Educational Psychology Review最新文献

{"title":"The Effects of Intelligent Tutoring Systems on Self-Regulated Learning: A Meta-Analysis","authors":"Kaiyu Zhang, Ying Zhou, Cheng Zhang, Jihe Chen","doi":"10.1007/s10648-026-10199-4","DOIUrl":"https://doi.org/10.1007/s10648-026-10199-4","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"55 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148429206","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":"From Body to Word: A Three-Level Meta-Analysis of Embodied Vocabulary Learning","authors":"Xiaoxuan Li, Julia Chatain, Fan Wang, Manu Kapur","doi":"10.1007/s10648-026-10194-9","DOIUrl":"https://doi.org/10.1007/s10648-026-10194-9","url":null,"abstract":"Embodied cognition posits that cognitive processes are deeply rooted in bodies’ interactions with the world. Vocabulary learning is particularly relevant because many lexical meanings can be grounded in motor experiences, making it a compelling context for applying embodied cognition in education. Therefore, the present meta-analysis examines whether embodied instructional designs are effective in supporting vocabulary learning. Studies were identified through searches in databases (i.e., Web of Science, ERIC, PsycINFO, and Scopus), expert consultation, and backward reference in January 2026; ProQuest Dissertations &amp; Theses Global was additionally searched in April 2026. Fifty-two studies met the inclusion criteria, and 442 effect sizes were included in the final analyses. A three-level meta-analytic model was employed, followed by moderator analyses to explore potential sources of heterogeneity. Results indicated that embodied learning significantly improved vocabulary learning outcomes compared with non-embodied conditions in both between-subject designs (Hedges’ <jats:italic>g</jats:italic> = 0.65) and within-subject designs (Hedges’ <jats:italic>g</jats:italic> = 0.27). However, publication bias was detected, indicating that the pooled effects may overestimate the true magnitude of the benefit. Moderator analyses indicated that movement-meaning congruency was the only moderator that was consistently observed across research designs, suggesting stronger effects when learners’ movements were aligned with the target word meanings. Overall, these findings emphasize the pedagogical potential of embodied learning for vocabulary learning and point to the need for future research to clarify how different forms of embodiment can support vocabulary learning.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148429210","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":"A Systematic Review of Teachers’ Knowledge of Self-Regulated Learning and its Assessment","authors":"Yves Karlen, Charlotte Dignath","doi":"10.1007/s10648-026-10171-2","DOIUrl":"https://doi.org/10.1007/s10648-026-10171-2","url":null,"abstract":"This systematic review synthesizes and organizes existing research on teachers’ professional knowledge related to self-regulated learning (SRL) and its assessment. Although teachers play a central role in fostering and evaluating students’ SRL, the field lacks conceptual clarity regarding the types of knowledge required for these tasks. Drawing on established models of teacher professional competencies and knowledge, this review distinguishes three interrelated dimensions that together constitute the Teacher Knowledge of SRL (TK-SRL) framework: content knowledge of SRL (CK-SRL), pedagogical content knowledge for promoting SRL (PCK-SRL), and assessment knowledge for diagnosing SRL (AK-SRL). Across 33 included studies, substantial variability was evident in how teachers’ knowledge of SRL was conceptualized and operationalized. Definitions of SRL ranged from comprehensive theoretical accounts to broad, implicitly stated descriptions, thereby limiting comparability across studies. Methodological heterogeneity and the use of non-standardized assessment approaches further constrained the synthesis of findings. CK-SRL was by far the most frequently examined dimension, whereas PCK-SRL and, particularly, AK-SRL received considerably less empirical attention. Overall, the evidence suggests that teachers have partial, unevenly developed knowledge across all three dimensions, with limited and inconsistent associations between knowledge and other aspects of professional competence or instructional practice. These findings highlight the need for clearer, shared conceptualizations of SRL and more coherent, theory-driven approaches to assessing teachers’ knowledge of SRL. Building on this synthesis, we discuss implications for teacher education, propose directions for future research, and emphasize the importance of sustained professional development to strengthen all facets of teachers’ knowledge of SRL.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"34 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148409055","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":"Validity of Eye-Tracking Measures in Immersive Virtual Reality: Using Cognitive Theories of Learning","authors":"Joy Y. Lee, Jewoong Moon, Fred Paas, Minjung Cho, Ali Darejeh, Sonja Holmer, Paul Ayres","doi":"10.1007/s10648-026-10186-9","DOIUrl":"https://doi.org/10.1007/s10648-026-10186-9","url":null,"abstract":"Eye tracking is a promising research tool for investigating learning processes in immersive virtual reality (IVR). Grounded in cognitive theories of learning, this study proposes a classification of six key learning processes (i.e., cognitive, motivational, affective, social, metacognitive, media-specific) and nine associated constructs (i.e., attention, visual strategy, cognitive load, motivation, emotion, social attention, self-regulation, immersion, usability) measurable through eye tracking in IVR. Using this classification, a systematic review of 38 empirical studies published over a 10-year period (2014 − 2024) was conducted to evaluate the validity of eye-tracking measures. The results showed that the overall validity remains limited with an average score of 48% (± 19%), mainly due to insufficient control of data quality. Measures of cognitive load demonstrated relatively higher validity, likely due to their stronger alignment with performance outcomes. Methodological limitations, such as small sample sizes and dependence on default equipment configurations, were prevalent. To improve validity, future study should strengthen methodological foundations, provide detailed documentation of experimental setups, and use triangulation with complementary data. The classification and validity scoring schemes presented in this study contribute to the theory-driven application of eye tracking in IVR, and offer guidance for improving measurement validity in educational psychology.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"22 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148409058","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":"Effects and Characteristics of Mathematics Interventions for Students with Co-Occurring Difficulties in Mathematics and Reading: A Systematic Review with Meta-Analysis","authors":"Ellinor Waaland, Vibeke Rønneberg, Dieuwer ten Braak","doi":"10.1007/s10648-026-10184-x","DOIUrl":"https://doi.org/10.1007/s10648-026-10184-x","url":null,"abstract":"Among students who have learning difficulties in mathematics and reading, co-occurring difficulties in both domains are highly prevalent. Research has shown that students with co-occurring mathematics and reading difficulties tend to have greater cognitive challenges than students who have difficulties with either mathematics or reading. It is plausible that these cognitive difficulties can influence the responsiveness to interventions. This systematic review with meta-analysis investigated the effects and characteristics of mathematics interventions in early elementary students (G1-G3) with co-occurring difficulties in mathematics and reading, as well as how these students had been identified in the included studies. Based on a comprehensive literature search, only nine studies ( <jats:italic>k</jats:italic> = 1036) met the predefined inclusion criteria. The available evidence indicates a positive overall mean effect of mathematics interventions on mathematical outcomes for students with co-occurring mathematics and reading difficulties ( <jats:italic>g</jats:italic> = 0.47 for the model with outliers; <jats:italic>g</jats:italic> = 0.52 for the model without outliers). However, this result should be interpreted with caution, given the heterogeneity of the evidence and the relatively small evidence base. The synthesis of intervention characteristics highlighted that effective mathematics interventions commonly included explicit instruction, which was classified as potentially relevant for low-performing students, as well as overall structure, repetition, and strategy learning, which were classified as potentially relevant to support executive function. Finally, findings revealed considerable variation in the cut-off criteria used to identify students with co-occurring mathematics and reading difficulties. Implications of the findings and directions for future research are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"216 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148409054","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":"A Mixed-methods Study of How to Improve Primary-secondary Transitions in England: Combining Academic Research with Policy and Practice Consultation.","authors":"C L Bagnall,D Edge,E Banwell,R Seymour,N Garnett,C Mason,M Panayiotou,D Jindal-Snape,R Packer,K Hodgkin,C Skerritt,C Donaldson,J Birchwood,A McAreavey,E Cunningham,J E Symonds,A Holliman","doi":"10.1007/s10648-026-10174-z","DOIUrl":"https://doi.org/10.1007/s10648-026-10174-z","url":null,"abstract":"Primary-secondary school transitions are critical periods in children's educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic weakness, while practitioners report uncertainty about what to prioritise, resulting in highly variable, locally interpreted provision. It is important that best practice guidance is developed, drawing on evidence from research, policy, and practice, to inform an evidence-informed transitions strategy in England. To narrow this gap, the present research takes an exploratory sequential mixed-methods design, triangulating multiple stakeholder perspectives and multidisciplinary evidence to develop an evidence-based framework with policy recommendations. A systematic literature review was first conducted to explore key priority areas identified within existing research. Building on these insights, 10 round-table discussions were conducted to aggregate multi-disciplinary perspectives of 52 experts within educational practice, research, and policy, nationwide. Data were analysed using Thematic Framework Analysis, to identify barriers and facilitators in implementing high-quality primary-secondary school transitions provision, and what key priority areas should be included in national strategy. Meta-inferences were then drawn to develop an evidence-based framework outlining five policy recommendations, with implementation proposals of how each might be enacted in practice. This research offers a conceptual foundation to inform policy and could have practical utility for informing high-quality research and practice. Practical and contextual challenges associated with introducing a statutory transitions strategy in England are considered.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":"98"},"PeriodicalIF":10.1,"publicationDate":"2026-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148388790","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":"Integrating Fractions into Physical Education classes can improve Mathematical Performance in 11–13-Year-Olds - The Basketball Mathematics project","authors":"Ole Emil Jensen, Linn Damsgaard, Rasmus Ahmt Rohde, Glen Nielsen, Ola Fosnaes, Jesper Hauge, Jacob Wienecke","doi":"10.1007/s10648-026-10175-y","DOIUrl":"https://doi.org/10.1007/s10648-026-10175-y","url":null,"abstract":"Mathematical literacy, especially understanding fractions, predicts children’s academic success. Physical activity benefits cognitive and academic performance and integrating movement into mathematics education may enhance learning. This study examined whether a play-based basketball mathematics intervention improves children’s understanding of fractions. A secondary aim was to explore whether the approach enhances intrinsic motivation by fostering experiences of autonomy and competence. A school-based intervention study including 309 Norwegian children in grades 6–7 across two school years. The study combined cluster-randomized allocation with a quasi-experimental component due to COVID-related deviations from the original allocation procedure. Participants were assigned to one of three groups: a basketball-mathematics intervention (BM), an active control with basketball only (bCON), or a control with standard PE lessons (peCON). The intervention lasted eight weeks with one weekly 60-minute session. Pre- and post-tests assessed mathematical performance, basketball skills, and motivation using standardized assessments and validated questionnaires. The BM group showed significantly greater improvements than controls in both fraction (Group × Time: <italic>p</italic> &lt; .001) and non-fraction mathematical tasks (Group × Time: <italic>p</italic> = .0014). Only the BM group improved significantly from pre- to post-test in both domains (15% in fractions: <italic>p</italic> &lt; .001; 5.4% in non-fraction tasks: <italic>p</italic> &lt; .001). In-session experiences of intrinsic motivation, autonomy, and competence were higher during BM sessions compared to regular classroom mathematics, though motivation for mathematics in general remained stable. Basketball slalom dribling improved in both BM and bCON groups. Integrating mathematics into physical activity supports academic performance without compromising motor skill development. The BM intervention led to gains in mathematical understanding and the intervention group reported higher in-session experiences of intrinsic motivation, autonomy, and competence during the BM lessons. These findings highlight the educational value of physically active learning and the potential of combining movement and learning activities without extending teaching time.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"29 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287255","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":"Effects of Generative AI Tools On Students’ Critical Thinking: A Three-Level Meta-Analysis","authors":"Xiaoxiao Sun, Caiyan Liu, Panpan Li, Zhihui Cai","doi":"10.1007/s10648-026-10180-1","DOIUrl":"https://doi.org/10.1007/s10648-026-10180-1","url":null,"abstract":"In recent years, generative artificial intelligence (GenAI) has gained increasing attention in education; however, its role in fostering students’ critical thinking (CT) remains inconclusive. This study employs a three-level meta-analysis to systematically and quantitatively synthesize empirical evidence on the association between GenAI tools and CT and examine potential moderating factors. Through a comprehensive literature search, 26 studies comparing 47 effect sizes were included. The results indicate that GenAI-supported learning was, on average, associated with higher CT performance (<italic>g</italic> = 0.544, 95% CI [0.314, 0.775], 95% PI [-0.588, 1.677]), with significant heterogeneity observed across studies (<italic>Q</italic> = 280.994, <italic>p</italic> &lt; 0.001). Moderator analysis revealed that GenAI tutoring functions and Prescribed GenAI use mode significantly moderated the intervention effects, although the latter’s counterintuitive direction should be treated as preliminary due to sparse and imbalanced subgroup evidence. Furthermore, the subgroup finding for Intelligent Tutoring Systems within GenAI tutoring functions is founded on merely two studies and remains highly exploratory, thus requiring cautious interpretation. In contrast, other study characteristics (i.e., educational level, subject, participation methods, experimental duration, sample size, teaching guidance, CT assessment tools, study design, and use of GenAI with pedagogy) did not significantly account for the observed heterogeneity. These findings highlight the need for future research to replicate these moderation effects in larger and more balanced samples, explore additional contextual variables, and refine the theoretical mechanisms through which GenAI supports CT development, thereby informing evidence-based educational practice and policy design.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"71 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287229","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":"An International Review of Assessment Tools for Teachers’ Professional Competence in Teaching Autistic Children","authors":"Nick Gerrit Hasche, Charlotte Dignath, Sumeja Mustafi, Mareike Kunter","doi":"10.1007/s10648-026-10176-x","DOIUrl":"https://doi.org/10.1007/s10648-026-10176-x","url":null,"abstract":"Teachers are key players in the successful inclusion of children on the autism spectrum. However, they often feel that they are not adequately prepared for this challenge. As a result, there are new efforts to improve education training and professional development, but what content needs to be taught and what skills need to be trained to prepare teachers well for inclusion? Teacher training should be based on research findings to strengthen teachers’ competence development in a targeted manner. The current state of research regarding teachers’ competences in supporting students on the autism spectrum appears to be inconsistent and theoretically fragmented. This systematic review therefore offers a comprehensive overview of 52 instruments that claim to measure teachers’ competences in the inclusion of autistic children. These were classified on the basis of the model of teachers’ professional competence by Kunter et al. (2013) in knowledge, beliefs, and motivation, and examined in terms of their conceptualization and the operationalization of these aspects. This review reveals considerable heterogeneity among the instruments, both in their disciplinary and content-related orientations as well as in their measurement quality, but also more fundamental issues: While some promising assessment approaches were identified, a common limitation across most studies was their insufficient engagement with the current discourse on the inclusion of autistic children, which has changed significantly in recent years. The results of this review provide valuable guidance for future instrument development and contribute to a more coherent theoretical foundation for research on teachers’ professional competence in teaching autistic children.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"11 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287228","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":"Student Burnout and Educational Dropout: A Systematic Review and Meta-Analysis of Dropout Behavior and Intentions","authors":"Daniel J. Madigan, Hanna L. Glandorf","doi":"10.1007/s10648-026-10191-y","DOIUrl":"https://doi.org/10.1007/s10648-026-10191-y","url":null,"abstract":"Some students drop out of education. Recent work suggests that mental health issues – such as burnout – may be prominent reasons why they do so. To explore this idea further, the aim of the present study was to provide the first systematic review and meta-analysis of the relationship between student burnout and educational dropout. In doing so, we focused on both direct (dropout behavior) and indirect measures (dropout intentions) of dropout. Following pre-registration, we conducted a search of PsycINFO, PsycArticles, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations and Theses up to January 2026. We followed PRISMA guidelines and provided a narrative synthesis and multilevel meta-analysis. Our search found 31 studies (with 34 samples; <italic>N</italic> = 39,454) with most studies focusing on dropout intentions. In the three studies that had examined direct measures, burnout was shown to be a significant predictor of dropout behavior (including in one study examining enrollment status). In the remaining studies, burnout was consistently associated with dropout intentions both cross-sectionally, and, in several studies, over time. This was supported by the findings of the multilevel meta-analysis where burnout was positively associated with dropout intentions (<italic>r</italic>⁺ = .46, 95% <italic>CI</italic> = .44 to .55). These findings were moderated by level of study (higher for postgraduate students) and burnout dimension (highest for cynicism). It appears that student burnout may be linked to educational dropout, and that this may be especially the case for dropout intentions. More studies on dropout behavior are needed before concrete conclusions can be made and further work is necessary to integrate and test theory, including examining possible mechanisms underpinning these relationships.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"199 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148355690","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}