Educational Psychology Review最新文献_第10页

I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds 我觉得我有能力，所以我在：自我概念和技能以不同的速度相互作用

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-04 DOI: 10.1007/s10648-026-10131-w

Fernando Núñez-Regueiro, Herbert W. Marsh, Pascal Bressoux, Anatolia Batruch, Marinette Bouet, Marco Bressan, Genavee Brown, Fabrizio Butera, Anthony Cherbonnier, Céline Darnon, Marie Demolliens, Anne-Laure de Place, Olivier Desrichard, Luc Goron, Brivael Hémon, Pascal Huguet, Eric Jamet, Vincent Mazenod, Nathalie Mella, Estelle Michinov, Nicolas Michinov, Nana Ofosu, Laurine Peter, Céline Poletti, Isabelle Régner, Mathilde Riant, Anaïs Robert, Ocyna Rudmann, Camille Sanrey, Arnaud Stanczak, Farouk Toumani, Emilio Paolo Visintin, Pascal Pansu

{"title":"I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds","authors":"Fernando Núñez-Regueiro, Herbert W. Marsh, Pascal Bressoux, Anatolia Batruch, Marinette Bouet, Marco Bressan, Genavee Brown, Fabrizio Butera, Anthony Cherbonnier, Céline Darnon, Marie Demolliens, Anne-Laure de Place, Olivier Desrichard, Luc Goron, Brivael Hémon, Pascal Huguet, Eric Jamet, Vincent Mazenod, Nathalie Mella, Estelle Michinov, Nicolas Michinov, Nana Ofosu, Laurine Peter, Céline Poletti, Isabelle Régner, Mathilde Riant, Anaïs Robert, Ocyna Rudmann, Camille Sanrey, Arnaud Stanczak, Farouk Toumani, Emilio Paolo Visintin, Pascal Pansu","doi":"10.1007/s10648-026-10131-w","DOIUrl":"https://doi.org/10.1007/s10648-026-10131-w","url":null,"abstract":"Do perceptions about one’s competence shape learning, or are they simply reflections of actual skills? This study revisits this longstanding question by replicating and extending preliminary findings by Marsh et al. (2024) on the temporal dynamics linking students’ academic self-concept (i.e., their perceived academic competence) and their academic skills. Using longitudinal data from a large-scale field study (<italic>N</italic> > 9000 students, 3 measurement points), we tested how academic self-concept and skills relate to each other over time. Consistent with Marsh et al., results revealed a consistent temporal asymmetry: Academic skills predicted concurrent changes in self-concept within the same semester (contemporaneous effects), whereas self-concept predicted changes in academic skills across semesters (lagged effects). These findings were robust to several stress tests, including measurement error, unmeasured confounding, and competing models of change. Together, the results are consistent with a renewed theory of learning behavior, in which perceived competence and skills influence each other at different speeds. This temporal asymmetry helps integrate short-term and long-term cognitive-motivational processes in theories of learning behavior. It also underscores the importance of aligning intervention strategies and model specifications with the timescales of the underlying psychological processes, with implications for both fundamental and intervention research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"280 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147702327","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

Automated Data Extraction by Large Language Models: Assessing Accuracy in Comparison to Human Experts Using the Example of Visible Learning 大型语言模型的自动数据提取：使用可见学习的例子评估与人类专家比较的准确性

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-04 DOI: 10.1007/s10648-026-10136-5

Thorben Jansen, Lucas W. Liebenow, Nils-Jonathan Schaller, John Hattie, Jens Möller

{"title":"Automated Data Extraction by Large Language Models: Assessing Accuracy in Comparison to Human Experts Using the Example of Visible Learning","authors":"Thorben Jansen, Lucas W. Liebenow, Nils-Jonathan Schaller, John Hattie, Jens Möller","doi":"10.1007/s10648-026-10136-5","DOIUrl":"https://doi.org/10.1007/s10648-026-10136-5","url":null,"abstract":"By quantitatively integrating results of meta-analyses, second-order meta-analyses (SOMAs) from educational psychology address far-reaching questions of interest to adjacent scientific fields, policy, and educational practice. Conducting a SOMA, however, is time-consuming, particularly the extraction of statistical results from meta-analyses. Large Language Models (LLMs) have the potential to accelerate data extraction, as evidenced by evaluations of data extraction from primary studies. Evaluations of their accuracy in extracting results from meta-analyses to conduct SOMA are needed. We compare the accuracy of three LLMs with that of human experts extracting data from 156 educational meta-analyses investigating students’ achievement, randomly chosen from the <italic>Visible Learning</italic> database. LLMs and humans extracted effect sizes, the number of included studies, and the number of students. To assess accuracy, we established a gold standard benchmark by resolving discrepancies between LLMs and human experts through expert adjudication. Results show that the distributions of data from all coders and the standard were similar and showed no systematic bias. Accuracy reached ICCs of 0.95/0.81 for the two human experts, and 0.96/0.97/0.96 for LLMs (Gemini2.5Pro/GPT4.1/GPTo3), with percentage agreement of 86%/80% (humans) and 81%/78%/77% (LLMs). The results demonstrate that LLMs achieve data extraction accuracy comparable to that of human experts. We discuss the conditions under which data extracted by LLMs, humans, or a hybrid of both can be considered validated for use in educational SOMAs.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"65 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147702328","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

Cultural Insights into the Motivation Paradox of East Asian Learners 东亚学习者动机悖论的文化洞察

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-04 DOI: 10.1007/s10648-026-10140-9

Mimi Bong, Dayeon Jeong, Seohee Park, Jimin Suh, Suyeon Gena Kim, Jenny Chaehyun Park, Jiwon Kim

{"title":"Cultural Insights into the Motivation Paradox of East Asian Learners","authors":"Mimi Bong, Dayeon Jeong, Seohee Park, Jimin Suh, Suyeon Gena Kim, Jenny Chaehyun Park, Jiwon Kim","doi":"10.1007/s10648-026-10140-9","DOIUrl":"https://doi.org/10.1007/s10648-026-10140-9","url":null,"abstract":"Motivation is deeply influenced by cultural and contextual factors, which makes the search for truly universal processes difficult. In this review, we identified several broad cultural forces shaping East Asian learners’ motivation, including relational self-understanding and familism, collective attribution of achievement, and low self-enhancement motivation, which arise from collectivism; as well as self-criticism, meritocratic and exam-oriented pedagogy, demands for effort and high achievement, and a strong sense of role responsibilities, which are rooted in Confucianism. These forces help explain culture-specific phenomena such as the motivation-achievement gap observed among East Asian students. We then illustrated the East Asian origins and meanings of constructs related to choice, avoidance motivation, and confidence, clarifying paradoxical findings that cannot be adequately explained by Western theories through a culturally informed analysis. Building on these insights, we proposed several directions for future research along with theory-specific questions, including the need to re-evaluate the nature of widely used motivation constructs within the context of particular cultural socialization, to explicitly test cultural moderation in motivational dynamics, and to develop alternative concepts and frameworks that more accurately represent East Asian students’ motivation. By pursuing these directions, we hope researchers can refine and expand motivation theories in ways that more fully account for culture-specific processes, thereby broadening their explanatory power across diverse contexts.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147702309","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

Mapping the Heterogeneity of Emotional Design Features in Multimedia Research: A Systematic Review 多媒体研究中情感设计特征的异质性：系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-02 DOI: 10.1007/s10648-026-10138-3

Juliette C. Désiron, Julien Venni, Mireille Bétrancourt

引用次数: 0

The Role of Language Aptitude in Child Second Language Learning: A Meta-analysis 语言天赋在儿童第二语言学习中的作用：一项元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-04-02 DOI: 10.1007/s10648-026-10134-7

He Sun, Shaofeng Li, Doyoung Kim, Shernice Tang

引用次数: 0

The Relationship Between Cognitive Offloading and the Transient Information Effect 认知卸载与瞬时信息效应的关系

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-03-31 DOI: 10.1007/s10648-026-10132-9

Ouhao Chen, Richard Allen, Amanda Waterman, John Sweller

引用次数: 0

How School Racial Climate Creates Opportunity Structures for Belonging: A Systematic Review with Meta-Analysis 学校种族氛围如何创造归属感的机会结构：基于元分析的系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-03-31 DOI: 10.1007/s10648-025-10078-4

Christy M. Byrd, Alisa Sas, Renata Halls-Gordon, Jacqueline Cerda-Smith, Stella Jackman-Ryan, Jaylene Patterson

{"title":"How School Racial Climate Creates Opportunity Structures for Belonging: A Systematic Review with Meta-Analysis","authors":"Christy M. Byrd, Alisa Sas, Renata Halls-Gordon, Jacqueline Cerda-Smith, Stella Jackman-Ryan, Jaylene Patterson","doi":"10.1007/s10648-025-10078-4","DOIUrl":"https://doi.org/10.1007/s10648-025-10078-4","url":null,"abstract":"School belonging is a fundamental need that describes how much one feels they fit in, are valued, and accepted within a school (Goodenow, Psychology in the Schools 30:79–90, 1993). In this paper, we explore how racialization and racism contribute to opportunity structures for belonging (Gray et al., Educational Psychologist 53:97–113, 2018) through school racial climate and report on a meta-analysis of the associations between dimensions of school racial climate and school belonging in primary, secondary, and postsecondary settings around the world. A literature search resulted in 6396 citations, with a final sample of 77 studies and 276 effect sizes. Most (83%) of the studies were conducted in the USA, with 45% in primary/secondary schools and 55% in postsecondary settings. Analyses consisted of three-level random-effects models with tests of moderating effects of country, marginalized group membership, school level, and publication type and showed significant correlations between belonging and discrimination—personally experienced, general negative interactions, equal status/positive interactions, cultural socialization, intercultural competence socialization, critical consciousness socialization, mainstream socialization, positive interaction socialization, commitment to diversity, general socialization, and general racial climate. There was not a significant association for color-evasive socialization. In the discussion, we note the need for more longitudinal research, more research outside of the USA, and more ethnic-racial socialization research in higher education. We conclude by discussing challenges in the measurement of school racial climate and call for more nuanced investigations on belonging as a product of students’ embeddedness within racialized systems.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"17 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147586602","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

From Association to Causation: Integrating Experimental Design Principles into Regression Education 从关联到因果：将实验设计原则融入回归教育

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-03-28 DOI: 10.1007/s10648-026-10129-4

Cody Ding

引用次数: 0

Integrating Insights from Volitional Personality Change Interventions to Improve Self-Regulated Learning 整合来自意志人格改变干预的见解以提高自我调节学习

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2026-03-28 DOI: 10.1007/s10648-026-10127-6

Mathias Allemand, Brent W. Roberts, Ulrich Trautwein

引用次数: 0

Instructional Implications of Evolutionary Perspective on Human Cognitive Architecture as an Intelligent Natural Information Processing System 人类认知结构作为一种智能的自然信息处理系统的进化视角的指导意义