered questionnaires, interviews, and observations. The articles described the development of questionnaires, online games, and scales to evaluate DT. In terms of the fourth aspect, the findings showed that DT was welcomed by most participants, and it was capable of optimizing learning processes and helped promote student learning. DT can be developed not only through DT courses but also through programming learning. The effective way to DT was explained through time allocation, modalities, and iteration sequence exploration. Based on the findings, it may be concluded that DT is still in an early development stage in K-12 education, and so research on DT has not yet been broadly established with academic content learning. More studies on subject content learning supported by various DT elements, instruction based on design mechanisms, and technology-supported assessment in K-12 education are needed to impact the educational practice of DT.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100682"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786200","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":"Effectiveness of L1 and pictures in multimedia conditions on learning second-language vocabulary: A meta-analysis","authors":"Caihui Zhang ,&nbsp;Giovanni Sala ,&nbsp;Fernand Gobet","doi":"10.1016/j.edurev.2025.100681","DOIUrl":"10.1016/j.edurev.2025.100681","url":null,"abstract":"<div><div>Multimedia inputs have been often used in second language (L2) vocabulary learning; however, the effective elements in multimedia inputs for L2 vocabulary learning have hardly been established. This study aims to identify the effective element(s) and further clarifies the meaning of different “domains” in multimedia L2 vocabulary learning. Considering that the learning target (L2 vocabulary) belongs to the verbal domain, the meaningful inputs are then constructed as within-domain (i.e. L1-based), cross-domain (i.e. Picture-based), and mixed-domain (i.e. L1+picture-based) learning conditions. The present study firstly conducted an omnibus analysis and then three meta-analyses: (a) within-domain vs. cross-domain (20 studies, 51 effect sizes), (b) within-domain vs. mixed-domain (21 studies, 55 effect sizes), and (c) cross-domain vs. mixed-domain (9 studies, 27 effect sizes), for a total of 2056 participants. Both immediate and available delayed tests were used as dependent variables. Four moderators were used to identify potential predictors. The results indicate that, at the immediate tests, the mixed-domain condition consistently outperforms the within-domain condition (<em>g</em> = 0.334, <em>p</em> &lt; 0.001) and cross-domain condition (<em>g</em> = 0.350, <em>p</em> = 0.001) in facilitating L2 vocabulary learning. However, at the delayed tests, the advantageous effect of the mixed-domain condition only marginally outperformed the cross-domain condition (<em>g</em> = 0.271, <em>p</em> = 0.067). No significant difference was found between the within-domain and cross-domain conditions in L2 vocabulary learning. No significant moderator was detected at either the immediate tests or the delayed tests. These findings highlight the benefit of incorporating both L1 words and pictures into L2 vocabulary learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100681"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786199","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":"A systematic review of evidence-based design and pedagogical principles in educational virtual reality environments","authors":"Adurangba Victor Oje ,&nbsp;Nathaniel J. Hunsu ,&nbsp;Logan Fiorella","doi":"10.1016/j.edurev.2025.100676","DOIUrl":"10.1016/j.edurev.2025.100676","url":null,"abstract":"<div><div>As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100676"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143427510","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}