Educational Psychology Review最新文献_第8页

The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis 语法教学对英语国家儿童读写成果的影响：系统回顾与元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-10 DOI: 10.1007/s10648-024-09953-3

Danielle Colenbrander, Alexa von Hagen, Saskia Kohnen, Signy Wegener, Katherine Ko, Elisabeth Beyersmann, Ali Behzadnia, Rauno Parrila, Anne Castles

{"title":"The Effects of Morphological Instruction on Literacy Outcomes for Children in English-Speaking Countries: A Systematic Review and Meta-Analysis","authors":"Danielle Colenbrander, Alexa von Hagen, Saskia Kohnen, Signy Wegener, Katherine Ko, Elisabeth Beyersmann, Ali Behzadnia, Rauno Parrila, Anne Castles","doi":"10.1007/s10648-024-09953-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09953-3","url":null,"abstract":"In this pre-registered meta-analysis, we investigated the effectiveness of morphology instruction on literacy outcomes for primary school children in English-speaking countries. We were interested in overall reading and spelling outcomes, but we also looked separately at results for trained and untrained words in order to determine whether there was evidence of transfer to untrained words. Further, we were interested in whether results transferred beyond the word level to reading comprehension outcomes. Our screening process revealed 28 eligible studies, which contributed 177 effect sizes to the analyses. Robust variance estimation methods were used to account for dependence between effect sizes. Overall, effect sizes on reading and spelling outcomes were small to moderate. Effect sizes were larger for trained words than untrained words. There was evidence of transfer to untrained words for spelling outcomes, but not for reading outcomes. There was also no clear evidence of effects on reading comprehension outcomes. In general, the evidence was characterised by large amounts of heterogeneity and imprecision, which was reflective of the wide variety within and between studies in terms of intervention content, outcome measures, intervention dosage and type of control group. We discuss the limitations of the current literature and make recommendations for future research and practice in the field of morphology instruction. (207 words – max 250).","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"14 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142397850","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

Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education 评估学习方法的动态：调查医学和口腔医学教育中教学方法与学习成绩之间联系的系统性综述

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-08 DOI: 10.1007/s10648-024-09952-4

Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger

{"title":"Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education","authors":"Marlen A. Roehe, Carmen Trost, Julia S. Grundnig, Anahit Anvari-Pirsch, Anita Holzinger","doi":"10.1007/s10648-024-09952-4","DOIUrl":"https://doi.org/10.1007/s10648-024-09952-4","url":null,"abstract":"In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"107 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384491","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 Embodiment in Virtual Reality Boost Learning Transfer? Testing an Immersion-Interactivity Framework 虚拟现实中的体现会促进学习迁移吗？测试沉浸-互动框架

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-04 DOI: 10.1007/s10648-024-09956-0

Sara Klingenberg, Robin Bosse, Richard E. Mayer, Guido Makransky

{"title":"Does Embodiment in Virtual Reality Boost Learning Transfer? Testing an Immersion-Interactivity Framework","authors":"Sara Klingenberg, Robin Bosse, Richard E. Mayer, Guido Makransky","doi":"10.1007/s10648-024-09956-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09956-0","url":null,"abstract":"This study investigates the role of embodiment when learning a technical procedure in immersive virtual reality (VR) by introducing a framework based on immersion and interactivity. The goal is to determine how increasing the levels of immersion and interactivity affect learning experiences and outcomes. In a 2 × 2 factorial design, 177 high school students were assigned to one of four experimental conditions, varying levels of immersion (learning in immersive virtual reality wearing a head-mounted display (VR) vs. learning via a computer screen (PC)) and interactivity (directly manipulating objects using controllers/mouse and keyboard (congruent) vs. indirectly manipulating objects with a laser pointer to select a course of action (incidental)). The main outcome measure was a transfer task in which students were required to perform the task they had learned in the virtual environment using concrete objects in real life. Results demonstrated that students in the VR conditions experienced significantly higher levels of presence, agency, location, body ownership, and embodied learning compared to participants in the PC conditions. Additionally, students’ performance during the virtual lesson predicted their real-life transfer test. However, there were no significant effects of immersion or interactivity on any of the transfer measures. The results suggest that high immersion in VR can increase self-reported measures of presence, agency, location, body ownership, and embodied learning among students. However, increased embodiment—manipulated by adding immersion and congruent manipulation of objects did not improve transfer.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"57 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142385038","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

Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis 与小学生数学文字问题解决能力相关的任务特征：系统回顾与元分析

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-04 DOI: 10.1007/s10648-024-09954-2

T. Vessonen, M. Dahlberg, H. Hellstrand, A. Widlund, J. Korhonen, P. Aunio, A. Laine

{"title":"Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis","authors":"T. Vessonen, M. Dahlberg, H. Hellstrand, A. Widlund, J. Korhonen, P. Aunio, A. Laine","doi":"10.1007/s10648-024-09954-2","DOIUrl":"https://doi.org/10.1007/s10648-024-09954-2","url":null,"abstract":"Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"30 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384899","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

Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention 改进对简单和困难材料的检索练习的使用：教学干预的效果

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-10-02 DOI: 10.1007/s10648-024-09945-3

Tian Fan, Luotong Hui, Liang Luo, Anique B. H. de Bruin

{"title":"Improving the Use of Retrieval Practice for Both Easy and Difficult Materials: The Effect of an Instructional Intervention","authors":"Tian Fan, Luotong Hui, Liang Luo, Anique B. H. de Bruin","doi":"10.1007/s10648-024-09945-3","DOIUrl":"https://doi.org/10.1007/s10648-024-09945-3","url":null,"abstract":"Recent research has suggested that students prefer restudying over retrieval practice when learning difficult materials, despite the latter being a more effective learning strategy. The current study investigated whether an instructional intervention can improve the use of retrieval practice for both easy and difficult materials. In Experiment 1, after initial learning of each item, participants rated their perceived mental effort (PME) and judgment of learning (JOL) for each item. Then, participants chose whether to restudy or take retrieval practice for that item. The results showed that participants chose to take retrieval practice less frequently for difficult items compared to easy ones. Furthermore, participants’ ratings of PME and JOL sequentially mediated the relationship between item difficulty and their learning strategy choices. Specifically, difficult items resulted in higher levels of PME, which in turn led to lower JOL, ultimately reducing the likelihood of choosing retrieval practice. In Experiment 2, half of the participants received an instructional intervention, which revealed that while students prefer restudying for difficult items, retrieval practice benefits both easy and difficult items in long-term retention. The remaining half did not receive such intervention and were designated as the control group. The results indicated that, compared to the control group, students who received the intervention increased the odds of choosing retrieval practice for both types of materials after the intervention. The findings of this study suggest that students can be supported to use retrieval practice regardless of item difficulty.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"47 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142384894","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

Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review 针对职前教师的自我调节学习干预：系统回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-30 DOI: 10.1007/s10648-024-09919-5

Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath

{"title":"Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review","authors":"Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath","doi":"10.1007/s10648-024-09919-5","DOIUrl":"https://doi.org/10.1007/s10648-024-09919-5","url":null,"abstract":"Self-regulated learning (SRL) is a key competence for pre-service teachers to develop, both for their own activities as learners and for their future activities as teachers. Therefore, it is crucial to understand how pre-service teachers can be supported in acquiring SRL competence in their initial training. To reach this aim, we conducted a systematic review of SRL interventions for pre-service teachers. Sixty-six intervention studies fulfilled the inclusion criteria. We explored three aspects of those SRL interventions, and how they moderate the interventions’ effectiveness: (1) the theoretical and practical underpinnings of SRL, (2) whether the intervention aimed to promote SRL learning and/or teaching of SRL, and (3) the intervention’s pedagogical characteristics and content related to the SRL professional competences. We found that the most effective SRL interventions (1) focused the training on one or two SRL areas (especially cognition and metacognition); (2) when targeted both, SRL learning and teaching of SRL, pre-service teachers’ SRL skills improved as well as their pedagogical skills; and (3) addressed direct and implicit SRL instruction, inside which self-assessment of learning and teaching practices appear as an effective pedagogical method. We derive implications from our findings for designing effective SRL interventions for prospective teachers.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"22 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142330105","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 Effect of the Write, Talk, and Rewrite Dialogic Writing Treatment on Argumentative Texts: a Replication Study in Türkiye 写、说、改写 "对话式写作疗法对议论性文章的影响：土耳其的一项复制研究

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-30 DOI: 10.1007/s10648-024-09949-z

Omer Faruk Tavsanli, Steve Graham, Yucheng Cao

{"title":"The Effect of the Write, Talk, and Rewrite Dialogic Writing Treatment on Argumentative Texts: a Replication Study in Türkiye","authors":"Omer Faruk Tavsanli, Steve Graham, Yucheng Cao","doi":"10.1007/s10648-024-09949-z","DOIUrl":"https://doi.org/10.1007/s10648-024-09949-z","url":null,"abstract":"The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading and discussing them with a small group of peers, and revising each essay based on the discussion that ensued. In the present study, 12 Grade 2 to 4 classrooms in Türkiye (383 students) were randomly assigned to this write, talk, and rewrite dialogic treatment or to a control condition. Students in the control condition practiced planning and writing the same four argumentative essays as treatment students did during the experiment, and each of these essays was shared with peers (time spent in both conditions was comparable). Control students did not, however, discuss their essay with peers or use such feedback to revise them as was done by students in the write, talk, and rewrite dialogic treatment. When the nested nature of the data and pretest scores were held constant, the quality of the argumentative posttest essays produced by students in the treatment condition evidenced greater improvement than essays written by control students. The same outcome was obtained for the length of essays (number of words) when the nested nature of the data and pretest scores were held constant. This investigation provided evidence that the write, talk, and rewrite dialogic intervention tested by Bouwer and van der Veen (2023) was effective in improving the argumentative writing of even younger students in a different country. Implications for research and practice are provided.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"36 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142330106","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

Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement 从单层次和多层次角度看学生成绩随机干预研究中的协变量选择

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-25 DOI: 10.1007/s10648-024-09898-7

Sophie E. Stallasch, Oliver Lüdtke, Cordula Artelt, Larry V. Hedges, Martin Brunner

{"title":"Single- and Multilevel Perspectives on Covariate Selection in Randomized Intervention Studies on Student Achievement","authors":"Sophie E. Stallasch, Oliver Lüdtke, Cordula Artelt, Larry V. Hedges, Martin Brunner","doi":"10.1007/s10648-024-09898-7","DOIUrl":"https://doi.org/10.1007/s10648-024-09898-7","url":null,"abstract":"Well-chosen covariates boost the design sensitivity of individually and cluster-randomized trials. We provide guidance on covariate selection generating an extensive compilation of single- and multilevel design parameters on student achievement. Embedded in psychometric heuristics, we analyzed (a) covariate types of varying bandwidth-fidelity, namely domain-identical (IP), cross-domain (CP), and fluid intelligence (Gf) pretests, as well as sociodemographic characteristics (SC); (b) covariate combinations quantifying incremental validities of CP, Gf, and/or SC beyond IP; and (c) covariate time lags of 1–7 years, testing validity degradation in IP, CP, and Gf. Estimates from six German samples (1868 ≤ N ≤ 10,543) covering various outcome domains across grades 1–12 were meta-analyzed and included in precision simulations. Results varied widely by grade level, domain, and hierarchical level. In general, IP outperformed CP, which slightly outperformed Gf and SC. Benefits from coupling IP with CP, Gf, and/or SC were small. IP appeared most affected by temporal validity decay. Findings are applied in illustrative scenarios of study planning and enriched by comprehensive Online Supplemental Material (OSM) accessible via the Open Science Framework (OSF; https://osf.io/nhx4w).","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"57 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142317243","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

From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall 从 "手 "到 "心"：手势、情绪情感和个体差异如何影响叙事回忆

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-24 DOI: 10.1007/s10648-024-09948-0

Kavya Thakore, Trisha Das, Shamma Jahan, Naomi Sweller

{"title":"From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall","authors":"Kavya Thakore, Trisha Das, Shamma Jahan, Naomi Sweller","doi":"10.1007/s10648-024-09948-0","DOIUrl":"https://doi.org/10.1007/s10648-024-09948-0","url":null,"abstract":"Narrative recall and comprehension are important lifelong skills. While gesturing may improve recall by alleviating cognitive load, it may be differentially beneficial, depending on task and individual characteristics. While research on gesture’s effects on a variety of task modalities is burgeoning, effects on recall of narratives read aloud are under-examined. Further, emotional valence and individual differences in verbal memory may affect recall, through effects on task difficulty. If gesturing lightens cognitive load, it may be more beneficial for harder tasks, namely for narratives lacking emotional content and for individuals with poorer verbal memory. Across two studies, impacts of gesture production, emotional valence, and individual differences on narrative recall were evaluated. In Study 1, participants (N = 100) read aloud three emotive narratives (positive, negative, neutral) while either instructed to gesture or receiving no gesture instructions. Gesture production hindered recall, particularly for those with higher verbal memory. Emotion benefited recall, with enhanced recall of the negative narrative and impaired recall for the neutral narrative. In Study 2, following a measure of individual propensity to gesture, participants (N = 98) similarly read aloud three emotive narratives. Instructions to gesture hindered recall for participants with a lower propensity to gesture, and emotional narratives again saw enhanced recall relative to the neutral narrative. Propensity to gesture and verbal memory were positively associated with narrative comprehension. Results suggest instructions to produce gestures may for some individuals hinder recall for self-guided learners when studying written texts, while emotional content benefits recall.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"18 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313931","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

Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners 衡量幼儿数学技能：早期数学评估和筛查工具心理计量特性的系统性回顾

IF 10.1 1区心理学

Educational Psychology Review Pub Date : 2024-09-17 DOI: 10.1007/s10648-024-09950-6

Laura A. Outhwaite, Pirjo Aunio, Jaimie Ka Yu Leung, Jo Van Herwegen

{"title":"Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners","authors":"Laura A. Outhwaite, Pirjo Aunio, Jaimie Ka Yu Leung, Jo Van Herwegen","doi":"10.1007/s10648-024-09950-6","DOIUrl":"https://doi.org/10.1007/s10648-024-09950-6","url":null,"abstract":"Successful early mathematical development is vital to children’s later education, employment, and wellbeing outcomes. However, established measurement tools are infrequently used to (i) assess children’s mathematical skills and (ii) identify children with or at-risk of mathematical learning difficulties. In response, this pre-registered systematic review aimed to provide an overview of measurement tools that have been evaluated for their psychometric properties for measuring the mathematical skills of children aged 0–8 years. The reliability and validity evidence reported for the identified measurement tools were then synthesised, including in relation to common acceptability thresholds. Overall, 41 mathematical assessments and 25 screeners were identified. Our study revealed five main findings. Firstly, most measurement tools were categorised as child-direct measures delivered individually with a trained assessor in a paper-based format. Secondly, the majority of the identified measurement tools have not been evaluated for aspects of reliability and validity most relevant to education measures, and only 15 measurement tools met the common acceptability thresholds for more than two areas of psychometric evidence. Thirdly, only four screeners demonstrated an acceptable ability to distinguish between typically developing children and those with or at-risk of mathematical learning difficulties. Fourthly, only one mathematical assessment and one screener met the common acceptability threshold for predictive validity. Finally, only 11 mathematical assessments and one screener were found to concurrently align with other validated measurement tools. Building on this current evidence and improving measurement quality is vital for raising methodological standards in mathematical learning and development research.","PeriodicalId":48344,"journal":{"name":"Educational Psychology Review","volume":"64 1","pages":""},"PeriodicalIF":10.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142235287","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