Educational Psychology Review最新文献

{"title":"Tracing and Pointing Support Multimedia Learning: A Cross-Cultural Replication","authors":"Yining Wang, Kexin Han, Paul Ginns","doi":"10.1007/s10648-025-10005-7","DOIUrl":"https://doi.org/10.1007/s10648-025-10005-7","url":null,"abstract":"<p>Cognitive load theory’s incorporation of evolutionary perspectives suggests biologically primary knowledge, acquired through evolutionary processes, can support students in learning biologically secondary knowledge, the focus of typical educational curricula. Touch-based interactions using the hands are likely to be biologically primary. The present study investigates the effects of tracing and pointing actions using the index finger on the surface of lesson materials when learning about the human circulatory system. Although there are a few studies which have assessed the effects of tracing and pointing when learning from multimedia (text and diagrams), these studies have mostly used Western languages (English and German) as the medium of instruction. This project replicates and extends prior research by investigating whether tracing and pointing can enhance learning when the language of instruction is Chinese. A total of 84 native Chinese-speaking adult participants were randomly assigned to conditions in which they either traced and pointed or did not trace or point while learning about the structure and function of the human heart from paper-based materials. Replicating previous results with Western samples, participants who traced and pointed in the learning phase outperformed participants who did not trace and point on a knowledge test of comprehension, while also reporting lower extraneous load. Implications and recommendations for future research are discussed.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"58 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143766530","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":"The Biological Benefits of Failure on Learning and Tools to Manage the Fallout","authors":"Lauren Margulieux, James Prather, Masoumeh Rahimi","doi":"10.1007/s10648-025-10013-7","DOIUrl":"https://doi.org/10.1007/s10648-025-10013-7","url":null,"abstract":"<p>Failure can be an effective tool for learning, but it comes with negative consequences. Educators and learners should practice strategies that leverage the benefits of failure while managing its negative consequences on learners’ motivation and persistence. Towards that goal, this paper examines the biological effects of failure on learning to (1) explain how failure primes the brain for learning and (2) propose behavioral strategies for coping with the negative consequences, focusing on postsecondary students. This conceptual literature review article draws upon neuroscience literature to explain biological mechanisms related to failure and education literature to explore connections to learning theory and environments. The paper is organized into two major sections: (1) the benefits of failure and (2) tools to deal with its negative effects. Within each section, the paper describes related neurochemicals and behavioral strategies to affect them that could be explored in educational settings. By understanding these biological effects, we can better design learning environments and support students through failure. Each section of the paper also describes non-invasive research tools that could be used to study the effects of interventions that aim to improve students’ experience of failure in education.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"70 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143766531","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":"Learning Styles, Preferences, or Strategies? An Explanation for the Resurgence of Styles Across Many Meta-analyses","authors":"John Hattie, Timothy O’Leary","doi":"10.1007/s10648-025-10002-w","DOIUrl":"https://doi.org/10.1007/s10648-025-10002-w","url":null,"abstract":"<p>The persistence of learning styles as a concept in educational discourse and research is paradoxical, given the overwhelming evidence discrediting the matching hypothesis, the notion that aligning teaching methods with students’ preferred learning styles enhances achievement. This paper examines the resurgence of learning styles across meta-analyses and proposes an explanation for their enduring appeal. Drawing on 17 meta-analyses, we distinguish between studies testing the matching hypothesis (effect size <i>d</i> = .04) and correlational studies (average correlation <i>r</i> = .24), revealing that the latter often conflates learning styles with learning strategies. Much of the research is flawed, and the argument is that there needs to be a shift away from matching learning styles toward teaching students adaptable and effective learning strategies that align more closely with task complexity and learning goals.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"19 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143745582","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":"Inconclusive Evidence for a Prospective Effect of Academic Self-Concept on Achievement: A Simulated Reanalysis and Comment on Marsh et al. (2024)","authors":"Kimmo Sorjonen, Bo Melin, Gustav Nilsonne","doi":"10.1007/s10648-025-10008-4","DOIUrl":"https://doi.org/10.1007/s10648-025-10008-4","url":null,"abstract":"<p>Marsh et al. (<i>Educational Psychology Review</i>, <i>36</i>(2), 53, 2024) recently reported associations between academic achievement and self-concept (i.e., self-perceived academic competence). Marsh et al. claimed that their analyses supported a reciprocal effects model, according to which academic achievement and self-concept reinforce one another. Marsh et al. (<i>Educational Psychology Review</i>, <i>36</i>(2), 53, 2024) further recommended to test alternative models and juxtapose their results and interpretations. Here, we followed this recommendation and tested different models using data simulated to resemble the data they used. However, contrary to Marsh et al. (<i>Educational Psychology Review</i>, <i>36</i>(2), 53, 2024), in the present analyses we found contradictory positive, negative, and null effects between within-individual math self-concept and subsequent change in within-individual math achievement and vice versa. This suggests that the findings by Marsh et al. (<i>Educational Psychology Review</i>, <i>36</i>(2), 53, 2024) may have been spurious and that the reciprocal effects model can be challenged.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"23 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143734085","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":"The Relation Between Spontaneous Focusing on Numerosity and Mathematics Performance: A Meta-Analysis","authors":"Xiangyu Li, Boby Ho-Hong Ching, Lihua Tan, Xiaofei Li, Jiajia Li, Tiffany Ting Chen","doi":"10.1007/s10648-025-10007-5","DOIUrl":"https://doi.org/10.1007/s10648-025-10007-5","url":null,"abstract":"<p>Substantial research has explored the connection between children’s spontaneous focusing on numerosity (SFON) and their current and later mathematical achievement. However, the findings have been inconsistent, and no comprehensive investigation has yet been conducted. This meta-analysis examines the relation between SFON and mathematics performance in preschool and school-age students and identifies potential moderators, including SFON measurement methods, SFON scoring methods, number size in SFON tasks, domains of mathematics skills, temporal relations, time lags, and age. Based on 171 effect sizes from 35 independent samples, involving 6604 participants across 29 studies, results revealed a significant positive correlation between SFON and mathematics performance (<i>r</i> = .274), with bidirectionality and longitudinal stability. The correlation remained significant after controlling for working memory, nonverbal intelligence, and inhibition, respectively. Moderation analyses showed stronger correlations with mathematics performance for behavioral-based tasks and scoring methods that consider both accuracy and quantifying acts. SFON tasks involving smaller numbers (less than ten) yielded stronger correlations with mathematics performance. Temporal relations emerged as a significant moderator, with a stronger longitudinal link from mathematics performance to SFON compared to the reverse. Age was another significant moderator, with the link strengthening with age. Interaction effects among moderators were also observed. Theoretical implications of these findings regarding the SFON-mathematics performance relation are discussed, and practical implications for comprehensive assessment of children’s SFON.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"287 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143672610","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":"Commentary on Ammar et al. (2024) “The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: Critical Systematic Review with Multilevel Meta‑analysis”","authors":"Stanisław H. Czyż","doi":"10.1007/s10648-025-10006-6","DOIUrl":"https://doi.org/10.1007/s10648-025-10006-6","url":null,"abstract":"<p>This commentary provides a constructive analysis of the meta-analysis by Ammar et al. <i>Educational Psychology Review</i> 36(2), 2024 on the contextual interference (CI) effect in applied settings, published in <i>Educational Psychology Review</i>. The authors are commended for significant advancements over their previous work (Ammar et al. <i>Educational Research Review,</i> <i>39</i>, 100537, 2023), including addressing methodological limitations and incorporating sensitivity analyses to enhance the robustness of their findings. While their efforts represent a valuable contribution to understanding the CI effect, several areas warrant further refinement. Expanding database selection to include specialized resources in psychology, sports, and kinesiology could reduce the risk of missing relevant studies. Additionally, while pre-registration is not obligatory, its inclusion would enhance validity and transparency and mitigate potential biases. Some methodological inconsistencies, such as the inclusion of studies with differing definitions of CI practice, highlight the need for greater clarity in study classification. Overall, this commentary highlights areas for improvement while recognizing the authors’ contribution to advancing research on the CI effect in applied contexts.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"33 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143672612","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":"How Eye Read: A Social Network Approach","authors":"Leen Catrysse, Tine van Daal, Halszka Jarodzka, Johanna K. Kaakinen, Vincent Donche, David Gijbels","doi":"10.1007/s10648-025-10000-y","DOIUrl":"https://doi.org/10.1007/s10648-025-10000-y","url":null,"abstract":"<p>The aim of the current paper is to offer a unique perspective on eye movement analysis in reading research by applying techniques from social network analysis to examine integration processes between sentences during reading. In a first step, we explored how network measures relate to the often-used duration measures in reading research in order to examine whether there is an additional value in using network measures. In a second step, we further explored how differences in network measures are related to text (i.e., topic structure) and reader characteristics (i.e., WMC). Thirty-one participants read three short expository texts. Four network measures at the sentence level were calculated for the three texts: strength, betweenness centrality, harmonic centrality, and local clustering coefficient. Correlations were computed between first-pass reading time and second-pass reading time and the network measures. Network measures were analyzed with (generalized) linear mixed-effects models. The results show that strength is strongly correlated to second-pass reading time. Betweenness, harmonic centrality, and the local clustering coefficient are not related to these often-used duration measures and thus capture aspects of integration processes that cannot be captured with duration measures. The results demonstrated that strength and betweenness centrality are related to reader’s WMC. It was also shown that strength, harmonic centrality, and local clustering coefficient were related to the topic structure of the text. This study demonstrates that a social network approach offers a novel perspective on moment-to-moment integration processes during reading.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"32 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607785","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":"How Similar Are Students’ Aggregated State Emotions to Their Self-Reported Trait Emotions? Results from a Measurement Burst Design Across Three School Years","authors":"Melanie M. Keller, Takuya Yanagida, Oliver Lüdtke, Thomas Goetz","doi":"10.1007/s10648-025-09995-1","DOIUrl":"https://doi.org/10.1007/s10648-025-09995-1","url":null,"abstract":"<p>Students’ emotions in the classrom are highly dynamic and thus typically strongly vary from one moment to the next. Methodologies like experience sampling and daily diaries have been increasingly used to capture these momentary emotional states and its fluctuations. A recurring question is to what extent aggregated state ratings of emotions over a longer period of time are similar to self-reported traits of emotions. Thus, this study aims to investigate the extent of similarity between students’ aggregated emotional states and self-reported traits over a two-week period in three consecutive school years (<i>N</i>_T1 = 149, average age_T1 = 15.64 years). Six discrete emotions (enjoyment, anger, pride, anxiety, shame, and boredom) were assessed in German, English, French, and mathematics classes. We investigated similarity in terms of convergence, mean-level differences, long-term stability, and incremental predictive validity of aggregated states and self-reported traits. Results indicated substantial convergence between aggregated states and self-reported traits, with both showing similar long-term stability. However, aggregated states did not demonstrate superior predictive validity compared to self-reported traits for academic outcomes, while momentary assessments offer insights into short-term emotional fluctuations, on a person-aggregated level aggregated states and self-reported traits behave rather similarly. This suggests that both can be used interchangeably to study students’ trait-related research questions, like interindividual differences or long-term emotional processes in educational settings.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"68 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607786","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":"Classroom Carrying Capacity: A Resource and Limiting Factors Framework","authors":"Kristen L. Granger, Jason C. Chow","doi":"10.1007/s10648-025-09999-x","DOIUrl":"https://doi.org/10.1007/s10648-025-09999-x","url":null,"abstract":"<p>The purpose of this paper is to propose a framework to guide the study of classroom factors that promote student functioning and development within classroom settings. First, we describe a new framework, <i>Classroom Carrying Capacity</i>, to categorize factors in the classroom as limiting or resource factors across four domains: external, collective classroom, student, and teacher. We also describe a schema for categorizing each limiting or resource factor as density dependent vs. independent and psychosocial vs. physical. This new framework is built from a model of sustainable ecosystems from the fields of biology and environmental sciences, to conceptualize the optimal level of support that a classroom can provide. Second, we illustrate the application of <i>Classroom Carrying Capacity</i> by demonstrating how three areas of research inquiry may be advanced via this framework. Finally, we recommend directions and high-leverage opportunities for theoretically and empirically building on the proposed framework.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143590277","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":"What Are Teacher–Student Relationships in Adolescent Motivation Research? A Systematic Review of Conceptualizations, Measurement, and Analysis","authors":"Emma C. Burns, Penny Van Bergen","doi":"10.1007/s10648-025-09998-y","DOIUrl":"https://doi.org/10.1007/s10648-025-09998-y","url":null,"abstract":"<p>Positive teacher–student relationships are critical for motivation in secondary school yet are conceptualized and measured inconsistently in motivation research. Motivation studies that draw on relational theories typically treat teacher–student relationships as a multidimensional construct, comprising positive (e.g., closeness) and negative (e.g., conflict) dimensions. In contrast, studies drawing on motivation theories typically use unidimensional relationship measures (e.g., only closeness). Studies also differ in their measures of teacher–student relationships and in whether they study dyads (“my teacher to me”) or broader groups (“teachers to me”; “my teacher to us”), and it is unclear which approaches are most common in current adolescent motivation research and how they have shaped current understandings of relationships in the field. Given this confusion, the aim of our systematic review was to map how teacher–student relationships have been conceptualized, measured, and analyzed in adolescent motivation research published between 2010 and 2023. Using PRISMA guidelines, 237 studies and 222 unique relationship measures were identified. The findings showed that teacher–student relationships and teacher support were used interchangeably across studies, both in terms of terminology and measurement. Most studies also examined teacher–student relationships using unidimensional measures, rather than multidimensional, with dyadic and non-dyadic relationships both common. Finally, there was no clear pattern of conceptualization or measurement for specific motivation constructs. These findings raise concerns regarding alignment between theorizing and measurement of teacher–student relationships in motivation research. We offer a path forward for identifying and appropriately using existing measures of teacher–student relationships vs support, as well as highlight the need for the development of measures which critically engage with conceptual concerns regarding teacher–student relationships and which reflect an integrated understanding of core relationship components (e.g., dyadic, multidimensional) identified across relational and motivation theories.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"8 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143582876","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}