Educational Psychology Review最新文献_第4页

Examining the Academic Effects of Cross-age Tutoring: A Meta-analysis 跨年龄辅导的学业效果检验：一项元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-03-04 DOI: 10.1007/s10648-025-09997-z

A. Chang, E. Mauer, J. Wanzek, S. Kim, N. Scammacca, E. Swanson

{"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":"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. (International Journal of Educational Research, 76, 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.","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}

引用次数: 0

Does Instruction-First or Problem-Solving-First Depend on Learners’ Prior Knowledge? 教学优先还是问题解决优先取决于学习者的先验知识？

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-02-26 DOI: 10.1007/s10648-025-09993-3

Cheng-Wen He, Logan Fiorella, Paula P. Lemons

{"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":"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 ((n=,367)), 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 ((n=138)), 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.","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}

引用次数: 0

Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis 融合教师自主支持与课堂结构提供以实现最优动机：系统回顾与元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-02-21 DOI: 10.1007/s10648-025-09994-2

Alexandra Patzak, Xiaorong Zhang

{"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":"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 & 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.","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}

引用次数: 0

The Role of Asset-Based Pedagogy in Promoting Belonging and Ethnic-Racial Identity among Latine Students 资产型教学法在促进拉丁裔学生归属感和族群认同中的作用

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-02-19 DOI: 10.1007/s10648-025-09992-4

Francesca López, Deborah Rivas-Drake, Elisa Serrano, Giselle Delcid

引用次数: 0

Is Boredom the Opposite of Interest? A Longitudinal Reciprocal Effect Study 无聊是兴趣的对立面吗？纵向互惠效应研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-02-13 DOI: 10.1007/s10648-025-09991-5

Katharina Luisa Boehme, Thomas Goetz, Markus Feuchter, Franzis Preckel

{"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":"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 (N = 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.","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}

引用次数: 0

Exploring Educational Approaches to Addressing Misleading Visualizations 探索解决误导性可视化的教育方法

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-02-08 DOI: 10.1007/s10648-025-09988-0

Jihyun Rho, Martina A. Rau

{"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":"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.","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}

引用次数: 0

Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis 每种类型的学生投入的特殊目的：一个元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-02-05 DOI: 10.1007/s10648-025-09989-z

Johnmarshall Reeve, Geetanjali Basarkod, Hye-Ryen Jang, Rafael Gargurevich, Hyungshim Jang, Sung Hyeon Cheon

{"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":"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 (Mage = 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.","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}

引用次数: 0

Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners 使用解码方法识别阅读困难：对英语作为第一语言学习者和英语学习者的元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-01-30 DOI: 10.1007/s10648-025-09987-1

Miao Li, Shuai Zhang, Yuting Liu, Catherine Snow, Huan Zhang, Bing Han

{"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":"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.","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}

引用次数: 0

Interventions to Teacher Well-Being and Burnout A Scoping Review 教师幸福感和职业倦怠的干预：范围评估

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-01-28 DOI: 10.1007/s10648-025-09986-2

Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen

{"title":"Interventions to Teacher Well-Being and Burnout A Scoping Review","authors":"Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen","doi":"10.1007/s10648-025-09986-2","DOIUrl":"https://doi.org/10.1007/s10648-025-09986-2","url":null,"abstract":"Teacher burnout, stress, and turnover are increasing globally, underscoring the need to explore ways to reduce burnout and support teacher well-being. This scoping review identifies the contents, characteristics, and results of interventions to increase teacher well-being and reduce burnout. The search was conducted using two databases (Education Research Complete and ERIC). Out of 958 studies, 46 addressed interventions to support teacher well-being or reduce teacher burnout. The data covered 7369 participants in 15 countries. Of the 46 studies, 14 used mixed methods, four qualitative approaches, and 28 used quantitative approaches. The content of the interventions primarily focused on improving individual well-being, with some interventions incorporating communal activities. The qualitative content analysis revealed a broad spectrum of intervention activities, including physical activity, mindfulness and meditation, professional development, therapy-based techniques, gratitude practices, and a mix of multiple activities. The PERMA-H model of positive psychology is applied to unify the heterogeneous field of teacher well-being intervention research. The PERMA-H model's contents were broadly consistent with the intervention's contents, emphasising engagement (E), positive emotions (P), relationships (R), and health (H). The gratitude interventions, therapy-based interventions, physical activity interventions, and most mindfulness and meditation interventions, professional development and mixed activities interventions positively contributed to teacher well-being. Overall, the review highlights the diverse methods and theoretical frameworks employed to address teacher well-being, which the PERMA-H model can unify.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"39 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143049976","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

Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis 检视家庭实施的学龄儿童识字干预的效果：一项元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2025-01-25 DOI: 10.1007/s10648-025-09985-3

Katlynn Dahl-Leonard, Colby Hall, Eunsoo Cho, Philip Capin, Garrett J. Roberts, Karen F. Kehoe, Christa Haring, Delanie Peacott, Alisha Demchak

{"title":"Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis","authors":"Katlynn Dahl-Leonard, Colby Hall, Eunsoo Cho, Philip Capin, Garrett J. Roberts, Karen F. Kehoe, Christa Haring, Delanie Peacott, Alisha Demchak","doi":"10.1007/s10648-025-09985-3","DOIUrl":"https://doi.org/10.1007/s10648-025-09985-3","url":null,"abstract":"There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused skills that facilitate reading comprehension. The purpose of this meta-analysis was to describe and evaluate recent research examining the effects of at-home, family-implemented literacy interventions for school-aged children. A total of 25 interventions across 22 studies (12 with group designs and 10 with single-case experimental designs) were analyzed. The average effect on combined literacy outcomes was estimated as g = 0.36 (p < .01; Q = 191.83; I2 = 36.17) for group design studies and g = 1.50 (p < .01; Q = 114.58; I2 = 38.58) for single-case experimental design studies. Notably, for group design studies, effects varied by literacy outcome type. The mean effect for code-focused outcomes (i.e., PA, decoding/word reading, spelling, text reading) was g = 0.28 (p < .01) and the mean effect for meaning-focused outcomes (i.e., vocabulary, listening comprehension, reading comprehension) was g = 0.41 (p < .01). Overall, these findings support the implementation of family-delivered literacy interventions to improve literacy outcomes for school-aged children. At the same time, this meta-analysis revealed the paucity of research examining the effects of family-implemented literacy interventions, especially for older children, indicating a need for more research on this topic.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"22 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143031040","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