Educational Psychology Review最新文献

The Effective Design of Tasks Involving Learning by Drawing: Current Trends and Methodological Progress in Research on Drawing to Learn 绘画学习任务的有效设计：绘画学习研究的当前趋势和方法进展

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-05-13 DOI: 10.1007/s10648-025-10026-2

Theresa Dechamps, Alexander Skulmowski

{"title":"The Effective Design of Tasks Involving Learning by Drawing: Current Trends and Methodological Progress in Research on Drawing to Learn","authors":"Theresa Dechamps, Alexander Skulmowski","doi":"10.1007/s10648-025-10026-2","DOIUrl":"https://doi.org/10.1007/s10648-025-10026-2","url":null,"abstract":"The generative learning strategy of learning by drawing has received increased attention in recent years. Although this strategy is regularly used by educators, the literature suggests that the effectiveness of the method depends on several factors. In this review, we highlight recent research trends and methodological progress within the field. Although recent developments have led to clearer and more comparable results, many current studies still revealed contradicting results in terms of the efficacy and boundary conditions of the learning strategy. In terms of study designs and the targeted types of knowledge, a trend towards digital drawing studies and a growing variety regarding the content domains of the investigated learning tasks can be observed. Based on the fact that results between different studies are often difficult to compare, we argue to more clearly differentiate visualizations and standardize the terminology for visualizations utilized in learning-oriented drawing tasks. As the properties of visualizations can cause varying cognitive demands on learners, differences in the level of skill required to produce different types of drawings, among other factors and learner variables, can affect the outcomes of this teaching method. Based on our review, we discuss practical and ethical implications as well as considerations for future research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"3 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143940142","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

How Representation Matters: Conceptualizing Systemic Racism to Develop Diversity Research Agendas for Undergraduate STEM Education 代表性如何重要：概念化系统性种族主义以发展本科STEM教育的多样性研究议程

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-05-10 DOI: 10.1007/s10648-025-10021-7

Quentin Sedlacek, Anthony Muro Villa, Michelle Friend, Greses Pérez, Sara Dozier, Heather Haeger, Karla Lomelí, Joel Alejandro Mejia

{"title":"How Representation Matters: Conceptualizing Systemic Racism to Develop Diversity Research Agendas for Undergraduate STEM Education","authors":"Quentin Sedlacek, Anthony Muro Villa, Michelle Friend, Greses Pérez, Sara Dozier, Heather Haeger, Karla Lomelí, Joel Alejandro Mejia","doi":"10.1007/s10648-025-10021-7","DOIUrl":"https://doi.org/10.1007/s10648-025-10021-7","url":null,"abstract":"A growing body of evidence shows that positive student outcomes are associated with racial/ethnic diversity among university STEM instructors. However, few studies to date have been able to provide direct causal evidence identifying the specific mechanism(s) hypothesized to drive the benefits of instructor racial/ethnic diversity. Leaving these mechanisms unexplained may lead both receptive and critical readers to infer that race or ethnicity are somehow “natural” categories that “cause” such outcomes. In this narrative review, we eschew such racial essentialism in favor of an understanding of race as socially constructed, and use an ecological systems perspective to examine how multiple mechanisms of systemic racism operate inside and outside classrooms across multiple levels of analysis. Understanding how these mechanisms relate to each other, and how multiple interconnected mechanisms may drive the benefits of instructor racial/ethnic diversity, could inform the design of policies and practices to disrupt racism and advance equity. By integrating several bodies of psychological and sociological research on systemic racism in STEM and in higher education more broadly, we outline a multi-path model to explain how and under what circumstances STEM instructor racial/ethnic diversity may have particular effects on student experiences or outcomes. We use this model to generate predictions and recommend how researchers could test these predictions in future studies.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"126 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143931085","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

The Reliability, But Not the Cronbach’s Alpha, of Knowledge Tests Matters: Response to Zitzmann and Orona (2025) 知识测试的可靠性，而不是克朗巴赫Alpha：对Zitzmann和Orona（2025）的回应

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-30 DOI: 10.1007/s10648-025-10023-5

Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider

{"title":"The Reliability, But Not the Cronbach’s Alpha, of Knowledge Tests Matters: Response to Zitzmann and Orona (2025)","authors":"Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider","doi":"10.1007/s10648-025-10023-5","DOIUrl":"https://doi.org/10.1007/s10648-025-10023-5","url":null,"abstract":"In their commentary on our meta-analysis, Zitzmann and Orona (2025) used formal proof and cited methodological studies to argue that test reliability is important, Cronbach’s Alpha generally indicates test reliability, and cutoff values for alpha are indispensable. We agree that high reliability is important for all tests. Yet, alpha does not reflect the reliability of knowledge tests. Zitzmann and Orona’s arguments are based on the unwarranted assumption that knowledge is always homogeneous. Using a concrete example, we show how item interrelatedness (i.e., alpha) can be low for heterogeneous constructs such as knowledge, even when measurement error is minimal (i.e., reliability is high). After a brief discussion of how researchers can heuristically assess construct heterogeneity, we explore alternatives to alpha for evaluating the reliability of knowledge tests. We conclude that abandoning alpha as a reliability index does not compromise the quality of measurement. On the contrary, it is a step toward sounder methodological standards in the measurement of knowledge.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"95 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889828","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

Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance 有趣的学习设计：提高学生幸福感和学习成绩的新方法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-29 DOI: 10.1007/s10648-025-10022-6

Arianna Costantini, Arnold B. Bakker, Yuri S. Scharp

{"title":"Playful Study Design: A Novel Approach to Enhancing Student Well-Being and Academic Performance","authors":"Arianna Costantini, Arnold B. Bakker, Yuri S. Scharp","doi":"10.1007/s10648-025-10022-6","DOIUrl":"https://doi.org/10.1007/s10648-025-10022-6","url":null,"abstract":"We use three studies to develop and validate the new concept of playful study design – the cognitive-behavioral orientation towards study tasks with the aim to make these tasks more fun and/or more challenging. Based on play and proactive motivation theories, we propose that playful study design can be assessed by items indicating two dimensions: designing fun and designing competition. Results of exploratory (N = 378 students) and confirmatory (N = 375 students) factor analyses support the two-factor structure of the playful study design instrument in a first study. In addition, we use the data of the whole sample of Study 1 to test the convergent and incremental validity of the construct. Results indicate that playful study design predicts students’ social integration, study engagement, and well-being over and above psychological capital and core self-evaluations. In Study 2 (N = 591 students), we used playful study design to predict course grades. Results show that particularly designing competition was beneficial for study performance. In Study 3 (N = 28 students), we conducted a quasi-experimental evaluation of a training intervention to demonstrate that students who learned to playfully redesign their study tasks increased their use of fun and competition when studying. As a result, they showed greater active learning, study task proactivity, and absorption over time compared to the control group. We discuss how the construct of playful study design adds to the educational psychology literature and has implications for educational practice in university settings.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"221 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884521","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

Looking Beyond the Hype: Understanding the Effects of AI on Learning 超越炒作：了解人工智能对学习的影响

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-24 DOI: 10.1007/s10648-025-10020-8

Elisabeth Bauer, Samuel Greiff, Arthur C. Graesser, Katharina Scheiter, Michael Sailer

{"title":"Looking Beyond the Hype: Understanding the Effects of AI on Learning","authors":"Elisabeth Bauer, Samuel Greiff, Arthur C. Graesser, Katharina Scheiter, Michael Sailer","doi":"10.1007/s10648-025-10020-8","DOIUrl":"https://doi.org/10.1007/s10648-025-10020-8","url":null,"abstract":"Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced learning and rather than assuming inherent benefits, we emphasize the role of instructional implementation and the need for systematic investigations that build on insights from existing research on the role of technology in instructional effectiveness. Building on this foundation, we introduce the ISAR model, which differentiates four types of AI effects on learning compared to learning conditions without AI, namely inversion, substitution, augmentation, and redefinition. Specifically, AI can substitute existing instructional approaches while maintaining equivalent instructional functionality, augment instruction by providing additional cognitive learning support, or redefine tasks to foster deep learning processes. However, the implementation of AI must avoid potential inversion effects, such as over-reliance leading to reduced cognitive engagement. Additionally, successful AI integration depends on moderating factors, including students’ AI literacy and educators’ technological and pedagogical skills. Our discussion underscores the need for a systematic and evidence-based approach to AI in education, advocating for rigorous research and informed adoption to maximize its potential while mitigating possible risks.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143866803","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

Systematic Review of Educational Approaches to Misinformation 错误信息教育方法的系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-23 DOI: 10.1007/s10648-025-10012-8

Martina A. Rau, Anna E. Premo

{"title":"Systematic Review of Educational Approaches to Misinformation","authors":"Martina A. Rau, Anna E. Premo","doi":"10.1007/s10648-025-10012-8","DOIUrl":"https://doi.org/10.1007/s10648-025-10012-8","url":null,"abstract":"Misinformation can have severe negative effects on people’s decisions, behaviors, and on society at large. This creates a need to develop and evaluate educational interventions that prepare people to recognize and respond to misinformation. We systematically review 107 articles describing educational interventions across various lines of research. In characterizing existing educational interventions, this review combines a theory-driven approach with a data-driven approach. The theory-driven approach uncovered that educational interventions differ in terms of how they define misinformation and regarding which misinformation characteristics they target. The data-driven approach uncovered that educational interventions have been addressed by research on the misinformation effect, lie detection, information literacy, and fraud trainings, with each line of research yielding different types of interventions. Furthermore, this article reviews evidence about the interventions’ effectiveness. Besides identifying several promising types of interventions, comparisons across different lines of research yield open questions that future research should address to identify ways to increase people's resilience towards misinformation.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"6 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863033","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

Motivating Motivation Regulation Research—An Evidence and Gap Map Approach 激励动机调控研究——一种证据与缺口图方法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-23 DOI: 10.1007/s10648-025-10019-1

Maike Trautner, Carola Grunschel, Malte Schwinger

{"title":"Motivating Motivation Regulation Research—An Evidence and Gap Map Approach","authors":"Maike Trautner, Carola Grunschel, Malte Schwinger","doi":"10.1007/s10648-025-10019-1","DOIUrl":"https://doi.org/10.1007/s10648-025-10019-1","url":null,"abstract":"Learners’ attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples, operationalizations, and research designs. The aim of this systematic review is to present an interactive evidence and gap map synthesizing current research with respect to what we know about motivation regulation, what the sources (e.g., samples, research methods, operationalizations) of this knowledge are, and which aspects proposed by theoretical models of motivation regulation remain understudied. Based on a systematic literature search, N = 289 studies were included. Approximately three quarters of the studies examined motivation regulation of university students, used cross-sectional study designs, and self-report questionnaires. Achievement, effort-related variables, (meta-)cognitive learning strategies, and goal orientations were the most frequently reported correlates of motivation regulation. Motivation regulation was examined mainly for learning in general, but also in more specific contexts, such as digital or foreign language learning. The maps’ gaps reveal that we still know little about motivation regulation in pre- and primary school children and its development across school years. Furthermore, despite the conceptualization of self-regulation as a context dependent construct, contextual characteristics have received little attention. These and other gaps are discussed, including suggestions for advancing theoretical models of motivation regulation. The structured maps enable quick overviews of evidence (gaps), aiding a rapid, strategic development of future research questions and potential meta-analyses.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"130 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863032","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

Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis 通过教学支持促进同伴反馈过程：一项元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-21 DOI: 10.1007/s10648-025-10017-3

Julia Hornstein, Melanie V. Keller, Martin Greisel, Markus Dresel, Ingo Kollar

{"title":"Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis","authors":"Julia Hornstein, Melanie V. Keller, Martin Greisel, Markus Dresel, Ingo Kollar","doi":"10.1007/s10648-025-10017-3","DOIUrl":"https://doi.org/10.1007/s10648-025-10017-3","url":null,"abstract":"Peer-feedback can be an effective method to support learning. However, students often require instructional support to provide and process peer-feedback effectively. Previous research used various types of instructional support to improve the quality of peer-feedback processes and outcomes. Yet, a comprehensive overview over their effects is missing. Therefore, this meta-analysis (based on N = 32 studies with N = 3806 learners) investigates the effects of different kinds of instructional support (feedback provision vs. feedback reception; content-specific vs. generic) on peer-feedback processes (formulating high-quality feedback messages, or effectively reflecting on the feedback received) and outcomes (subject-matter-related knowledge). Overall, peer-feedback with vs. without instructional support had a substantial positive effect (g = 0.47). Furthermore, we found a positive effect of feedback provision support on the quality of feedback provision (g = 0.72) and the quality of feedback reception (g = 0.69) but not on subject-matter-related knowledge. For feedback reception support, we found no effects on peer-feedback processes and outcomes at all. During feedback provision, content-specific support positively influenced the quality of feedback provision (g = 0.75) but not subject-matter-related knowledge, while generic support exerts a positive impact on the quality of feedback provision (g = 0.70) and subject-matter-related knowledge (g = 0.55). During feedback reception, we again found no significant effects of content-related support and generic support at all. The lack of effects for feedback reception support may be related to the limited number of studies on feedback reception in general. Finally, concrete implications and suggestions for future research are provided.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"65 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143853499","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

Psychological Science and the Blind Spot in Education: Learning and Instruction of Transversal Skills in the Twenty-First Century 心理科学与教育盲点：21世纪横向技能的学习与教学

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-17 DOI: 10.1007/s10648-025-10014-6

Anke Maria Weber, Ester van Laar, Francesca Borgonovi, Phillip L. Ackerman, Nia Nixon, Arthur C. Graesser, Samuel Greiff

{"title":"Psychological Science and the Blind Spot in Education: Learning and Instruction of Transversal Skills in the Twenty-First Century","authors":"Anke Maria Weber, Ester van Laar, Francesca Borgonovi, Phillip L. Ackerman, Nia Nixon, Arthur C. Graesser, Samuel Greiff","doi":"10.1007/s10648-025-10014-6","DOIUrl":"https://doi.org/10.1007/s10648-025-10014-6","url":null,"abstract":"Transversal skills describe a broad spectrum of skills that are considered to be essential for thriving in today’s society and tackling the challenges of the twenty-first century. Therefore, a high demand is placed on educators to teach these skills to their students. Unfortunately, the conceptualization of transversal skills remains vague with different frameworks reporting on various transversal skills, which complicates a translation of these skills into educational practice and research, thereby making them a “blind spot” in psychological research and educational practice. This paper brings the blind spot on transversal skills to a direct focus. First, we propose a conceptualization of transversal skills through a review and integration of existing frameworks. We organize transversal skills into four core concepts: cognitive skills (e.g., creativity and problem-solving), citizenship (e.g., democratic participation and respect), well-being (e.g., mental and physical health), and social-emotional skills (e.g., collaboration and communication). Second, we highlight possible ways to implement these core concepts into educational practice by providing specific examples on how to integrate specific skills into five subjects: language, mathematics, science, social studies, and arts and music. Third, a research agenda is proposed that considers the structure and underlying processes of transversal skills, their development and interventions at different stages, their predictive validity for success, and cultural differences and diversity.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"377 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143841417","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

Teacher Emotional Competence: A Conceptual Model 教师情绪能力：一个概念模型

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-04-16 DOI: 10.1007/s10648-025-10018-2

Elena Savina, Caroline Fulton, Christina Beaton

{"title":"Teacher Emotional Competence: A Conceptual Model","authors":"Elena Savina, Caroline Fulton, Christina Beaton","doi":"10.1007/s10648-025-10018-2","DOIUrl":"https://doi.org/10.1007/s10648-025-10018-2","url":null,"abstract":"The classroom represents a complex socio-cultural environment where emotions emerge as a result of instruction, learning, and interpersonal transactions. Teachers’ ability to recognize, regulate, and respond to emotions in the classroom has powerful consequences for students’ behavior, learning, and the teacher’s own well-being. In order to be effective in instruction and classroom management and to prevent emotional burnout, teachers have to be emotionally competent. Furthermore, fostering teachers’ emotional competence helps with teacher retention. Several studies documented the positive effects of emotional training of aspiring and practicing teachers. However, there is a need for a better understanding of specific emotional skills pertinent to the teaching profession. We propose eight competencies essential for teachers to be effective in using emotions for instructional and relational purposes and managing their own and students’ emotions. These competencies include (1) understanding teachers’ own emotions; (2) effective emotion regulation; (3) effective emotional communication; (4) maintaining teachers’ emotional well-being; (5) understanding and responding to students’ emotions; (6) utilizing emotions to promote learning; (7) utilizing emotions to foster positive relationships and emotional climate in the classroom; and (8) promoting students’ social-emotional learning. We further identified discrete emotional skills within each competence and their implication for instruction, classroom management, social-emotional learning in the classroom, and teachers’ well-being. The proposed model of teacher emotional competence can be used as a springboard to develop emotional training programs and guide assessment practices aimed at the evaluation of teachers’ emotional skills.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"26 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143837069","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