Educational Psychology Review最新文献

{"title":"Publisher Correction to: Metamotivational Processes in Self-regulated Learning: Exploring the Implications for Research, Theory, and Educational Practice","authors":"Anastasia Efklides, Eleftheria N. Gonida, Eve Kikas","doi":"10.1007/s10648-026-10165-0","DOIUrl":"https://doi.org/10.1007/s10648-026-10165-0","url":null,"abstract":"","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"48 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287283","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":"Long-Term Effects of an Intervention Targeting Dimensional and Temporal Comparisons on Students’ Math and English Academic Self-Concepts: A Waiting-List Replication and Extension Study","authors":"Hella Hörsch, Jennifer Schumacher, Fabian Wolff","doi":"10.1007/s10648-026-10137-4","DOIUrl":"https://doi.org/10.1007/s10648-026-10137-4","url":null,"abstract":"Hörsch et al. (2026) developed the COMPASS intervention to foster students’ subject-specific self-concepts by addressing dimensional and temporal comparisons (i.e., comparisons of one’s own performance across subjects and with one’s own past performance) and related beliefs (positive interdependence between mathematical and verbal abilities and changeability of abilities). An assessment conducted immediately after the intervention showed that this intervention was effective in enhancing students’ math and English self-concepts. In the present study, we examined whether these findings could be replicated for a separate waiting-list control group within the same project. Moreover, we tested the long-term effectiveness of the intervention using three-month and six-month follow-ups. A total of <jats:italic>N</jats:italic> = 600 students (Grades 9 to 11) from German secondary schools (academic track) were assigned to two groups. Group A took part in the intervention between the first and second measurement point, with follow-up assessments after three and six months. Group B (waiting-list group) took part in the intervention between the second and third measurement point, with a three-month follow-up. Baseline change models indicated increases in students’ math self-concept and related beliefs at the immediate post-intervention assessment in both groups, and increases at the follow-ups, particularly in Group A. The effectiveness of the English intervention was demonstrated in Group A immediately after the intervention and at the follow-up assessments. Overall, these results indicate that the COMPASS intervention can sustainably improve students’ math self-concepts and highlight the potential of dealing with comparisons and comparison-related beliefs for the effective promotion of students’ self-concepts.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"6 9 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148289772","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":"Situational Formation of Enduring Traits: A Comprehensive Review of the Hierarchical Nature of Self-Regulated Learning","authors":"Daisuke Akamatsu, Kyosuke Kakinuma, Takayoshi Fujiwara","doi":"10.1007/s10648-026-10167-y","DOIUrl":"https://doi.org/10.1007/s10648-026-10167-y","url":null,"abstract":"Self-regulated learning (SRL) researchers acknowledge both top-down influences of dispositions and bottom-up influences of situational learning processes. However, the hierarchical–bidirectional influence linking dispositions and SRL behaviors has not been systematically theorized. Existing SRL frameworks (e.g., MASRL) characterize monitoring and control processes in detail, but researchers tend to treat dispositions as largely static rather than as outcomes shaped through SRL engagement. To address this gap, we propose the Hierarchical–Bidirectional Model of SRL, which synthesizes (a) a hierarchical structure spanning general, academic, subject, and task/situation levels; (b) bidirectional dynamics between dispositions and SRL processes; and (c) domain similarity, which moderates cross-domain transfer and the strength of hierarchical links. We specify two central mechanisms. First, self-regulation in specific domains is influenced by proximal dispositions within those domains (<italic>Specification effect</italic>). Second, situational self-regulation fosters dispositions at corresponding levels, and this feedback loop contributes to the development of more resilient and general dispositions, which may extend beyond academic domains (<italic>Generalization effect</italic>). To empirically test these hierarchical–bidirectional relations, we highlight methodological approaches including intensive longitudinal designs, models that incorporate both lagged and contemporaneous effects, and psychological network analyses. We also emphasize the role of computational modeling for achieving clearer construct specification and for formally capturing the dynamic processes through which SRL cycles accumulate into dispositional development. Overall, we present a model that reframes SRL as a developmental, hierarchical, and reciprocal process, providing a unifying framework that integrates diverse constructs and clarifies how dispositions both guide and emerge from SRL across domains.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"8 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286415","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":"Children’s Theory of Mind and Academic Achievement: a Meta-analysis on Reading Comprehension and Math Skills","authors":"Serena Lecce, Serena Maria Stagnitto, Sara Mascheretti, Valentina Lampis, Rory T. Devine","doi":"10.1007/s10648-026-10185-w","DOIUrl":"https://doi.org/10.1007/s10648-026-10185-w","url":null,"abstract":"Children’s theory of mind (ToM) is critical for academic success, yet its associations with reading comprehension and mathematics remain unclear. This pre-registered meta-analysis synthesizes findings from 53 studies, including 12,347 participants aged 2.5 – 17 years. Results revealed a significant overall association between ToM and academic achievement (<italic>r</italic> = .32), which: (i) did not differ across domains (i.e., reading, mathematics, general achievement); (ii) was independent of verbal ability, non-verbal ability, executive function, and socioeconomic status; and (iii) appeared bidirectional. These longitudinal findings should be interpreted with caution, as they are largely based on zero-order associations without baseline controls. Sample (i.e., age, gender and country) and task characteristics (i.e., level of mentalizing, ToM stimulus type, mental state category, response type, and sensitivity to individual differences) did not moderate the relation between ToM and academic achievement, although weaker effects emerged in European samples. Our results demonstrate a consistent association between ToM and academic achievement underscoring the potential contribution of social–cognitive understanding to children’s academic development. Future research should clarify the mechanisms underlying this association, its domain specificity, and the direction of causal influence.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"28 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286418","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":"To Grade or Not To Grade? Demystifying a Centuries-Old Debate","authors":"Nicolas Hübner, Juliane Rutsch, Ann-Kathrin Schnelle, Mia Herkommer, Evelin Ruth-Herbein, Benjamin Fauth","doi":"10.1007/s10648-026-10156-1","DOIUrl":"https://doi.org/10.1007/s10648-026-10156-1","url":null,"abstract":"For decades, reformers, practitioners, and researchers have discussed the advantages and disadvantages of teacher-assigned grades. Advocates of grades frequently highlight their importance for selection and prognostic purposes and express concerns that abolishing grades could lead to substantial declines in performance standards. Opponents of grades often emphasize the limited information grades provide to help improve learning and raise concerns that assigning grades may undermine student motivation and well-being. They argue that grades must be eliminated to cultivate classroom cultures that prioritize and nurture learning processes. Despite the long-standing sociopolitical nature of this debate, no review has summarized its most prominent theoretical foundations. Moreover, there is little evidence from studies that have examined the effects of abolishing grades under natural school conditions. Therefore, we first present a review outlining the key theoretical positions and empirical findings. Second, we report results from a unique elementary school field trial in which grades were abolished in participating schools. Our analysis draws on rich longitudinal data from 1,218 students in 35 trial schools and 1,124 students in 40 control schools. To provide a comprehensive assessment, we examined a wide range of outcomes: performance in reading and mathematics, subject-specific self-concepts and interests, performance anxiety, joy of learning, well-being, and perceived classroom climate. Aside from math interest, we found no statistically significant differences between students in trial schools and those in control schools by the end of Grade 3, after accounting for baseline differences. Implications for the debate on the advantages and disadvantages of grades are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"28 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286419","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":"When Fine is Large and Gross is Small: A Meta-Analysis of Links Between Fine and Gross Motor Skills with Academic-Cognitive Skills","authors":"Viktoria L. Karle, Sebastian Paul Suggate, Rebecca Winter, Heidrun Stoeger","doi":"10.1007/s10648-026-10161-4","DOIUrl":"https://doi.org/10.1007/s10648-026-10161-4","url":null,"abstract":"Researchers and practitioners often emphasize the importance of fine motor skills (FiMS) and gross motor skills (GMS) for academic and cognitive development. However, no systematic review of empirical evidence has compared the associations between FiMS and GMS for key academic-cognitive domains (i.e., reading, writing, mathematics, language, general academic, and cognitive skills). A literature search in five databases identified 59 eligible correlational studies measuring both FiMS and GMS (<italic>k</italic> = 856, <italic>N</italic> = 40,806) from an initial selection of 34,811 articles. Mixed effects meta-regressions, controlling for methodological and sample factors, revealed moderate to strong correlations between FiMS and writing, reading, mathematics, and general academic skills, as well as moderate links with cognition and language. GMS displayed small to moderate associations with reading, writing, mathematics, language, and cognitive skills, but no statistically significant links to general academic skills. Overall, FiMS showed more substantial correlations with academic-cognitive skills (<italic>r</italic> = .302) than GMS did (<italic>r</italic> = .170, <italic>p</italic> &lt; .001), although the associations were more similar for language and executive functions compared to those for intelligence. Practical implications are discussed with respect to the role motor skills play in child and adolescent education.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"104 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286439","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":"Motivation and Personality: Current Integrative Perspectives and the Way Ahead","authors":"Lisa Bardach, Luise von Keyserlingk, Jacque S. Eccles","doi":"10.1007/s10648-026-10147-2","DOIUrl":"https://doi.org/10.1007/s10648-026-10147-2","url":null,"abstract":"Research over recent decades has highlighted the importance of both personality and motivation in students’ academic success. Yet, integrations of motivation and personality have rarely been adopted in educational psychology. The present article, therefore, places the motivation–personality interplay at the center. To this end, we review theoretical perspectives that offer pathways toward integration, focusing on examples from (a) theories from personality psychology that include motivational elements, (b) motivational theories that (implicitly) incorporate personality, (c) theories from the cognitive domain that offer insights to enrich motivation–personality integrations, (d) construct-specific integrative theories that combine specific motivational and personality constructs, and (e) theoretical perspectives that focus on the learning process. We demonstrate that existing theories and their extensions provide numerous opportunities for motivation–personality integration at multiple levels, including dynamic state-level interplay and long-term trait development, compensatory mechanisms, and principles of sustainable and self-regulated learning. Additionally, we discuss shared research interests between educational and personality psychology, as well as research designs and modeling approaches, to inspire a collaborative research agenda.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"30 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286445","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":"Associations Between Big Five Personality Traits and Cognitive, Affective, and Behavioral Outcomes in Online Learning: A Three-Level Meta-Analysis","authors":"Huanyou Chai, Xinyi Song, Haimei Zhang, Xiaoxiao Sun, Gengfeng Niu","doi":"10.1007/s10648-026-10178-9","DOIUrl":"https://doi.org/10.1007/s10648-026-10178-9","url":null,"abstract":"Extensive meta-analytic evidence has documented the relationships between Big Five personality traits and academic performance in traditional educational settings. However, their associations with broader learning outcomes in online and blended environments—contexts characterized by reduced situational constraints and heightened demands for self-regulation—remain insufficiently examined. The present meta-analysis aimed to investigate (a) the extent to which each of the Big Five traits predicts cognitive, behavioral, and affective outcomes in online and blended learning, and (b) whether these associations vary across temporal stage (pre‑, during‑, and post‑pandemic), format (in‑class vs. out‑of‑class), modality (fully online vs. blended), and outcome measure type. Drawing on 61 studies (688 effect sizes, <italic>N</italic> = 59,497), the three‑level meta‑analytic model revealed that agreeableness, conscientiousness, and openness were positively associated with cognitive outcomes, while all five traits showed significant relationships with both behavioral and affective outcomes. Temporal stage moderated the associations between openness and behavioral outcomes, with effect sizes increasing progressively from pre‑ to during‑ to post‑pandemic. Outcome measure type moderated the associations of conscientiousness and openness with behavioral outcomes, with subjective self‑reports yielding stronger effects than objective participation metrics. No significant moderating effects were detected for format or modality. These findings advance theoretical understanding of personality in digital learning contexts by demonstrating both the robustness of trait–outcome associations and their sensitivity to temporal context and measurement approaches. The results suggest that educators and instructional designers should consider not only individual differences in personality but also the broader context in which learning occurs, while remaining attentive to how outcomes are operationalized and assessed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"21 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286416","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":"Advocating the FoRe-Squares Model of Technology-Augmented Instruction: a Reply to Mayer (2025)","authors":"Alexander Eitel, Anna Kienitz, Marie-Christin Krebs, Claudia Schöne","doi":"10.1007/s10648-026-10163-2","DOIUrl":"https://doi.org/10.1007/s10648-026-10163-2","url":null,"abstract":"This paper responds to Richard E. Mayer’s (2025) commentary on our FoRe-Squares model of technology-augmented instruction (Eitel et al., 2025), a model that builds on the foundational contributions of the Cognitive Theory of Multimedia Learning (Mayer, 2022) and Cognitive Load Theory (Sweller, 2010). We advocate for two key contributions the model makes: First, it conceptualizes cognition and motivation in a highly integrative way, aiming for a comprehensive understanding of what makes (technology-augmented) instruction effective. Second, it highlights two main predictor constructs that underlie effective instruction—focus support and reward—aiming for high parsimony and a construct-based understanding of instructional effectiveness. We position the FoRe-Squares model to guide further research by providing a complementary rationale for explaining and predicting the effects of instructional techniques and their combinations on processing and learning outcomes. In addition, we position the FoRe-Squares model to provide practitioners with a parsimonious heuristic for designing and evaluating instruction.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"8 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286441","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 RAMSing to Rigor: Improving Moderator Analysis in STEM Education Meta-Research","authors":"Mehmet Bicakci, Fabian Heller, Heidrun Stoeger, Albert Ziegler","doi":"10.1007/s10648-026-10172-1","DOIUrl":"https://doi.org/10.1007/s10648-026-10172-1","url":null,"abstract":"Moderators are intended to clarify when, where, and for whom interventions work, yet null moderator results are often omitted from the published record. We term this practice “reporting after moderators are significant” (RAMSing) and examine its scope and consequences in STEM education meta-research. Drawing on an umbrella review of 89 meta-analyses comprising 1,786 moderator effect sizes, we found a substantial visibility gap: non-significant moderator effect sizes showed markedly lower relative visibility than the most strongly selected results (&lt;inline-formula&gt;&lt;tex-math&gt;documentclass[12pt]{minimal} usepackage{amsmath} usepackage{wasysym} usepackage{amsfonts} usepackage{amssymb} usepackage{amsbsy} usepackage{mathrsfs} usepackage{upgreek} setlength{oddsidemargin}{-69pt} begin{document}$$:{upomega:}$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt;&lt;inline-formula&gt;&lt;tex-math&gt;documentclass[12pt]{minimal} usepackage{amsmath} usepackage{wasysym} usepackage{amsfonts} usepackage{amssymb} usepackage{amsbsy} usepackage{mathrsfs} usepackage{upgreek} setlength{oddsidemargin}{-69pt} begin{document}$$:approx:$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt; 0.40). To address this bias, we combined structural mapping with two bias-robust Bayesian frameworks, RoBMA-PSMA and RoBMA-Regression, to estimate bias-adjusted moderator effects, derive field-specific benchmarks, and estimate realistic evidential requirements for moderator testing. The overall bias-adjusted mean moderator effect was &lt;italic&gt;g&lt;/italic&gt; = 0.27 (95% CrI [0.20, 0.34]) with substantial heterogeneity (&lt;inline-formula&gt;&lt;tex-math&gt;documentclass[12pt]{minimal} usepackage{amsmath} usepackage{wasysym} usepackage{amsfonts} usepackage{amssymb} usepackage{amsbsy} usepackage{mathrsfs} usepackage{upgreek} setlength{oddsidemargin}{-69pt} begin{document}$$:{uptau:}$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt; = 0.48). Modeling a five-level moderator-theme classification substantially improved fit (BF&lt;sub&gt;Inc&lt;/sub&gt; = 350) and slightly reduced residual heterogeneity (&lt;inline-formula&gt;&lt;tex-math&gt;documentclass[12pt]{minimal} usepackage{amsmath} usepackage{wasysym} usepackage{amsfonts} usepackage{amssymb} usepackage{amsbsy} usepackage{mathrsfs} usepackage{upgreek} setlength{oddsidemargin}{-69pt} begin{document}$$:{uptau:}$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt; = 0.44). RAMSing-adjusted benchmarks placed the 25th, 50th, and 75th percentiles of |&lt;italic&gt;g&lt;/italic&gt;| at 0.18, 0.38, and 0.64, respectively, all below both Cohen’s conventional heuristics and the raw empirical quartiles. Prospective power analyses further indicated that, under the assumptions examined here (&lt;italic&gt;g&lt;/italic&gt; = 0.38, &lt;inline-formula&gt;&lt;tex-math&gt;documentclass[12pt]{minimal} usepackage{amsmath} usepackage{wasysym} usepackage{amsfonts} usepackage{amssymb} usepackage{amsbsy} usepackage{mathrsfs} usepackage{upgreek} setlength{oddsidemargin}{-69pt} begin{document}$$:{{uptau:}}^{2}$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt; = 0.24, &lt;inline-formula&gt;&lt;tex-math&gt;d","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"10 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286420","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}