Educational Psychology Review最新文献

{"title":"Re-examining Associations between Big Five Personality Traits and Teacher Burnout using Meta-analytic Structural Equation Modeling","authors":"Kangning Zhu, Junhua Dang, Yuhao Cui","doi":"10.1007/s10648-026-10231-7","DOIUrl":"https://doi.org/10.1007/s10648-026-10231-7","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"65 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149221403","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}

{"title":"Gesture-Based Vocabulary Instruction in a Special Education Context: Exploratory Evidence on Gesture Use and Lesson Frequency","authors":"Lijia Lin,Alfred van Bergen,Kate M. Xu,Kim Ouwehand,Fred Paas","doi":"10.1007/s10648-026-10228-2","DOIUrl":"https://doi.org/10.1007/s10648-026-10228-2","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"63 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210804","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}

{"title":"Revisiting the Role of Social and Dimensional Comparisons in the Internal/External Frame of Reference Model: A Systematic Comparison of the Classic and the Difference I/E Model","authors":"Fabian Wolff,Jennifer Schumacher,Jens Möller","doi":"10.1007/s10648-026-10212-w","DOIUrl":"https://doi.org/10.1007/s10648-026-10212-w","url":null,"abstract":"Abstract The classic internal/external frame of reference (I/E) model describes the effects of students’ math and verbal achievements on their math and verbal self-concepts. It assumes that social (external) comparisons (with achievements of others) are reflected in positive within-domain effects, whereas dimensional (internal) comparisons (with achievements in other domains) are reflected in negative between-domain effects. In recent decades, these assumptions have received broad empirical support. However, Wolff (2021) argued that the positive within-domain effects in the classic I/E model may also reflect dimensional comparison effects, leading to an overestimation of the impact of within-domain achievements (including social comparisons). To illustrate this argument, he proposed the difference I/E model as a reparameterization of the classic I/E model, in which self-concepts in a given domain are regressed on the difference between achievements in the same and the other domain, rather than on absolute achievement in the other domain, to draw inferences about the strength of dimensional comparison effects. To date, however, a systematic comparison of the two I/E model specifications is still lacking. In this research, we therefore compared the two I/E model specifications across six empirical studies. Overall, these studies provided evidence consistent with the assumption that the within-domain effects in the classic I/E model (but not in the difference I/E model) also reflect between-domain achievement effects (including dimensional comparison effects) and that relative achievement information is salient when students evaluate their self-concepts, thereby supporting the theoretical relevance of the difference-score parameterization. Implications for prior and future I/E model research are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"5 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210805","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}

{"title":"Further Redefining Motivation with Situated Cognition, Power, and Belonging","authors":"Daniel T. Hickey, Charmian Lam","doi":"10.1007/s10648-026-10219-3","DOIUrl":"https://doi.org/10.1007/s10648-026-10219-3","url":null,"abstract":"This article contributes to a growing convergence across educational psychology, the learning sciences, and culturally responsive education by further redefining motivation as an interactional and socially situated phenomenon. We review and extend ongoing efforts to challenge mainstream models that characterize motivation primarily in terms of individual-level psychological constructs and processes. We instead argue that motivation arises through social engagement in meaningful disciplinary activities shaped by power, identity, and community. Central to this redefinition are two innovative frameworks from Randi Engle (1967—2012): <jats:italic>productive disciplinary engagement</jats:italic> and <jats:italic>expansive framing</jats:italic> . The paper synthesizes these frameworks with critical and sociocultural theories to develop a design-based approach to engagement and motivation that highlights accountability, authorship, and intercontextuality. We examine two programs of design-based research—one focused on online instruction and assessment and the other on first-year college writing seminars—to demonstrate how Engle’s design principles might motivate equitable engagement and a lasting sense of belonging, especially for students with minoritized identities. The motivational implications of this approach are connected to mainstream motivation theories (i.e., social cognitive, self-determination, expectancy-value, and achievement goal theories), showing how Engle’s design principles align with established motivational constructs. We argue for a new approach to engagement and motivation that embeds psychological approaches into situative approaches, supports culturally sustaining pedagogy, and adopts more participatory research methods. We conclude by proposing a methodological and theoretical synthesis to inform future research on motivation and equitable instructional practices.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"54 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149130526","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}

{"title":"Technology-Supported Interventions and Learners’ Metacognition: A Three-Level Meta-Analysis","authors":"Yijia Yuan,Yiran Du","doi":"10.1007/s10648-026-10227-3","DOIUrl":"https://doi.org/10.1007/s10648-026-10227-3","url":null,"abstract":"Abstract Despite the growing use of educational technologies, including AI and generative AI, how these technologies support learners’ metacognition remains insufficiently understood. The present study synthesised 33 studies using a three-level meta-analysis. Technology-supported interventions were associated with higher metacognitive outcomes on average, Hedges’ g  = 0.653, 95% CI [0.520, 0.786], although heterogeneity was substantial. Technology type did not significantly moderate effects. Exploratory analyses showed descriptively larger estimates for interventions with technology-use guidance, immediate feedback, and system-directed learner control, but none remained significant after BH-FDR adjustment (adjusted p = .095 for each). Because these features overlapped, the patterns are hypothesis-generating rather than evidence of independent moderator effects. Interventions most frequently supported evaluation/reflection, monitoring, and strategic control, whereas planning was less consistently represented. Importantly, 77 of 94 effects (81.9%) concerned metacognitive regulation, and 90 (95.7%) relied on self-report measures, indicating that the pooled association primarily reflects self-reported metacognitive regulation. Overall, the findings suggest that technology-supported interventions can support metacognitive outcomes, while these effects should be interpreted in light of the specific regulatory processes targeted and how metacognitive outcomes are measured.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"11 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093319","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}

{"title":"Why Some Gestures Work Better than Others: Toward a Model of Gesture-Supported Vocabulary Learning","authors":"Manuela Macedonia,Lihui Hu,Brian Mathias","doi":"10.1007/s10648-026-10222-8","DOIUrl":"https://doi.org/10.1007/s10648-026-10222-8","url":null,"abstract":"Abstract Gesture has emerged as a powerful multimodal tool in vocabulary acquisition, with converging behavioral and neuroscientific evidence for its facilitative role in second language (L2) vocabulary learning. Yet in both instructional practice and experimental research, gestures are often treated as relatively homogeneous, despite systematic variation in their characteristics and implementation that may contribute to heterogeneous learning outcomes. In this article, we examine theoretically relevant sources of this variation and argue that gesture characteristics should be considered explicitly in L2 vocabulary instruction and research. Drawing on theoretical and empirical research on gesture-supported vocabulary learning, we identify seven dimensions hypothesized to be relevant to the mnemonic contribution of instructional gestures: iconicity, sensorimotor imagery potential, motional salience, emotional salience fit, gesture complexity fit, cultural familiarity, and enactment potential. These dimensions capture properties of instructional gestures and their relationships with the target lexical item and learning context. They are not assumed to be statistically independent or to contribute equally or additively to learning. We integrate these dimensions in the Gesture Memory Support Model (GMSM), a preliminary theoretical and operational framework for systematically characterizing instructional gestures. Rather than combining dimension ratings into an overall measure of gesture effectiveness, the GMSM retains them as a multidimensional profile. Grounded primarily in L2 research, the framework supports stimulus characterization, experimental design, and hypothesis generation without assuming that its potential applicability is restricted to L2 vocabulary learning. The framework distinguishes gesture characteristics from learner-level cognitive mechanisms and implementation conditions, such as gesture–speech temporal alignment and whether gestures are observed or actively produced. At its present stage of development, the GMSM should be regarded as a framework for characterization and hypothesis generation rather than as an empirically validated diagnostic or predictive instrument. Future research will be required to establish the reliability and empirical distinctiveness of its dimensions and determine their individual and interactive relationships with vocabulary-learning outcomes.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"84 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093296","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}

{"title":"Considering Cognitive Load When Exploring Before Instruction: The Potential Role of Element Interactivity","authors":"Marci S. DeCaro,Campbell R. Bego,Angela K. Thompson,Ryan J. Patrick","doi":"10.1007/s10648-026-10223-7","DOIUrl":"https://doi.org/10.1007/s10648-026-10223-7","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"21 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093297","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}

{"title":"Effects of AI Interventions Across Cognitive, Social-emotional, and Academic Outcomes: a Meta-analysis of Randomized Controlled Trials with Nonlinear Dose–response Evidence","authors":"Xiaotian Ren,Xinying Li,Luying Gao,Qiuying Wei,Haoning Liu,Xiao Yu","doi":"10.1007/s10648-026-10217-5","DOIUrl":"https://doi.org/10.1007/s10648-026-10217-5","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"50 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093298","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}

{"title":"A Complexity Perspective on Culture, Identity, and Motivation: The Dynamic Systems Model of Role Identity","authors":"Avi Kaplan,Joanna K. Garner","doi":"10.1007/s10648-026-10221-9","DOIUrl":"https://doi.org/10.1007/s10648-026-10221-9","url":null,"abstract":"Abstract While most contemporary motivation research has approached sociocultural and individual processes separately, any person’s experience, motivation, and action are simultaneously sociocultural and individual. In this article, we propose the Complex Dynamic Systems (CDS) paradigm as a framework for integrating sociocultural and individual processes into a coherent account of motivated action, and we elaborate one CDS model—the Dynamic Systems Model of Role Identity (DSMRI; Kaplan &amp; Garner, 2017). Our central argument is that the DSMRI explains motivated action as an emergent phenomenon grounded in the person’s role identity—a complex dynamic system that itself emerges within a culturally mediated activity system. This yields an integrated, two-level explanation of the foundational motivational question, why does this person act this way in this situation? At the first, sociocultural level, a person acts according to the sociocultural role they occupy in a particular cultural activity system; at the second, individual level, different people occupying the same role construct idiosyncratic role identities that are framed by the role, yet emerge uniquely because they manifest as non-deterministic dynamic systems. In the article, we develop the conception of culture in the DSMRI as a complex, dynamic, symbolically mediated cultural activity system, and the role identity system that emerges within it. We conclude by considering the implications of this conception for motivation theory, research, and the design of educational environments.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"2 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093299","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}

{"title":"Relations between Teachers’ and Students’ Social-emotional Competence: A Systematic Review and Multilevel Meta-analysis","authors":"Thuy-Anh Nguyen,Tarissa Hidajat,Ting Zhou,Tianyi Ma,April Hoang,Shiralee Poed,Elizabeth J. Edwards","doi":"10.1007/s10648-026-10218-4","DOIUrl":"https://doi.org/10.1007/s10648-026-10218-4","url":null,"abstract":"Abstract Social-emotional competence (SEC) is strongly associated with key educational outcomes, including students’ academic achievement, engagement, and well-being as well as teachers’ effectiveness and occupational well-being. Although evidence for the extent and conditions of association between teachers’ and students’ SEC has accumulated for over two decades, the pattern among relations remains largely unexplored. This systematic review and multilevel meta-analysis followed PRISMA guidelines and searched four databases (PsycINFO, ERIC, Scopus, Web of Science). We identified 65 studies and 196 effect sizes ( N  = 23,409 teachers; N  = 241,233 students) for examination of the relationship between teachers’ and students’ SEC. Results demonstrated a moderate overall correlation between teachers’ and students’ SEC, although the magnitude of this association varied considerably across studies. We found moderating effects for students’ socioeconomic status (SES), teachers’ years of experience, method by which SEC were measured, and grade levels. The positive association between teachers’ SEC and students’ SEC persisted across sensitivity analyses. However, funnel plot asymmetry and the Egger test indicated that publication bias could not be ruled out, hence the magnitude of the pooled estimate should be interpreted with caution. When the multidimensional construct of SEC was examined across five separate domains (see CASEL, 2020), teachers’ responsible decision-making showed the largest observed relationship with overall students’ SEC, while students’ relationship skills showed the strongest observed association with overall teachers’ SEC. However, given substantial heterogeneity and uneven numbers of effect sizes across SEC domains, these relative differences should be interpreted with caution. Overall, the findings indicate an association between teachers’ and students’ SEC, while also highlighting considerable variability in the magnitude of this relationship. These findings also suggest that teachers’ SEC merits closer attention in social-emotional research with students, including studies designed to test whether teachers’ SEC yields benefit for students’ own SEC development.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"297 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093300","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}