Educational Psychology Review最新文献

Sex Differences in Mathematics: A Meta-analytic Review Across Content, Grades, and Geographic Regions 数学的性别差异：跨内容、年级和地理区域的元分析回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-28 DOI: 10.1007/s10648-026-10125-8

Sara Caviola, David Giofrè, Enrico Toffalini, Lorenzo Esposito, Irene Tonizzi, David C. Geary

引用次数: 0

Gender Differences in Mental Rotation and Visualisation Across Adolescence: Large Scale Evidence from the United States, Ireland, and Austria with Single-Paper Meta-Analyses 青春期心理旋转和视觉化的性别差异：来自美国、爱尔兰和奥地利的单篇荟萃分析的大规模证据

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-25 DOI: 10.1007/s10648-026-10149-0

Jeffrey Buckley, Sheryl Sorby, Gavin Duffy, Günter Maresch, Jason Power

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Motivating Self-Regulation: Utility Value, Interest Development, and the Potential for Intervention 激励自我调节：效用价值、兴趣发展与干预潜力

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-24 DOI: 10.1007/s10648-026-10142-7

Carol Sansone, K. Ann Renninger, Judith M. Harackiewicz

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Compositional Analysis of Writing Instructional Practices Performed with Digital Tools: A Meta-Analysis 使用数位工具进行写作教学实践的成分分析：一项元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-23 DOI: 10.1007/s10648-026-10153-4

Paula López, Raquel Fidalgo, Carmen Álvarez-Moreno, Rubén Díaz-Tejedor, Huub van den Bergh, Gert Rijlaarsdam

引用次数: 0

Community and Participatory Evidence and Research Synthesis: Enhancing Alignment and Usability of Research Synthesis Methods 社区和参与性证据与研究综合：增强研究综合方法的一致性和可用性

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-22 DOI: 10.1007/s10648-026-10152-5

Jason C. Chow, Ruben G. Martinez

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Interventions as Probes of Cognitive Architecture: Commentary on Zhang et al. (2026) 干预作为认知建筑的探针——评Zhang等人（2026）

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-20 DOI: 10.1007/s10648-026-10150-7

David Moreau, Kristina Wiebels

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Metamotivational Processes in Self-regulated Learning: Exploring the Implications for Research, Theory, and Educational Practice 自我调节学习中的元动机过程：探索研究、理论和教育实践的意义

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-20 DOI: 10.1007/s10648-026-10154-3

Anastasia Efklides, Eleftheria N. Gonida, Eve Kikas

引用次数: 0

Testing the Relative Universalism of Psychological Theories: A Person-Centered Analysis of Control-Value Theory 检验心理学理论的相对普遍性：以人为中心的控制价值理论分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-20 DOI: 10.1007/s10648-026-10155-2

Dirk Tempelaar, Alexandra Niculescu

引用次数: 0

Availability to Learn: An Essential, Achievable Condition for Self-Regulated Learning 学习的可用性：自我调节学习的必要条件

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-04 DOI: 10.1007/s10648-026-10144-5

Adar Ben-Eliyahu, Matthew L. Bernacki

{"title":"Availability to Learn: An Essential, Achievable Condition for Self-Regulated Learning","authors":"Adar Ben-Eliyahu, Matthew L. Bernacki","doi":"10.1007/s10648-026-10144-5","DOIUrl":"https://doi.org/10.1007/s10648-026-10144-5","url":null,"abstract":"Theoretical models of self-regulated learning (SRL) describe typical learners and learning processes that occur under ideal conditions. Such models largely ignore the broader environmental and historical challenges that can make some learners less available to engage in academic tasks when they encounter them in daily life. We consider the person- and task-specific variables included in models of SRL and broaden consideration to include the larger ecological system in which the learner and task reside. This integrated framework maps the positive and negative contributions these different factors can make to one’s “availability to learn.” We propose that (1) components in the ecological system combine in a summative ratio of contributors and challenges and (2) they must be regulated to establish availability by surpassing an activation ratio threshold and, thereafter, maintaining the availability to learn is necessary to engage in SRL. When such availability to learn does not arise naturally, we propose additional pathways that illustrate how learners activate SRL, use feedback loops to enhance availability, and draw on past experiences that promote learners’ initiative in future learning tasks. We close by proposing a research paradigm that handles complexity captured in real life circumstances. Assets and threats to one’s availability to learn can be modeled across an ecological system that blends observation of typical self-reported inter-individual differences with the process-oriented intraindividual study of SRL afforded by online measures including think aloud protocols, learning analytics, field observation, and self-reports.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147702302","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Emotions Are Not Random: Machine Learning Reveals Predictable Patterns in a 21-Day Second Language Learning Trajectory 情绪不是随机的：机器学习揭示了21天第二语言学习轨迹中的可预测模式

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-04 DOI: 10.1007/s10648-026-10141-8

Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel

{"title":"Emotions Are Not Random: Machine Learning Reveals Predictable Patterns in a 21-Day Second Language Learning Trajectory","authors":"Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel","doi":"10.1007/s10648-026-10141-8","DOIUrl":"https://doi.org/10.1007/s10648-026-10141-8","url":null,"abstract":"Emotion research in second language learning has largely focused on static, trait-based measures, especially anxiety, while neglecting contextual and temporal dynamics. This study reconceptualizes emotions as emergent and context-dependent, shaped by real-time interactions with learning activities and self-perceptions. Using Ecological Momentary Assessment (EMA), 92 adult learners reported their emotional states (anxiety, enjoyment, boredom), perceived proficiency, and contextual features (e.g., task modality, duration) across 6,918 learning episodes over 21 days. We identified five emotional profiles, including a dominant “Routine but Pleasant” state, challenging anxiety-centred paradigms. Emotional variability was primarily intraindividual (62–68%), with weak temporal trends and idiosyncratic cycles. Time-series machine learning (TabPFN-TS) achieved high predictive accuracy for emotional states (e.g., anxiety R² = 0.87; boredom R² = 0.95) and perceived proficiency (R² = 0.83). These findings underscore the value of modelling emotional dynamics in context and suggest that short-horizon forecasting may help identify moments when timely learner support could be explored in future work.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"114 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147702303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0