Educational Psychology Review最新文献

{"title":"Augmentation or Erosion? Regulating Cognitive Offloading in Generative AI-Supported STEM Learning","authors":"Daiki Nakamura","doi":"10.1007/s10648-026-10224-6","DOIUrl":"https://doi.org/10.1007/s10648-026-10224-6","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"25 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093301","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":"Association of Teacher Well-Being With Student Motivation and Achievement: A Systematic Review and Meta-Analysis","authors":"Theresa Dicke, Kelly Ferber, Emma Devine, Rebecca Collie, Helena Granziera, Philip Parker, Jiesi Guo, Herb Marsh, Ziwen Teuber, Emma L. Bradshaw, James H. Conigrave, Chloe Gordon, Taren Sanders, Lara Tribel, Hye-Ryen Jang, Julia Waldeyer, Michael Noetel, Joel Anderson, Doris Holzberger, Janina Täschner, Rebecca Lazarides, Johnmarshall Reeve, Tayla Kapelles, Danling Huang, Emma Stenz, Rebecca Pagano, Kim Rowston, Ferdinand Stebner, Melanie Trypke, HeeRa Ko, Alison Jardine, Fani Lauermann, Chris Lonsdale, Brittany Watson, Geetanjali Basarkod","doi":"10.1007/s10648-026-10216-6","DOIUrl":"https://doi.org/10.1007/s10648-026-10216-6","url":null,"abstract":"In this meta-analysis, we examine the association between teacher well-being and ill-being with student motivation and achievement. Based on 186 articles, 811 effect sizes, and data from 355,637 teachers, we investigate these relationships through the lens of the Job Demands–Resources Model, Transactional Stress Model, Self-Determination Theory, and the PERMA model. Using three-level meta-analytic models, we found small to moderate associations between student outcomes and teacher well-being (<italic>r</italic> = .18) and ill-being (<italic>r</italic> = –.13). These associations were similarly patterned across student motivation and student achievement, with no significant differences by outcome type. Associations were also comparable across domains of teacher functioning with no significant differences by domain. Moderator analyses indicated stronger associations in secondary school settings. Associations were also larger when teacher and student variables were reported by the same informant, although this difference reached conventional significance only for teacher ill-being and approached significance for teacher well-being. These findings suggest that teacher well-being and ill-being show reliable but modest associations with student motivation and achievement across a diverse body of research, though the evidence remains largely correlational. Given this correlational nature and the influence of measurement source, future longitudinal and intervention research is needed to clarify causal mechanisms and the direction of effects.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"297 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149093469","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":"Racializing Motivation: A Race-Reimaged Framework of Belonging, Emoting, and Achieving Within STEM Higher Education Contexts","authors":"Jessica T. DeCuir-Gunby, Paul A. Schutz, Saba L. Modaressi","doi":"10.1007/s10648-026-10220-w","DOIUrl":"https://doi.org/10.1007/s10648-026-10220-w","url":null,"abstract":"There is limited motivation research focusing on the experiences of racially marginalized students in STEM (science, technology, engineering, and mathematics) higher education. Additionally, much of the existing research on motivation for racially marginalized students in STEM has employed a race-evasive approach, which is inadequate in understanding the complex experiences of racially/ethnically diverse populations. Our goal is to discuss the necessity of race-reimaging motivational interactions among constructs such as belonging, emoting, and achieving within STEM higher education by presenting a race-focused metatheoretical framework, the Race-Reimaged Systems Model of Belonging, Emoting, and Achieving. This framework enables the examination of interrelated relationships among social-cultural-historical constructs within STEM education contexts in the United States (U.S.), while focusing on the experiences of racially marginalized students. We conclude with implications for conducting race-reimaged motivation research in STEM, including in politically charged contexts.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"15 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123294","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":"Worked Examples and Transfer: An Integrative Review, Design Framework, and Practitioner Checklist","authors":"Louis Bourgaux,André Tricot,Fred Paas","doi":"10.1007/s10648-026-10206-8","DOIUrl":"https://doi.org/10.1007/s10648-026-10206-8","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"204 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148923512","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 Works Against Peer Bullying? A Meta-Analysis of School-Based Interventions in Türkiye","authors":"Namık Kemal Haspolat,Murat Ağırkan,Alaattin Ciminli,Muharrem Koç","doi":"10.1007/s10648-026-10214-8","DOIUrl":"https://doi.org/10.1007/s10648-026-10214-8","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"72 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148923513","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":"Community, Children, Child: New Directions for Equitable Delivery Of High-Quality Early Childhood Education and Care (ECEC)","authors":"Samantha Bly, Sandy Houen, Sally Staton, Karen Thorpe","doi":"10.1007/s10648-026-10215-7","DOIUrl":"https://doi.org/10.1007/s10648-026-10215-7","url":null,"abstract":"Theory and measurement approaches to Early Childhood Education and Care (ECEC) quality focus disproportionately on educator inputs. Yet, ECEC quality is profoundly relational. Each child and the collective of children in the ECEC classroom contribute to the nature of educators’ daily work and the resources they require to enable high-quality learning experiences. We review the literature examining the contribution of the child, and collective of children in a class on ECEC quality and identify design and measurement strategies to advance understanding of the ways in which high-quality ECEC can be co-created. We discuss implications for proportionate universal policy approaches to support educator wellbeing and attendant practice to deliver on the promise of ECEC to redress inequities.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"2 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149003654","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":"Culture and school belonging: Towards a global research agenda","authors":"Ronnel B. King, Faming Wang","doi":"10.1007/s10648-026-10213-9","DOIUrl":"https://doi.org/10.1007/s10648-026-10213-9","url":null,"abstract":"School belonging has become a central focus in educational psychology. The present topical collection, curated by Christopher S. Rozek and Carlton J. Fong, advances this scholarly conversation by bringing together contributions that broaden conceptualizations of school belonging, foreground the role of broader social contexts, and encourage more intersectional approaches to understanding students’ experiences. However, despite these advancements, the sample of school belonging literature remains geographically concentrated, with much of the evidence base derived from Western, educated, industrialized, rich, and democratic (WEIRD) contexts. This commentary argues that culture should be moved from the margins to the center of research on school belonging. It first highlights the dominance of WEIRD perspectives that continue to shape the questions researchers ask, the samples they study, and the conclusions they most often draw. This commentary argues for a more context-sensitive and globally inclusive science that takes both cross-cultural similarities and differences seriously. It further clarifies that a cultural perspective should not displace race, gender, social class, or other identity-based factors, but rather deepen our intersectional understanding of how belonging is experienced within and across cultural contexts. The commentary concludes by outlining recommendations for more culturally responsive school belonging research, including broader cross-cultural sampling, stronger methodologies, explicit multilevel theorizing, and greater use of qualitative and mixed methods. School belonging is a critical issue for students worldwide, and we hope that research can also incorporate voices from around the globe.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"59 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149123950","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 Generative AI Influences Learning Outcomes in Programming Education: A Three-level Bayesian Meta-analysis","authors":"Mian Wu, Fan Ouyang","doi":"10.1007/s10648-026-10211-x","DOIUrl":"https://doi.org/10.1007/s10648-026-10211-x","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"45 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148885561","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":"Relocating the Locus of Generation: The AI-GLM Framework for Generative Learning in AI-Mediated Mathematics Education","authors":"Hoyun Cho","doi":"10.1007/s10648-026-10210-y","DOIUrl":"https://doi.org/10.1007/s10648-026-10210-y","url":null,"abstract":"Generative learning theory holds that learning depends on the learner’s own construction of relations between prior knowledge and new material, and its evidential practice has long inferred that construction from what the learner produces. External provision of such work is not new, but generative AI extends it across every generative strategy, supplies it on demand, and leaves little trace of its origin, so the locus of generative activity becomes instructionally and empirically ambiguous. Determining who performed the cognitive work that learning requires thus becomes a design and measurement problem. This paper examines that problem in mathematics learning. Through an integrative conceptual analysis of Fiorella and Mayer’s eight generative learning strategies, I identify four cross-cutting themes: the production-to-evaluation shift, metacognitive displacement, the scaffolding–substitution continuum, and reconfigured generative activity. Synthesizing these themes, I propose the AI-Enhanced Generative Learning in Mathematics (AI-GLM) framework, comprising (a) a typology of three AI roles, in which Generation Partner and Generation Substitute occupy the poles of a scaffolding–substitution continuum while Generation Catalyst is distinguished by a functional criterion rather than by a position on it; (b) a role determination mechanism specifying how tool design, task design, learner orientation, and teacher mediation combine to determine the role AI occupies in a given episode; and (c) five design principles. The framework addresses the representational, symbolic, and justificatory demands especially prominent in mathematics and yields propositions stated with the operationalizations and falsification conditions needed to test them.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"36 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148768961","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":"Help! I Need Somebody: A Systematic Review of Academic Help-Seeking Among Pre-Service Teachers","authors":"Martín Navarro-Ibáñez, Jaime Balladares, Isidora Sprovera, Cristóbal Manaut, Marta Infante","doi":"10.1007/s10648-026-10208-6","DOIUrl":"https://doi.org/10.1007/s10648-026-10208-6","url":null,"abstract":"Academic help-seeking (AHS) is widely recognized as an important component of self-regulated learning for preservice teachers, enabling them to address the challenges of their training. However, studies in this field show mixed results, reflecting the complexity of the phenomenon. To provide a comprehensive synthesis of the existing evidence, this review draws on 32 empirical studies published up to 2025 that met the established inclusion criteria and examines how AHS has been measured, which variables are associated with it, and which sources are accessed during training. Findings indicate substantial heterogeneity in measurement approaches, and AHS was frequently associated with academic achievement, self-regulation, and self-efficacy, although these associations were not consistent across studies. Additionally, preservice teachers tend to rely more on informal help sources. The results further suggest that contextual and social conditions play an important role in AHS, highlighting the importance of supportive learning environments and accessible formal guidance. Taken together, the evidence suggests that AHS may be understood as a contextually and motivationally influenced regulatory process rather than a stable individual disposition. In this sense, the review contributes to the literature by offering a more integrated conceptualization of AHS as a socially embedded regulatory process within self-regulated learning, highlighting the relational nature of AHS in teacher education and suggesting its potential implications for professional identity development. These findings have implications for teacher education programs, suggesting the value of fostering supportive learning environments and strengthening the relational accessibility of formal support structures.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"26 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148728792","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}