Educational Psychology Review最新文献

{"title":"Individual and Structural Factors Associated with Interactive Skills of Child-Care Professionals in Early Childhood Education and Care: A Systematic Review and Meta-analysis","authors":"Laura Lærkegård Støve, Nina Thorup Dalgaard, Julie Warberg Mohr, Julie Enkebølle Hansen, Katrine Isabella Wendelboe, Emilie Hestbaek, Clara Christensen Vieira, Mette Skovgaard Væver, Johanne Smith-Nielsen","doi":"10.1007/s10648-026-10162-3","DOIUrl":"https://doi.org/10.1007/s10648-026-10162-3","url":null,"abstract":"High-quality interactions between child-care professionals and children are central to early development. Despite extensive research and policy interest, no prior review has integrated evidence across the broad set of factors linked to interactive skills of individual caregivers in early childhood education and care (ECEC). This preregistered systematic review and meta-analysis examined factors associated with observer-rated interactive skills of child-care professionals in formal ECEC settings for children up to 6.0 years. A systematic search was conducted across five databases (ERIC, PsycINFO, PubMed, SocINDEX, Web of Science), and study quality was assessed using the Appraisal Tool for Cross-Sectional Studies. A three-level random effects model was applied to estimate effect sizes. Across 57 eligible studies, 70 factors associated with caregiver interactive skills were identified; 41 studies contributed data for meta-analysis, yielding 13 factors for quantitative synthesis. Structural factors significantly associated with higher levels of interactive skills included higher caregiver education (<italic>r</italic> = .21), smaller group sizes (<italic>r</italic> = − .20), lower child-caregiver ratios (<italic>r</italic> = − .13), and higher salaries (<italic>r</italic> = .22). Individual factors associated with higher levels of interactive skills included mentalizing abilities (<italic>r</italic> = .17) and mental well-being (<italic>r</italic> = .08). Work experience, tenure, perceived support, stability, caregiver age, child sex, and center size showed no significant associations. Policies and interventions that both address structural conditions and support caregivers’ well-being and psychological resources are most likely to enhance interaction quality and, ultimately, children’s developmental outcomes.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"254 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286438","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":"On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.’s (2025a, 2025b) Commentaries","authors":"Fernando Núñez-Regueiro, Herbert W. Marsh, Reinhard Pekrun, Oliver Lüdtke, Jiesi Guo","doi":"10.1007/s10648-026-10179-8","DOIUrl":"https://doi.org/10.1007/s10648-026-10179-8","url":null,"abstract":"Núñez-Regueiro et al. (2025) recently demonstrated that the alternative models used by Sorjonen et al. (2025a) to reject the reciprocal effects model (REM) contained misspecifications that, when addressed, yielded results consistent with the REM. In a reply to our critique, Sorjonen et al. (2025b) defended their original models as valid modeling approaches. They further proposed time-reversal tests, which they interpreted as contradicting the REM. In this new comment, we adopt a more pedagogical approach to resolve these misunderstandings. First, we explain in details why the models in Sorjonen et al. (2025a) are difficult to reconcile with several principles of structural equation modeling, by yielding improper solutions, impossible or confounded model parameters, untested temporal structures, and omitted adjustments that limit the interpretability of reciprocal effects. Second, we further explain why the renewed claims of validity in Sorjonen et al. (2025b) extend these issues by mobilizing simulation studies that do not align with the models at stake. Third, we demonstrate that their time-reversal testing repeated some of these issues and that a rectified version yields results consistent with predictions based on the REM (<ext-link ext-link-type=\"uri\" xlink:href=\"https://osf.io/ry6p3/overview?view_only=2af2bc8cd4694433b9024eb2577451b6\">https://osf.io/ry6p3/overview?view_only=2af2bc8cd4694433b9024eb2577451b6</ext-link>). Our objective is to advance the debate on reciprocal effects by clarifying the modeling issues associated with Sorjonen et al.’s commentaries and providing additional empirical evidence relevant to evaluating the REM.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"15 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286414","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 Black and Latine Students’ Sense of Belonging within the Mathematics Classroom: A Narrative Review","authors":"Brooke Harris-Thomas, Korinthia D. Nicolai, Xiao-Yin Chen, Christina Areizaga Barbieri","doi":"10.1007/s10648-026-10181-0","DOIUrl":"https://doi.org/10.1007/s10648-026-10181-0","url":null,"abstract":"Academic environments that support a sense of belonging, or students’ feelings of being included, valued, accepted, and supported, are positively associated with students’ engagement, persistence, and academic achievement. This is particularly true for Black and Latine adolescent students in U.S. mathematics classrooms. Research has also shown that students’ sense of belonging is a situated, malleable construct that can fluctuate throughout the school day. This narrative review examines how the dynamic nature of belonging interacts with the complex consideration of adolescent Black and Latine students’ ethnicity, race, and culture within the context of mathematics. We advance three considerations for researchers when investigating and supporting the belonging experiences of Black and Latine students within mathematics: Contextual Factors that Shape Sense of Belonging to Mathematics, Positionality and Framing of Investigations of Belonging, and Recognizing the Whole Student. By critically examining the educational contexts in which Black and Latine adolescent students engage with mathematics, alongside the prevailing frameworks and assumptions adopted in research studies, researchers are more likely to adopt a holistic perspective toward these students. Consequently, this approach fosters the production of research findings that affirm and enhance, rather than undermine, Black and Latine students’ sense of belonging within mathematical learning environments. Recommendations for research and practice are also shared.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"1 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286417","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 Artificial Intelligence Feedback on Students’ Self-Regulated Learning in Higher Education: A Three-Level Meta-Analysis","authors":"Chang-Qin Huang, Ling-Nuo Lu, Qiong-Hao Huang, Yin-Rong Zhang, Tao He, Yun-Fang Tu, Gwo-Jen Hwang","doi":"10.1007/s10648-026-10166-z","DOIUrl":"https://doi.org/10.1007/s10648-026-10166-z","url":null,"abstract":"As higher education environments become digitized and complex, self-regulated learning (SRL) remains a pivotal cornerstone of student achievement. While artificial intelligence (AI) offers new possibilities for supporting SRL through feedback, its efficacy remains controversial. A three-level meta-analysis of 85 articles (<italic>k</italic> = 387; <italic>N</italic> = 9,564) published between 2015 and 2025 was conducted. The results demonstrated a significant, medium-sized positive effect of AI feedback on students’ SRL (<italic>g</italic> = 0.509). Dimension-specific analyses revealed that effects were stronger for the motivational and cognitive dimensions, but comparatively weaker for behavioral and metacognitive outcomes. Notably, the wide 95% prediction interval [-0.661, 1.678] indicates substantial heterogeneity, suggesting that AI feedback effects are conditional rather than uniformly beneficial. Hierarchical multilevel meta-regression identified feedback source and AI technology type as primary drivers of between-study heterogeneity. AI-led feedback yielded larger effect sizes than human-AI hybrid feedback, and generative AI dialogue systems and intelligent tutoring systems demonstrated stronger effects than non-generative AI dialogue systems and learning analytics systems. Feedback modality and academic subject yielded marginally significant or dimension-specific differences. Additionally, within-category analyses indicated that the effects of generative AI dialogue systems were not significantly moderated across conditions, with the exception of a marginal effect for feedback modality. However, within the learning analytics systems group, the study design demonstrated a significant moderating role. Overall, these findings not only quantify the efficacy of AI feedback on SRL outcomes, but also delineate its boundary conditions, offering empirically grounded implications to instructors, designers, and researchers.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"40 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286444","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":"Digital Prompting in Education: A Design Framework and Bibliometric Analysis","authors":"Jasmin Breitwieser, André Bittermann, Maria Theobald, Tim Lauer, Mirijam Schaaf, Garvin Brod","doi":"10.1007/s10648-026-10164-1","DOIUrl":"https://doi.org/10.1007/s10648-026-10164-1","url":null,"abstract":"Digital prompts are brief instructional cues designed to guide student learning. The variety of ways in which prompts are designed and labelled across education result in conceptual and terminological inconsistencies that make it difficult to integrate research findings. Furthermore, artificial intelligence (AI) has introduced a new dominant meaning of the term “prompt” that complicates the discoverability of relevant literature. To address these challenges, we propose a guiding framework that conceptualizes digital prompts as dynamic scaffolds and characterizes their instructional design through a typology of content, function, presentation, and source. Using a bibliometric approach, we analyzed 1,238 publications to examine how well this framework captures the structure of the field. We identified 283 distinct prompt labels, most of which were used in only one publication. The mapping of these labels onto the proposed typology led to a refined understanding of prompt design characteristics. Furthermore, we examined co-occurrences between labels and identified research topics and citation practices. The resulting patterns revealed two major research clusters centered on metacognitive and self-explanation prompts, which structure much of the literature. However, these two clusters lack integration. We show how these separate research traditions can be integrated into our framework of dynamic scaffolding through prompts. Finally, we demonstrate how our typology of prompt types can foster greater terminological coherence and improve search strategies in the age of AI.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"15 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286440","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 Associations Between Temperament and Learning: A Meta-Analysis from an Integrative Perspective","authors":"Sara Mascheretti, Nadin Stereva, Serena Maria Stagnitto, Serena Lecce, Valentina Lampis","doi":"10.1007/s10648-026-10159-y","DOIUrl":"https://doi.org/10.1007/s10648-026-10159-y","url":null,"abstract":"Early temperament has been shown to have a profound impact on various life outcomes including academic performance, however, the nature of the relationship between temperamental dimensions and learning abilities is still unclear. The aim of this meta-analysis and review is to investigate the empirical findings on the associations between temperament and learning using an integrative model. The 72 studies yielded 594 effect sizes (<italic>N</italic> = 27,568; age = 9 months to 16 years; 49.53% male; 71.7% White, 15.03% Latinx, 9.9% Black, 1.8% Asian, 1.2% mixed race, 0.4% Native American). Attention/Persistence exhibited the strongest positive relation with learning (<italic>r</italic> = 0.26). Affiliation was also positively associated with learning (<italic>r</italic> = 0.16), while Frustration (<italic>r</italic> = -0.12), Behavioral Inhibition (<italic>r</italic> = -0.07) and Activity Level (<italic>r</italic> = -0.15) were negatively correlated with it. Moderation analyses indicated that mean age, rater of temperament and study quality significantly influenced the strength and direction of these associations.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"72 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association Between Interpersonal Relationships and Academic Achievement: A Multilevel Meta-Analysis","authors":"Yuting Ding, Tong Zhou, Xi Li, Ruize Yu, Ning Chen","doi":"10.1007/s10648-026-10182-z","DOIUrl":"https://doi.org/10.1007/s10648-026-10182-z","url":null,"abstract":"Academic achievement is embedded in multiple interpersonal relationship systems across children’s and adolescents’ development. Although prior studies have linked interpersonal relationships to academic achievement, few meta-analyses have examined parent–child, teacher–student, and peer relationships simultaneously within a joint social ecology framework. Using a three-level meta-analytic approach, this study examined positive and negative parent–child, teacher–student, and peer relationships in relation to academic achievement, their relative importance, and key moderators. A systematic search identified 169 studies, comprising 208 samples, 264 effect sizes, and 1,053,418 children and adolescents. Three-level random-effects models showed that positive parent–child (<italic>r</italic> = .19), teacher–student (<italic>r</italic> = .20), and peer relationships (<italic>r</italic> = .25) were all significantly and positively associated with academic achievement, whereas negative parent–child (<italic>r</italic> = − .17), teacher–student (<italic>r</italic> = − .11), and peer relationships (<italic>r</italic> = − .28) were significantly and negatively associated with academic achievement. Dimension-level analyses further suggested that parent attachment and peer acceptance were more strongly associated with academic achievement than other dimensions within their respective domains. Relative weight analyses further indicated that peer relationships accounted for the largest proportion of explained variance in both the positive (51.70%) and negative (74.30%) models. Moderator analyses further showed that these associations varied across demographic, cultural, and methodological conditions, particularly age, educational stage, individualistic orientation, and communicative context—that is, whether communication tends to rely more on explicit verbal expression or implicit contextual understanding. Overall, this study advances the field beyond asking whether interpersonal relationships matter to clarifying their relative salience and the developmental and cultural conditions under which they are more strongly associated with academic achievement.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"13 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148287288","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":"Executive Functions and Reading in Children: A Systematic Review and Meta- analysis","authors":"Ting Zhou, Thuy Anh Nguyen, Aprezo Pardodi Maba, Damon Thomas, Young-Suk Grace Kim, Elizabeth J. Edwards","doi":"10.1007/s10648-026-10160-5","DOIUrl":"https://doi.org/10.1007/s10648-026-10160-5","url":null,"abstract":"This systematic review and meta-analysis examined the associations between executive functions (EFs) and reading in elementary school children. Framed by the unity and diversity model of EF and the direct and indirect effects model of reading, this review aimed to clarify how EFs (inhibition, shifting, and updating) uniquely contribute to reading development (word reading, listening comprehension, reading fluency, and reading comprehension). The review followed PRISMA guidelines and searched six databases (PubMed, PsycINFO, Embase, Web of Science, Scopus, and ProQuest). A qualitative synthesis of 69 identified studies revealed that differences in associations between EFs and reading were shaped by the nature of the EF tasks (i.e., targeted domain, task paradigm, scoring method) and differences in reading assessments (i.e., targeted skill, format). Sixty studies (yielding 275 effect sizes) met criteria for meta-analysis, revealing significant associations between EF and reading outcomes, with updating showing the largest descriptive association. This review highlights that while EFs are related to reading, their associations vary by measurement approach. It underscores the importance of task and assessment design in interpreting the EF-reading link. Implications for theory, educational practice, and directions for future research are discussed.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"60 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286442","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":"Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the EMERGE Model","authors":"Maria Theobald, Julia Kerner auch Koerner, Jasmin Breitwieser, Lilly Buhr, Julia Karbach, Tanja Könen, Lea Nobbe, Tilman Reinelt, Mirijam Schaaf, Florian Schmiedek, Lena Maria Wieland, Friederike Blume","doi":"10.1007/s10648-026-10157-0","DOIUrl":"https://doi.org/10.1007/s10648-026-10157-0","url":null,"abstract":"As students progress through school, they are expected to increasingly regulate their attention, behaviour, and learning. While some meet these demands with ease, others face ongoing challenges that can hinder their academic success. Research has identified four key concepts in this area: executive functions (EF), metacognition (MC), self-regulation (SR) and self-regulated learning (SRL). Although these constructs are conceptually related, they have often been examined in isolation due to disciplinary and methodological divides, resulting in fragmented accounts that obscure their dynamic interplay. This review addresses this issue by providing a comparative overview of EF, MC, SR and SRL in terms of their definitions, how they are operationalised and the research designs used. Based on this synthesis, we introduce the EMERGE model, which positions these constructs along a continuum ranging from more biologically grounded mechanics (e.g., EF) to more culturally shaped pragmatics (e.g., strategy knowledge in SRL). The model highlights both shared mechanisms and distinct functions and conceptualises SR in learning situations as an integrative construct. Building on this framework, we propose two guiding hypotheses: the stage-setting hypothesis, which emphasises long-term developmental interplay; and the compensatory hypothesis, which focuses on short-term interactions that predict learning outcomes. Together, these perspectives highlight the need for longitudinal, experimental, and hybrid designs to capture developmental and dynamic processes. The EMERGE model thus aims to bridge fragmented research traditions, improve diagnostics, and inform interventions that effectively support students in meeting the growing demands of self-regulated and adaptive learning.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"72 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286484","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":"Self-Efficacy as a Mediator Between Attitudes Toward Mathematics and Mathematics Achievement: A MASEM Approach","authors":"Ryan Angga Pratama, Sedat Kanadlı","doi":"10.1007/s10648-026-10158-z","DOIUrl":"https://doi.org/10.1007/s10648-026-10158-z","url":null,"abstract":"This study examines how self-efficacy mediates students’ attitudes towards mathematics and their achievement in the subject, using the Meta-Analytic Structural Equation Modeling (MASEM) approach. After reviewing studies indexed in Google Scholar, ERIC, ProQuest, and Semantic Scholar; and assisted by AI Tools such as SciSpace and ScholarGPT, 76 primary studies met the inclusion criteria. Analyses conducted in R (via the meta package) and the MASEM web page revealed that a positive attitude towards mathematics had a moderate effect on self-efficacy (&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}$$:beta:=0.517,:95%:CI:left[0.446,:0.588right]$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt;), in turn self-efficacy had a moderate effect on mathematics achievement (&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}$$:beta:=0.240,:95%:CI:left[0.128,:0.352right]$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt;). Attitude towards mathematics also had moderate direct effect on mathematics achievement (&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}$$:beta:=0.235,:95%:CI:left[0.121,:0.349right]$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt;), and the indirect effect via self-efficacy was statistically significant (&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}$$:beta:=0.124,:95%:CI:[0.065,:0.188]$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt;). The model accounted for 27% of the variance in self-efficacy and 17% of the variance in achievement, leaving substantial residual variance. Furthermore, the moderator analyses that the effect were stronger at the University level with a statistically significant result (&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}$$:{chi:}^{2}left(3right)=7.909,:p=.048$$end{document}&lt;/tex-math&gt;&lt;/inline-formula&gt;). There were also differences in how self-efficacy was measured, especially when using the Usher and Pajares (&lt;xref ref-type=\"bibr\"&gt;2009&lt;/xref&gt;) scale, which had a significant result (&lt;inline-formula&gt;&lt;tex-math&gt;documentclass[12pt]{minimal} usepackage{amsmath} usepackage{wasysym} usepa","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"339 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148291465","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}