Educational Psychology Review最新文献

{"title":"Emotional Wellbeing in the Context of Primary-Secondary School Transitions: A Concept Analysis Paper","authors":"Charlotte Louise Bagnall, Divya Jindal-Snape, Emily Banwell, Margarita Panayiotou, Carla Mason, Pamela Qualter","doi":"10.1007/s10648-025-09990-6","DOIUrl":"https://doi.org/10.1007/s10648-025-09990-6","url":null,"abstract":"<p>The number of children experiencing poor emotional wellbeing, which can lead to clinically significant mental health conditions in the long term, is increasing rapidly, as are government initiatives outlining the ‘frontline role’ of the school in supporting children’s emotional wellbeing during critical periods such as primary-secondary school transitions. However, both concepts (‘primary-secondary school transitions’ and ‘emotional wellbeing’) are poorly and inconsistently conceptualised and/or theoretically defined. This has significant consequences for identifying and supporting children’s emotional wellbeing. The aim of this concept analysis is to report a synthesis of the extant literature and define emotional wellbeing in the context of primary-secondary school transitions as a concept of emerging importance. The Walker and Avant (2005) method was utilised as a framework. Attributes, antecedents, and empirical referents were identified through synthesis of methodological approaches (specifically an international systematic literature review, UK-wide survey and 10 focus groups) and the mapping of multiple stakeholder perspectives (specifically researchers, educational practitioners, policy influencers and/or makers, and children). Attributes of emotional wellbeing in the context of primary-secondary school transitions include children’s affective experience of navigating primary-secondary school transitions in the here-and-now (e.g. presence of both positive and negative emotions), and their evaluations of their emotional wellbeing both globally and in the context of specific domains. Antecedents include children’s perceptions of their internal and external resources to manage the demands of primary-secondary school transitions and maintain a stable affective state. Consequences (positive and negative) include academic attainment, social adjustment, and school belonging in the short-term, and mental health, life chances, and social inequalities in the long-term. Our novel conceptualisation overcomes limitations in existing understanding of both primary-secondary school transitions and emotional wellbeing, establishing a foundation for developing a more cohesive and theoretical body of work within the field. Our conceptualisation and operational definition will have notable positive implications in advancing future research, policy, and practice, which are outlined.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"68 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575321","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":"Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis","authors":"Li-Ping Tan, Shao-Ying Gong, Yu-Jie Wang, Xiao-Rong Guo, Xi-Zheng Xu, Yan-Qing Wang","doi":"10.1007/s10648-025-10001-x","DOIUrl":"https://doi.org/10.1007/s10648-025-10001-x","url":null,"abstract":"<p>Self-explanation serves as a constructive learning scaffold in education, actively engaging learners in the identification of knowledge gaps and the rectification of erroneous mental models. This study aimed to examine the effects of self-explanation on students’ academic performance in digital learning environments and to test the possible moderating factors in this association. We focused on two issues: (a) the effectiveness of self-explanation on academic performance; (b) moderating factors (learners’ characteristics, learning environment characteristics, inducement characteristics, and learning material characteristics) associated with different studies that may have resulted in the inconsistent findings. Based on 204 effect sizes extracted from 56 studies, we found that, compared with no self-explanation conditions, self-explanation had at least a medium effect (total: <i>k</i> = 204, <i>g</i> = 0.46; retention: <i>k</i> = 56, <i>g</i> = 0.31; transfer: <i>k</i> = 77,<i> g</i> = 0.33; mixed: <i>k</i> = 71, <i>g</i> = 0.60; immediate: <i>k</i> = 158, <i>g</i> = 0.45; delayed: <i>k</i> = 46, <i>g</i> = 0.35) in enhancing academic performance. Furthermore, moderator analysis found that studies conducted in learner-centered pacing learning environments showed larger effect sizes of self-explanation on academic performance than those conducted in system-centered pacing learning environments. Self-explanation was also more effective in concept knowledge and mixed knowledge compared to procedural knowledge. In general, this meta-analysis provided confidence in utilizing self-explanation and offered evidence-based recommendations for providing self-explanation in digital learning environments. We concluded with issues for future research, such as the necessity for additional studies on the quality of self-explanation and the establishment of standardization criteria for evaluating its quality.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"39 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143575305","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":"Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis","authors":"A. Chang, E. Mauer, J. Wanzek, S. Kim, N. Scammacca, E. Swanson","doi":"10.1007/s10648-025-09997-z","DOIUrl":"https://doi.org/10.1007/s10648-025-09997-z","url":null,"abstract":"<p>Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. (<i>International Journal of Educational Research, 76,</i> 190–21 2016) meta-analysis, which reported statistically significant positive effects across various educational settings and demographic groups. In this study, we aimed to update this previous meta-analysis by systematically examining 32 studies on cross-age tutoring. In our updated meta-analysis, we observed a small to moderate positive effect on academic outcomes for both tutors and tutees. The overall effect size was 0.34, with tutees benefiting at 0.33 and tutors at 0.39. Our moderator analyses revealed no significant differences in impact from the number of sessions, tutor type, tutee risk status, or subject area. These findings highlight the broad applicability and effectiveness of cross-age tutoring, particularly emphasizing the benefits of using older students as tutors in resource-limited settings. Further research is recommended to explore additional influencing factors.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"10 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143538456","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":"Does Instruction-First or Problem-Solving-First Depend on Learners’ Prior Knowledge?","authors":"Cheng-Wen He, Logan Fiorella, Paula P. Lemons","doi":"10.1007/s10648-025-09993-3","DOIUrl":"https://doi.org/10.1007/s10648-025-09993-3","url":null,"abstract":"<p>This study tested competing theories about the effectiveness of different instructional sequences for learners with different levels of prior knowledge. Across two classroom experiments, undergraduates learned about noncovalent interactions in biochemistry by either receiving explicit instruction before problem-solving (I-PS group) or engaging in problem-solving before explicit instruction (PS-I group). Then all students completed near- and far-transfer tests on the material. In Experiment 1, participants were introductory biology students (<span>(n=,367)</span>), who had relatively low prior knowledge of the topic. Results indicated that the PS-I group significantly outperformed the I-PS group on the near-transfer test, providing support for productive failure. In Experiment 2, participants were biochemistry students (<span>(n=138)</span>), who had relatively higher prior knowledge of the topic. In contrast to Experiment 1, results indicated that the I-PS group significantly outperformed the PS-I group, providing support for cognitive load theory. Neither experiment showed significant effects of instructional sequences on the far-transfer test. Overall, the findings suggest the effects of instructional sequences on students with different levels of topic-specific prior knowledge may not be as straightforward as existing theories suggest.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"84 4 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528400","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":"Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis","authors":"Alexandra Patzak, Xiaorong Zhang","doi":"10.1007/s10648-025-09994-2","DOIUrl":"https://doi.org/10.1007/s10648-025-09994-2","url":null,"abstract":"<p>Teacher autonomy support and provision of structure are crucial for students’ learning and motivation, yet it is unclear how to best blend them. Research describes autonomy support and structure as independent but mutually supportive, equivalent, and even opposite. These contradictions jeopardize the generalizability of findings across studies and hamper classroom implementation. Our meta-analysis aims to disentangle the dynamics between autonomy support and structure by synthesizing their definitions, relationships, and effects on students. Following PRISMA guidelines, 94 studies and 110 effect sizes were identified through databases (PsycINFO, ERIC, Education Research Complete, Psychology and Behavioral Sciences Collection, Teacher Reference Center, ProQuest Education Database, and ProQuest Theses &amp; Dissertations) and forward reference searches. Dissertations and peer-reviewed articles examining teacher autonomy support and structure were included. Our synthesis revealed intertwined conceptualizations and plentiful operationalizations of autonomy support and structure. Autonomy support and structure reinforced each other, with a large effect size. This relationship was moderated by the data collection method and school level and appears to be universal. Autonomy support and structure both elevated students’ motivation, engagement, and need satisfaction with moderate to large effect sizes. Teachers who facilitate autonomy and structure were motivated to teach and felt effective as teachers. Our findings suggest blending autonomy support and structure for optimal growth of students and teachers.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"65 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143462823","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 Role of Asset-Based Pedagogy in Promoting Belonging and Ethnic-Racial Identity among Latine Students","authors":"Francesca López, Deborah Rivas-Drake, Elisa Serrano, Giselle Delcid","doi":"10.1007/s10648-025-09992-4","DOIUrl":"https://doi.org/10.1007/s10648-025-09992-4","url":null,"abstract":"<p>To contribute to a more nuanced understanding of student belonging among Latine youth that explicitly considers race and racism, this review was centered on scholarship focused on asset-based pedagogy to examine how it contributes to Latine students’ school belonging and ethnic-racial identity. In this review, 22 studies documenting Latine students’ experiences of asset-based pedagogies across K-12 settings consistently demonstrated enhanced belonging and/or ethnic-racial identity. The review also identified evidence that asset-based pedagogies create educational contexts that promote Latine youths’ school belonging and ethnic-racial identity across developmental periods and that teacher support is important. The framework that guided the present review provides a heuristic for future research to further contribute to a robust understanding of the factors and contexts that foster student belonging for minoritized youth.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143443247","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":"Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study","authors":"Katharina Luisa Boehme, Thomas Goetz, Markus Feuchter, Franzis Preckel","doi":"10.1007/s10648-025-09991-5","DOIUrl":"https://doi.org/10.1007/s10648-025-09991-5","url":null,"abstract":"<p>After decades of being conceptualised solely as a lack of interest, boredom has recently gained attention as an important construct in its own right. However, there is still a lack of studies focusing on the relations and developmental interplay of these two closely related constructs. This study examines the overall long-term developmental structure and interplay of students’ boredom and interest in the school domains of mathematics and German from fifth to eighth grade. We investigated German secondary school students (<i>N</i> = 1471) over four waves of measurement, using self-report questionnaires. Confirmatory factor analyses in preparation to the longitudinal approach revealed a significantly better fit for two- vs. one-factor models, indicating an empirical separability of boredom and interest. This was further supported by different stabilities in our latent cross-lagged models with low autoregressive paths for boredom and high paths for interest. The latent cross-lagged models also revealed that higher levels of earlier interest were related to lower levels of later boredom. Surprisingly, individuals with higher boredom scores relative to others on average increased in their interest from the second time point onwards. Findings were robust for German and mathematics. Overall, the results show that while boredom and interest have a large phenomenological overlap, they are empirically separable constructs with different levels of stability and influence each other in a distinctive manner throughout their developmental interplay. Implications for research and practice are outlined.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"8 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143401724","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":"Exploring Educational Approaches to Addressing Misleading Visualizations","authors":"Jihyun Rho, Martina A. Rau","doi":"10.1007/s10648-025-09988-0","DOIUrl":"https://doi.org/10.1007/s10648-025-09988-0","url":null,"abstract":"<p>Misleading data visualizations have become a significant issue in our information-rich world due to their negative impact on informed decision-making. Consequently, it is crucial to understand the factors that make viewers vulnerable to misleading data visualizations and to explore effective instructional supports that can help viewers combat the negative effects of such visualizations. Drawing upon the framework of graph comprehension, this article examines how poorly designed data visualizations can deceive viewers. A systematic review identified 26 pertinent articles that met our inclusion criteria. We identified two primary factors leading to viewers’ misinterpretations of misleading data visualizations: the graphical and contextual elements within the data visualizations themselves. Further, we identified two types of interventions aimed at reducing the negative impact of misleading data visualizations. One type of intervention focuses on providing external aids for viewers to recognize the misleading graphical and contextual elements within the data visualization. In contrast, another type of intervention aims at enhancing viewers’ ability to engage with data visualizations through additional interactions for reflection. Based on these findings, we identify areas that remain under-investigated, specifically those aiming at teaching viewers to interact with data visualizations. We conclude by proposing directions for future research to investigate interventions that strengthen viewers’ ability to go beyond their first (potentially false) impression with data visualizations through additional interactions with the data visualization.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"14 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143367260","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":"Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis","authors":"Johnmarshall Reeve, Geetanjali Basarkod, Hye-Ryen Jang, Rafael Gargurevich, Hyungshim Jang, Sung Hyeon Cheon","doi":"10.1007/s10648-025-09989-z","DOIUrl":"https://doi.org/10.1007/s10648-025-09989-z","url":null,"abstract":"<p>Students involve themselves in learning activities multidimensionally, including behaviorally, cognitively, emotionally, and agentically. This multidimensional involvement predicts important outcomes, but it is also possible that each type of engagement might have its own specialized purpose or function. To investigate this possibility, we proposed and tested the specialized purpose hypothesis, which is that each type of engagement has its own specialized function targeted toward a specific purpose, such as to boost achievement, social support, motivation, or well-being. To test this hypothesis, we conducted four meta-analyses, utilizing multilevel random effects models. Each meta-analysis tested whether type of engagement differentially predicted students’ achievement (meta-analysis #1), social support (meta-analysis #2), motivation (meta-analysis #3), or well-being (meta-analysis #4). The database included 652 effect sizes from 62 studies within 54 articles involving 32,403 P-16 student-participants (<i>M</i>_age = 16.8 years-old; 51.2% female). All 62 studies measured all four types of engagement so that we could compare the relative strength of association between each type of engagement and each correlate. Behavioral engagement was the strongest predictor of achievement. Agentic engagement was the strongest predictor of social support. Cognitive engagement did not show a specialized relation with any outcome. Emotional engagement was strongly associated with both motivation and well-being. These findings generally support the specialized purpose hypothesis, but they also raise important and challenging questions for future theory and research about how to better conceptualize and measure each type of engagement.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"9 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143125211","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":"Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners","authors":"Miao Li, Shuai Zhang, Yuting Liu, Catherine Snow, Huan Zhang, Bing Han","doi":"10.1007/s10648-025-09987-1","DOIUrl":"https://doi.org/10.1007/s10648-025-09987-1","url":null,"abstract":"<p>Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally, few research syntheses have examined whether researchers use different measures to screen ELLs and EL1s for RD, and whether these differences result in distinct decoding profiles between ELLs with RD and EL1s with RD. To address these gaps, this study uses a meta-analysis to examine the decoding measures used in RD assessments and whether outcomes differ for ELLs and EL1s. The findings show that real word reading assessments identify students with more pronounced decoding deficits than nonword reading assessments. Despite the use of different RD screening measures for ELLs and EL1s, the gap between ELLs with and without RD was similar to that between EL1s with and without RD. These results suggest that real word-reliant measures, which are influenced by word knowledge, provide a more comprehensive assessment of RD than nonword-reliant measures for both ELLs and EL1s. We encourage future researchers to use consistent decoding measures when screening RD in both populations, to maximize comparability of findings.</p>","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"29 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056626","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}