Studies in Educational Evaluation最新文献

英文中文

Searching for long-term reciprocal effects between achievement and interest in cooperative education programme 探索合作教育项目的成绩与兴趣之间的长期互惠效应

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-21 DOI: 10.1016/j.stueduc.2025.101537

Steffen Wild

Evidence for the ordering of the effect between interest and achievement remains an unresolved issue. Previous studies in this field predominantly rely on data from school contexts and STEM disciplines. The aim of this research is to analyse reciprocal effects between subject interest and achievement, focusing on long-term effects among students in higher education programmes. Data is used from a three-year longitudinal design with three annual measurements, based on cooperative education, involving 1828 participants. A random intercept cross-lagged panel model was used to test hypotheses. The analyses reveal positive reciprocal effects across subsequent time lags: from achievement to subject interest, and then from subject interest to achievement. However, these effects are not consistent and depend on specific conditions, including time-dependent factors, such as the phase of the study programme. Further research using other study formats and research designs is necessary to examine the robustness of the results.

兴趣和成就之间的影响顺序的证据仍然是一个未解决的问题。该领域之前的研究主要依赖于学校背景和STEM学科的数据。本研究的目的是分析学科兴趣和成绩之间的相互影响，重点关注高等教育课程对学生的长期影响。数据来自一项为期三年的纵向设计，每年进行三次测量，基于合作教育，涉及1828名参与者。采用随机截距交叉滞后面板模型检验假设。分析显示，在随后的时间滞后中，从成就到主体兴趣，再从主体兴趣到成就，都存在着积极的相互作用。然而，这些影响并不一致，取决于具体条件，包括时间相关因素，如学习计划的阶段。使用其他研究格式和研究设计的进一步研究是必要的，以检验结果的稳健性。

引用次数: 0

Evaluating the determinants of Metaverse learning benefits in higher education: A mixed-methods investigation of system quality, institutional support, and personal innovativeness 评估高等教育中元宇宙学习效益的决定因素：系统质量、制度支持和个人创新的混合方法调查

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-21 DOI: 10.1016/j.stueduc.2025.101536

Shaofeng Wang , Hao Zhang

This study investigates the effectiveness and determinants of Metaverse-based learning environments in higher education through a comprehensive evaluation framework. Using a mixed-methods approach, we examined how system quality, information quality, service quality, and university support affect learning outcomes in Metaverse environments. Data were collected from 201 university students through questionnaires and supplemented with in-depth interviews from 20 participants. Structural equation modeling revealed that institutional quality factors significantly influence students' perceived usefulness, ease of use, and satisfaction with Metaverse learning platforms. Personal innovativeness emerged as a crucial moderator, enhancing the relationship between perceived usefulness and learning outcomes. Qualitative findings have highlighted the importance of institutional support mechanisms and technical infrastructure for effective Metaverse-based learning. The study provides empirical evidence to guide evaluation frameworks for emerging educational technologies and offers practical, evidence-based guidance for decision-making in higher education institutions.

本研究通过一个综合评估框架来探讨高等教育中基于元维学习环境的有效性及其决定因素。使用混合方法，我们研究了系统质量、信息质量、服务质量和大学支持如何影响Metaverse环境中的学习成果。通过问卷调查的方式收集201名大学生的数据，并辅以20名参与者的深度访谈。结构方程模型显示，机构质量因素显著影响学生对Metaverse学习平台的感知有用性、易用性和满意度。个人创新成为一个重要的调节因素，增强了感知有用性和学习成果之间的关系。定性研究结果强调了机构支持机制和技术基础设施对有效的基于元汇的学习的重要性。该研究为指导新兴教育技术的评估框架提供了经验证据，并为高等教育机构的决策提供了实用的、基于证据的指导。

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引用次数: 0

Improving teachers' beliefs about using student feedback: Can professional learning communities make a difference? 提高教师使用学生反馈的信念：专业学习社区能有所作为吗？

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-15 DOI: 10.1016/j.stueduc.2025.101534

Lucas Silva-Didier , Kim Schildkamp , Adrie J. Visscher , Roel J. Bosker

Although the use of student perceptions of teaching quality has been promoted as a tool for instructional improvement, its adoption in practice remains challenging. Teachers’ beliefs play a key role in whether such data is embraced or resisted. This study examined the implementation and effects of a teacher professional development program on teachers’ beliefs about using student perceptions of teaching quality data. In 15 Chilean schools, teachers worked in professional learning communities. Pre and post-surveys with 39 teachers assessed affective and instrumental attitudes, perceived controllability, and self-efficacy. Implementation of key activities (e.g., discussing student perceptions of teaching quality data with students) was limited, and beliefs did not change significantly during the program. Correlational analyses indicated that participants with higher baseline beliefs were more likely to show decreases after the program. High pre-test scores, short duration, and partial implementation constrained the program’s outcomes.

尽管利用学生对教学质量的感知作为一种改进教学的工具已经得到了推广，但在实践中采用它仍然具有挑战性。教师的信念在这些数据是被接受还是被抵制方面起着关键作用。本研究考察了教师专业发展计划的实施及其对教师使用学生对教学质量数据感知的信念的影响。在智利的15所学校，教师在专业学习社区工作。对39名教师进行了前后调查，评估了情感态度和工具态度、感知可控性和自我效能。关键活动（例如，与学生讨论学生对教学质量数据的看法）的实施是有限的，并且在项目期间信念没有显着改变。相关分析表明，具有较高基线信念的参与者更有可能在项目后表现出下降。高预试分数、短持续时间和部分实施限制了项目的结果。

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引用次数: 0

Cross-cultural examination of teacher-child dependency and relationship quality across Greece and China 希腊和中国师生依赖和关系质量的跨文化研究

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-14 DOI: 10.1016/j.stueduc.2025.101533

Anastasia Vatou , Weiyi Xie , Katerina Krousorati , Xiao Zhang , Athanasios Gregoriadis

This cross-cultural study investigated the factorial structure and the measurement invariance of the Teacher-Child Dependency Scale (TCDS) and Student-Teacher Relationship Scale (STRS-SF) in Greece and China. The sample consisted of 346 children (Greece: 170, China: 176) and 44 teachers across 18 Early Childhood Education and Care (ECEC) settings. A two-factor structure of the TCDS - emotional dependency and physical dependency was supported and found to be invariant across cultures. Chinese teachers reported higher levels of closeness and physical dependency than their Greek counterparts, whereas emotional dependency was similar across countries. Teacher-child closeness negatively predicted internalizing and externalizing problems in both contexts. However, cultural differences emerged: emotional dependency significantly predicted behavioral issues in Greek children, whereas physical dependency played a more prominent role in internalizing issues for Chinese children. These results highlight the role of cultural contexts in shaping teacher-child relationships and suggest the need for culturally tailored practices and interventions in ECEC.

本跨文化研究考察了希腊和中国师生依赖量表（TCDS）和师生关系量表（STRS-SF）的因子结构和测量不变性。样本包括来自18个幼儿教育和护理（ECEC）机构的346名儿童（希腊170名，中国176名）和44名教师。情感依赖和身体依赖的双因素结构在不同文化中是不变的。与希腊教师相比，中国教师的亲密程度和身体依赖程度更高，而各国教师的情感依赖程度相似。在这两种情况下，师生亲密负向预测内化和外化问题。然而，文化差异也出现了：希腊儿童的情绪依赖显著预测行为问题，而中国儿童的身体依赖在内化问题上的作用更为突出。这些结果强调了文化背景在塑造师生关系中的作用，并建议在ECEC中需要根据不同文化进行定制的实践和干预。

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引用次数: 0

The competency profile of secondary-school teachers: Importance and development of teaching competencies 中学教师胜任力特征：教学胜任力的重要性与发展

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-14 DOI: 10.1016/j.stueduc.2025.101535

Esther López-Martín, Eva Expósito-Casas, Ana Patricia Fernández-Suárez, Belén Gutiérrez-de-Rozas

This paper examines teachers' and school leaders' perceptions of the competencies that are crucial for secondary-education teachers to meet students' needs, evaluates the training received to enhance these competencies and identifies the most effective methods for their development. A non-experimental, ex post facto study was conducted with 683 teachers (including 157 school leaders) from secondary education centres in Spain. The results show that both pedagogical and personal competencies are highly valued, indicating that participants perceive the teaching profession as highly demanding. The study also reveals a gap between the importance of these competencies and the training received by teachers. Additionally, teachers view practical experience as the most effective method of developing these competencies, followed by continuous training, with initial training being the least effective. These findings underscore the need for a comprehensive competence framework for secondary-education teachers to guide teacher selection, performance evaluation, career development and training.

本文考察了教师和学校领导对中等教育教师满足学生需求的关键能力的看法，评估了为提高这些能力而接受的培训，并确定了发展这些能力的最有效方法。对来自西班牙中等教育中心的683名教师（包括157名学校领导）进行了一项非实验性的事后研究。结果显示，教学能力和个人能力都受到高度重视，表明参与者认为教师职业要求很高。该研究还揭示了这些能力的重要性与教师接受的培训之间的差距。此外，教师认为实践经验是培养这些能力的最有效方法，其次是持续培训，最初的培训效果最差。这些发现强调，需要为中等教育教师建立一个全面的能力框架，以指导教师的选择、绩效评估、职业发展和培训。

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引用次数: 0

The effect of teacher data use professional development interventions on student achievement: A meta-analysis and qualitative comparative analysis 教师数据使用专业发展干预对学生成绩的影响：荟萃分析和定性比较分析

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-12 DOI: 10.1016/j.stueduc.2025.101528

Susanne Spiele , Jeroen J.H.M. Janssen , Kim Schildkamp , Cindy L. Poortman

This meta-analysis combined with a qualitative analysis focused on effective data use professional development interventions and intervention design characteristics for teachers. The 27 included studies had a total of 86 effect sizes and used student achievement as outcome measure. Intervention design characteristics and study design characteristics were included as moderator variables. A random-effects multilevel meta-analysis showed a medium-sized positive effect on student achievement (g =.41) with significant heterogeneity. Moderator analysis showed that when study design was controlled for, intervention design characteristics did not significantly affect student achievement. A moderate to strong correlation was found between intervention design and study design (i.e., studies with a theoretically more effective intervention design tended to have a higher possibility of methodological bias). However, the qualitative analysis showed that data use-specific intervention and school (implementation) characteristics were associated with higher effect sizes.

本荟萃分析结合定性分析，聚焦于有效的数据使用专业发展干预措施和干预设计特点的教师。纳入的27项研究共有86个效应量，并以学生成绩作为结果衡量标准。干预设计特征和研究设计特征作为调节变量。随机效应多水平荟萃分析显示，对学生成绩有中等程度的积极影响（g =.41），异质性显著。调节因子分析显示，当研究设计受到控制时，干预设计特征对学生成绩没有显著影响。在干预设计和研究设计之间发现了中等到强的相关性（即，理论上更有效的干预设计的研究往往具有更高的方法学偏差可能性）。然而，定性分析表明，数据使用特异性干预和学校（实施）特征与较高的效应量相关。

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引用次数: 0

A systematic review of key assessment tools applied to assess metacognition in secondary school students 用于评估中学生元认知的主要评估工具的系统回顾

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-11 DOI: 10.1016/j.stueduc.2025.101531

María Sánchez-Munilla , Enrique Navarro Asencio , José Luis Gaviria Soto

Metacognition significantly influences students' academic performance, underscoring the need for reliable assessment instruments. This systematic review synthesizes the bibliometric, sample, and assessment characteristics of quantitative metacognition evaluation tools used in secondary school students over three decades. The study followed the PRISMA protocol (Page et al., 2021) using Dialnet, Scopus, ERIC, and PsycInfo databases. 359 studies were selected from 5703 identified. Bibliometric findings reveal a growing body of research on metacognition over the years. The sample is balanced in terms of gender, country, and age, though sample sizes are generally small. Regarding assessment, traditional measures predominate, primarily comprising self-report questionnaires administered in a pencil-and-paper format, with the most utilized tools originating from the 1990s. Several assessment tools appraise specific metacognitive dimensions, with no single instrument encompassing a comprehensive evaluation of metacognitive processes. The study concludes with implications and limitations, along with recommendations for future research.

元认知显着影响学生的学习成绩，强调需要可靠的评估工具。本系统综述综合了三十年来用于中学生的定量元认知评估工具的文献计量学、样本和评估特征。该研究遵循PRISMA协议（Page et al., 2021），使用Dialnet、Scopus、ERIC和PsycInfo数据库。从5703项研究中选择了359项。文献计量学的发现揭示了近年来元认知研究的增长。样本在性别、国家和年龄方面是平衡的，尽管样本量通常很小。关于评估，传统措施占主导地位，主要包括以纸笔形式填写的自我报告问卷，使用最多的工具源自1990年代。一些评估工具评估特定的元认知维度，没有一个单一的工具包括元认知过程的全面评估。该研究总结了影响和局限性，以及对未来研究的建议。

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引用次数: 0

Evaluation of teachers’ use of research evidence for primary school students’ literacy outcomes: A randomised controlled trial in China 评价教师对小学生读写能力研究证据的使用：中国的一项随机对照试验

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-10 DOI: 10.1016/j.stueduc.2025.101532

Wenqing Chen, Stephen Gorard

The effectiveness of using research evidence in improving teaching remains underexplored. This study reports on a randomised controlled trial in China evaluating the impacts of teachers’ use of research evidence for students’ Chinese literacy, with 153 teachers and 6791 students participating. The study indicated a modest improvement in students’ Chinese test scores from the intervention (+0.07), coupled with a slight reduction in the time spent on Chinese literacy homework (-0.06). While the impact is small, teachers’ use of research evidence in teaching has been shown to be feasible and cost-effective in Chinese teaching contexts. This allows for wider implementation even within limited budgets.

利用研究证据改善教学的有效性仍未得到充分探索。本研究报告了中国的一项随机对照试验，评估了教师使用研究证据对学生中文素养的影响，共有153名教师和6791名学生参与。研究表明，干预后学生的中文考试成绩有了适度的改善（+0.07），同时花在中文读写作业上的时间也有了轻微的减少（-0.06）。虽然影响很小，但教师在教学中使用研究证据已被证明是可行的，并且在汉语教学环境中具有成本效益。这允许在有限的预算范围内更广泛地实施。

引用次数: 0

Stages of teaching expertise from routine to adaptive: A model for advancing teaching effectiveness 从常规到适应性的教学专业知识阶段：提高教学效果的模式

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-10 DOI: 10.1016/j.stueduc.2025.101530

Barbara Brown, Sharon Friesen

This cross-sectional study evaluated the implementation of a professional practice standard for teaching over four years in a top-performing Canadian education system with 62 school districts and approximately 35,000 teachers in the system. Using a convergent mixed methods research design, quantitative data were generated from online surveys with 5536 teachers and qualitative data were gathered through focus group interviews with teachers (n = 193). Results from the study have been used to inform an update to the Teaching Effectiveness Framework (Friesen, 2009) and provide insights into a model for advancing teaching effectiveness. Conceptual stages were developed to illustrate teacher progression from routine to adaptive expertise, measured on a four-point scale. The scale is introduced as a resource to support the integration of policy initiatives into actionable practices and professional learning. Results underscore the value of integrating research literature with teacher and student perspectives to conceptualize and advance teaching effectiveness principles.

这项横断面研究评估了在一个拥有62个学区和大约35,000名教师的顶级加拿大教育系统中，四年来教学专业实践标准的实施情况。采用融合混合方法研究设计，通过对5536名教师的在线调查产生定量数据，通过对教师的焦点小组访谈收集定性数据（n = 193）。该研究的结果已被用于更新教学有效性框架（Friesen, 2009），并为提高教学有效性的模型提供了见解。概念阶段的发展是为了说明教师从常规到适应性专业知识的进展，以四分制测量。该比额表是作为一种资源来支持将政策倡议纳入可操作的做法和专业学习。结果强调了将研究文献与教师和学生的观点结合起来，概念化和推进教学有效性原则的价值。

引用次数: 0

Linking the first, second and third IEA science studies 将第一、二、三期IEA科学研究相结合

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation

Pub Date : 2025-11-08 DOI: 10.1016/j.stueduc.2025.101529

Yuriko K. Sosa Paredes , Björn Andersson

International comparative assessments are crucial for examining country-level educational changes over time, but requires a comparable achievement scale. This study develops a unified science achievement scale that links the First and Second International Science Studies with the Trends in International Mathematics and Science Study for upper primary school students. The science measures in each study are analyzed with respect to construct consistency, inferences, population differences, and test conditions. Analyses showed that, despite some evolution in frameworks and a transition from age-based to grade-based definitions, the core constructs remain consistent, enabling similar inferences. By identifying common items among the three studies, we rigorously assessed measurement invariance using item response modeling, with partial invariance models supporting reliable long-term comparisons. We applied latent regression models using contextual student data, creating imputed scale scores for each student. These results enable vast further research to investigate long-term inequalities in educational outcomes.

国际比较性评估对于审查国家一级长期以来的教育变化至关重要，但需要一个可比的成绩比额表。本研究开发了一套统一的科学成就量表，将第一届和第二届国际科学研究与高年级学生的国际数学和科学研究趋势联系起来。在每项研究的科学措施进行分析，关于构建一致性，推论，人口差异，和测试条件。分析表明，尽管框架发生了一些演变，并且从基于年龄的定义向基于年级的定义过渡，但核心结构保持一致，从而能够得出类似的推论。通过识别三项研究中的共同项目，我们使用项目反应模型严格评估了测量不变性，部分不变性模型支持可靠的长期比较。我们使用上下文学生数据应用潜在回归模型，为每个学生创建估算的量表分数。这些结果为调查教育成果的长期不平等提供了大量的进一步研究。

引用次数: 0

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