Educational Research Review最新文献

The shades of (un)productive disagreement: A systematic literature review and a hierarchical taxonomy （非）生产性分歧的阴影：系统的文献回顾和等级分类法

IF 11.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-02-05 DOI: 10.1016/j.edurev.2026.100769

Asaf Salman, Yifat Ben-David Kolikant

引用次数: 0

The association of school bullying with symptoms and diagnosis of PTSD: An updated systematic review and meta-analysis 校园欺凌与PTSD症状和诊断的关系：最新的系统回顾和荟萃分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-02-01 DOI: 10.1016/j.edurev.2026.100768

Serap Keles , Salman Türken , Terri Pigott , Thormod Idsoe

School bullying has been linked to lower academic achievement and increased mental health problems, making it a critical concern for the field of educational psychology. Understanding the psychological consequences of bullying is essential for educators, school psychologists, and policymakers to develop effective interventions that support students’ well-being and learning outcomes. One ongoing debate is whether bullying qualifies as a traumatic event that may lead to post-traumatic stress disorder (PTSD) symptoms and diagnosis. A previous meta-analysis revealed a significant association between bullying and PTSD symptoms, highlighting their prevalence among both children and adults who have been bullied. Our meta-analysis updates and expands these findings by focusing on the association between bullying and PTSD symptoms and diagnosis specifically among school children and youth. A comprehensive systematic literature search across seven databases identified 38 eligible studies in line with the a priori defined inclusion criteria. The frequency of PTSD symptoms above the cut off scores varied between 12.1 % and 65.8 %. The overall pooled effect size was (r = .237, 95 % CI [.173, .299], p < .001), using the correlated-hierarchical effects model with robust variance estimation method. The results were heterogeneous with a 95 % PI [-.155, .563]. Our updated meta-analysis confirms and extends previous findings on the significant association between bullying and PTSD symptoms among school children and youth, and reveals significant moderators (e.g., mean age of the sample, type of group: victims, bullies, bully/victims) in this link. However, we cannot rule out alternative explanations, such as other diagnoses. The implications have been discussed.

学校欺凌与较低的学习成绩和增加的心理健康问题有关，使其成为教育心理学领域的一个关键问题。了解欺凌的心理后果对于教育工作者、学校心理学家和政策制定者制定有效的干预措施、支持学生的福祉和学习成果至关重要。一个正在进行的争论是，欺凌是否有资格作为一种可能导致创伤后应激障碍（PTSD）症状和诊断的创伤性事件。之前的一项荟萃分析揭示了欺凌与创伤后应激障碍症状之间的显著关联，强调了它们在遭受欺凌的儿童和成人中都很普遍。我们的荟萃分析更新并扩展了这些发现，重点关注欺凌与创伤后应激障碍症状和诊断之间的联系，特别是在学龄儿童和青少年中。在7个数据库中进行全面系统的文献检索，确定了38项符合先验定义的纳入标准的合格研究。PTSD症状高于临界值的频率在12.1%到65.8%之间变化。总体合并效应大小为(r = 0.237, 95% CI[。173年,。299], p < .001)，采用相关层次效应模型和稳健方差估计方法。结果是不均匀的，PI为95%[- 0.155,0.563]。我们最新的荟萃分析证实并扩展了先前的发现，即在校儿童和青少年中欺凌与创伤后应激障碍症状之间存在显著关联，并揭示了在这一联系中显著的调节因素（例如，样本的平均年龄、群体类型：受害者、欺凌者、欺凌者/受害者）。然而，我们不能排除其他解释，比如其他诊断。已经讨论了其含义。

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引用次数: 0

From virtual to reality: A systematic review of the impact of virtual reality on skill acquisition, retention, and transfer 从虚拟到现实：系统回顾虚拟现实对技能习得、保留和转移的影响

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-02-01 DOI: 10.1016/j.edurev.2026.100767

Yuchun Zhong , Kai Guo , Lingran Xu , Luke Kutszik Fryer

This review systematically analysed 64 studies from Google Scholar, Web of Science, and Scopus to examine how Virtual Reality supports the development of 4Cs skills (i.e., creativity, critical thinking, collaboration, and communication). This review defined skill development in three phases: acquisition, retention, and transfer. Through content analysis, it was found that 39 studies reported statistically positive impacts, 12 studies with descriptive results, six studies of mixed impacts, and seven indicated nonsignificant impacts of VR on 4Cs skills acquisition. Effect sizes were reported in 23 articles, and more than half of the studies on creativity, communication, and critical thinking found large effects. Evidence for VR's impact on collaboration was limited, with only one study reporting a small to medium effect size. Moreover, skill retention after VR-based instruction was assessed in nine studies: five demonstrated a significant increase in retention, three detected no significant effect on communication skills, and one reported that VR and other multimedia methods yielded similar outcomes for critical thinking retention. Surprisingly, only two studies focused on skill transfer, with one study quantitatively indicating a positive impact of VR on promoting transfer of critical thinking skills to near-transfer context. This review also identified an array of factors, including individual, psychological, technological, and contextual factors that might influence the extent of skill acquisition, retention, or transfer. The review concludes with recommendations on close alignment with theories and increased focus on long-term skills retention, cross-domain transferability after exposure to VR learning interventions.

本文系统分析了b谷歌Scholar、Web of Science和Scopus的64项研究，以研究虚拟现实如何支持4c技能（即创造力、批判性思维、协作和沟通）的发展。这篇综述将技能发展分为三个阶段：习得、保留和转移。通过内容分析发现，有39项研究报告了统计学上的积极影响，12项研究报告了描述性结果，6项研究报告了混合影响，7项研究报告了VR对4c技能习得的不显著影响。23篇文章报告了效应大小，超过一半的关于创造力、沟通和批判性思维的研究发现了很大的影响。VR对合作影响的证据有限，只有一项研究报告了小到中等的效应大小。此外，在九项研究中评估了基于VR的教学后的技能保留情况：五项研究表明保留情况显著增加，三项研究发现沟通技巧没有显著影响，一项研究报告称VR和其他多媒体方法在批判性思维保留方面产生了相似的结果。令人惊讶的是，只有两项研究关注技能转移，其中一项研究定量地表明VR对促进批判性思维技能向近迁移环境的转移有积极影响。本综述还确定了一系列因素，包括个人因素、心理因素、技术因素和环境因素，这些因素可能影响技能获得、保留或转移的程度。该综述最后提出了与理论密切一致的建议，并增加了对长期技能保留的关注，以及接触虚拟现实学习干预后的跨领域可转移性。

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引用次数: 0

Effects of reward strategies in gamified learning on academic performance: A systematic review 游戏化学习中奖励策略对学习成绩影响的系统研究

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-16 DOI: 10.1016/j.edurev.2026.100766

Shurui Bai , Yingxue Liu , Khe Foon Hew , Michael Sailer , Ya Xiao

Tangible rewards, such as class participation scores, are often incorporated into gamified learning to motivate students. This systematic review synthesised evidence from 16 studies with 18 independent interventions to examine how tangible rewards have been designed and implemented in gamified learning and how they relate to academic performance. Across the studies, tangible rewards varied widely in form, contingency and stakes, ranging from small tokens and badges to extra course grades. The result found that the “exceeding a norm” reward contingency with “low-stakes rewards” associates with more positive academic performance in gamified classes. Based on qualitative insights, good reward administration practices include giving students autonomy in choosing rewards and recognizing learning progress with playful elements (e.g., Lego bricks). However, due to the limited number of interventions, more empirical evidence is needed to clarify whether and under what conditions tangible rewards can enhance academic performance in gamified learning.

有形的奖励，如课堂参与分数，经常被纳入游戏化学习，以激励学生。该系统综述综合了来自16项研究和18项独立干预措施的证据，以检查在游戏化学习中如何设计和实施有形奖励，以及它们与学习成绩的关系。在这些研究中，有形奖励的形式、偶然性和利害关系各不相同，从小的代币和徽章到额外的课程成绩。结果发现，在游戏化课程中，带有“低风险奖励”的“超出标准”奖励偶然性与更积极的学习成绩有关。基于定性的见解，良好的奖励管理实践包括给予学生选择奖励的自主权，并通过有趣的元素（例如乐高积木）来识别学习进展。然而，由于干预措施的数量有限，需要更多的经验证据来阐明有形奖励是否以及在什么条件下可以提高游戏化学习中的学习成绩。

引用次数: 0

Unraveling gender disparities in teachers’ technological pedagogical and content knowledge: A large-scale meta-analytic review 揭示教师技术教学知识和内容知识中的性别差异：一项大规模元分析综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-14 DOI: 10.1016/j.edurev.2026.100765

Ronny Scherer , Diego G. Campos , Tim Fütterer , Fazilat Siddiq

This large-scale meta-analytic review investigates gender disparities in pre- and in-service K-12 teachers' Technological Pedagogical and Content Knowledge (TPACK) self-efficacy and performance. Synthesizing 915 effect sizes from 102 primary studies and 420 teacher samples (N = 681,745 teachers) in 70 countries via multilevel meta-analyses, we found small but significant gender differences favoring male teachers in TPACK self-efficacy (

\overline{d}

= −0.17), particularly in technological knowledge (

\overline{d}

= −0.31) and technological pedagogical knowledge (

\overline{d}

= −0.14). However, no significant gender disparities were observed in TPACK performance (

\overline{d}

= −0.08). Our findings revealed considerable heterogeneity in these effects across samples, studies, countries, measures, and over time, which could be partly explained by factors such as educational level, country-level gender inequality, and economic development. These results do not support male teachers’ advantage in all aspects of technology-related teaching competencies. Our meta-analytic review further implies that gender disparities in TPACK vary across contexts or over time.

本研究调查了职前和在职K-12教师技术教学和内容知识（TPACK）自我效能和绩效的性别差异。通过多水平meta分析，综合了来自70个国家102项主要研究和420名教师样本（N = 681,745名教师）的915个效应大小，我们发现在TPACK自我效率（d形式= - 0.17），特别是在技术知识（d形式= - 0.31）和技术教学知识（d形式= - 0.14）方面，有利于男性教师的性别差异很小但很重要。然而，在TPACK表现中没有观察到明显的性别差异（d形式= - 0.08）。我们的研究结果显示，这些影响在样本、研究、国家、措施和时间上存在相当大的异质性，这在一定程度上可以用教育水平、国家层面的性别不平等和经济发展等因素来解释。这些结果并不支持男性教师在所有与技术相关的教学能力方面都具有优势。我们的荟萃分析进一步表明，TPACK中的性别差异在不同的背景下或随着时间的推移而变化。

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引用次数: 0

Effectiveness of educational technology applications for struggling readers in secondary grades: A meta-analysis 教育技术应用对中学阅读困难学生的有效性：一项元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-10 DOI: 10.1016/j.edurev.2026.100764

Alan C.K. Cheung , Jieping Shi

This article systematically reviews research on the achievement outcomes of educational technology applications designed for improving the reading achievement of students in middle and high schools based on a set of rigorous inclusion criteria. A total of 53 eligible studies involving more than 53,000 students were included in the final analysis. The results indicate that educational technology applications helped to moderately increase reading achievement in secondary-school students who struggle with reading (ES = 0.15). A small majority of the studies (N = 23) were evaluations of two comprehensive models: READ 180 (N = 17) and Voyager Passport (N = 6), with an overall effect size of 0.16. Supplemental computer-assisted instruction programs such as the Jamestown Reading Navigator and IRAISE produced a smaller effect size of 0.08. Interactive and personalized software such as Lexia PowerUp Literacy generated the largest effect size of 0.34. Research design also significantly moderated the effectiveness of these educational technology applications, whereas release year, sample size, grade level, and duration did not. Given that the majority of the included studies were conducted in the United States, the findings should be interpreted and generalized with caution. Limitations, policy implications, and future directions are finally discussed.

本文基于一套严格的纳入标准，系统地回顾了旨在提高初高中学生阅读成绩的教育技术应用的成果研究。共有53项符合条件的研究，涉及53,000多名学生，被纳入最终分析。结果表明，教育技术应用有助于中等程度地提高阅读困难中学生的阅读成绩（ES = 0.15）。一小部分研究（N = 23）是对两个综合模型的评价：READ 180 （N = 17）和Voyager Passport (N = 6)，总体效应值为0.16。补充计算机辅助教学程序，如詹姆斯敦阅读导航和IRAISE产生了较小的效应值0.08。交互式和个性化软件（如Lexia PowerUp Literacy）产生的最大效应值为0.34。研究设计也显著调节了这些教育技术应用的有效性，而发布年份、样本量、年级水平和持续时间则没有。考虑到大多数纳入的研究是在美国进行的，这些发现应该谨慎地解释和概括。最后讨论了限制、政策影响和未来方向。

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引用次数: 0

Video-based teacher professional development for dialogic teaching: A systematic review 基于视频的对话教学教师专业发展：系统回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-07 DOI: 10.1016/j.edurev.2026.100763

Yang Tao , Deliang Wang , Diyue Liu , Gaowei Chen

Calls to foster productive classroom dialogue have prompted the widespread development of video-based teacher professional development (VB-TPD) programs designed to enhance teachers' dialogic teaching skills. Despite their proliferation, few studies have systematically examined the effects of these programs on teachers and students and synthesized critical features of their design and implementation. This systematic review scrutinized 35 empirical studies on VB-TPD programs for dialogic teaching, providing an integrated synthesis of their impacts on teacher and student learning outcomes and depicting the landscape of key phases, critical activities, and available approaches that support teacher professional growth. The review found that VB-TPD programs positively influenced teachers' teaching practices, beliefs and self-efficacy, and reflective foci, as well as students' cognitive and non-cognitive outcomes. Moreover, four main phases were identified across VB-TPD programs: planning, implementation, reflection, and post-reflection. These phases encompassed seven critical activities for teachers: 1) developing theoretical and practical knowledge, 2) conducting practice-based activities, 3) designing or revising lesson plans, 4) implementing and recording lessons on video, 5) establishing rules for video discussions, 6) discussing and reflecting on the video, and 7) post-reflection and planning. Each activity was underpinned by various approaches that facilitated effective teacher learning. The findings of this study can inform the design of future VB-TPD programs aimed at fostering teachers’ dialogic teaching.

促进富有成效的课堂对话的呼声促使基于视频的教师专业发展（VB-TPD）项目得到广泛发展，旨在提高教师的对话教学技能。尽管这些项目数量众多，但很少有研究系统地考察了这些项目对教师和学生的影响，并综合了它们设计和实施的关键特征。本文系统回顾了35项关于VB-TPD对话教学项目的实证研究，综合分析了这些项目对教师和学生学习成果的影响，并描绘了关键阶段、关键活动和支持教师专业成长的可用方法。研究发现，VB-TPD项目对教师的教学实践、信念和自我效能感、反思焦点以及学生的认知和非认知结果均有积极影响。此外，在VB-TPD项目中确定了四个主要阶段：规划、实施、反思和反思后。这些阶段包括教师的七个关键活动：1)发展理论和实践知识；2)开展基于实践的活动；3)设计或修改教案；4)实施和录制视频课程；5)建立视频讨论规则；6)讨论和反思视频；7)事后反思和规划。每项活动都以各种促进教师有效学习的方法为基础。本研究结果可为未来以教师对话教学为目标的VB-TPD计划的设计提供参考。

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引用次数: 0

Entrepreneurial leadership in educational settings: A systematic literature review from 1996 to 2025 创业领导在教育环境：从1996年到2025年的系统文献回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-01-06 DOI: 10.1016/j.edurev.2026.100762

Chun Sing Maxwell Ho, Junjun Chen

This systematic literature review on Educational Entrepreneurial Leadership (EL) aims to consolidate existing knowledge, address inconsistencies, and clarify EL's conceptual framework, thus providing a more comprehensive understanding of its applications and implications in educational settings while establishing a robust foundation for future theoretical and empirical explorations of EL. Our review covers the origins and conceptual definitions of EL, operational constructs, and conditions necessary for practicing EL. We analyzed the following article types: quantitative (n = 29), qualitative (n = 43), commentary (n = 13), literature review (n = 3) and mixed-method (n = 3) published between 1996 and Oct 2025 using an integrative approach while appraising their quality. The results revealed: (a) schools are increasingly adopting EL as a dynamic and innovative response to the stringent demands of neoliberal educational reforms and market-driven policies; (b) four common approaches were used to conceptually define EL in schools; (c) there were seven operational EL constructs; and (d) dynamic conditions influenced the use of EL for promoting school improvement and facilitating transformative change. The review highlights the conceptual ambiguities and empirical overlaps between EL and other leadership theories underscoring the need for clearer distinctions and more rigorous empirical support. It also highlights the need to refine EL's theoretical framework and assess its distinct impact to fill an important niche in educational leadership studies.

本文对教育创业领导进行了系统的文献综述，旨在巩固现有的知识，解决不一致之处，澄清创业领导的概念框架，从而更全面地了解其在教育环境中的应用和影响，同时为未来的理论和实证探索奠定坚实的基础。我们的回顾涵盖了EL的起源和概念定义、操作构造，以及实践EL所必需的条件。我们分析了1996年至2025年10月期间发表的以下文章类型：定量（n = 29）、定性（n = 43）、评论（n = 13）、文献综述（n = 3）和混合方法（n = 3），同时采用综合方法评价其质量。结果显示：(a)学校越来越多地采用语言学习作为对新自由主义教育改革和市场驱动政策的严格要求的动态和创新的回应；（二）四种常用方法在概念上界定学校的英语教学；(c)有七个可操作的EL结构；(d)动态的环境影响了学习教学法在促进学校改善和促进变革方面的应用。该综述强调了EL与其他领导理论之间概念上的模糊性和经验上的重叠，强调了需要更清晰的区分和更严格的经验支持。它还强调需要完善EL的理论框架，评估其独特的影响，以填补教育领导研究中的一个重要的利基。

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引用次数: 0

A meta-analysis of school-based mental health interventions 校本心理健康干预的元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-26 DOI: 10.1016/j.edurev.2025.100761

Kathryn Watson , Joseph Taylor , Caroline Sutton Chubb

This meta-analysis was designed to examine the effectiveness of school-based mental health interventions. Articles that used a school-based mental health intervention in K-12 schools and written in English and offered an effect size with a comparison group were considered for the study. We pulled articles from the American Psychological Association, PsychInfo, Education Resources Information Center, Psychology and Behavioral Science Collection, Google Scholar, Rand, and PubMed resulting in the identification of 1262 studies. After screening, 60 studies offering 210 effect sizes remained in the meta-analysis and were included in a meta-regression. The study is limited by publication bias as published studies are more likely to yield a positive result. A higher effect in this study reflects positive effects on student outcomes related to school-based mental health interventions. Key findings show a positive average effect of school-based mental health interventions in K-12 schools, with a stronger average effect in secondary settings. Therefore, implications for practice are that decision makers should be intentional about incorporating school-based mental health interventions into their school community.

本荟萃分析旨在检验以学校为基础的心理健康干预的有效性。该研究考虑了在K-12学校使用以学校为基础的心理健康干预的文章，这些文章用英语写成，并提供了与对照组的效应量。我们从美国心理学会、PsychInfo、教育资源信息中心、心理学和行为科学收集、b谷歌Scholar、Rand和PubMed中提取了1262篇研究。筛选后，提供210个效应量的60项研究保留在meta分析中，并纳入meta回归。该研究受到发表偏倚的限制，因为发表的研究更有可能产生积极的结果。本研究中较高的效应反映了以学校为基础的心理健康干预对学生结果的积极影响。主要发现表明，在K-12学校中，以学校为基础的心理健康干预措施具有积极的平均效果，在中学环境中具有更强的平均效果。因此，对实践的启示是决策者应该有意地将基于学校的心理健康干预纳入他们的学校社区。

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引用次数: 0

Sources of mathematics and science self-efficacy in primary and secondary education: A systematic literature review 中小学教育中数学和科学自我效能感的来源：系统文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-12-15 DOI: 10.1016/j.edurev.2025.100760

Annette Hessen Bjerke , Tonje Hungnes , Kari Elisabeth Bachmann , Ove Edvard Hatlevik , Ingjerd Legreid Ødemark

The positive outcomes associated with elevated levels of efficacy beliefs have sparked interest in examining the sources of such beliefs. Mastery experience, vicarious experience, verbal persuasion and psychological state are all crucial for self-efficacy. In this systematic literature review, we examined the characteristics of the accumulated body of research on the sources of mathematics and science self-efficacy in primary and secondary education. The aim was to understand how the reviewed studies contribute to the discussion of students' mathematics and science self-efficacy development. We implemented a comprehensive search strategy for academic databases based on our research questions and inclusion/exclusion criteria, aligning with recommendations for systematic reviews. The analysis included 139 studies, and revealed that the research on mathematics and science self-efficacy development can be divided into three categories. The first category comprises 40 studies that assess Bandura's sources of self-efficacy, while the second includes 30 studies that refer to his sources. By contrast, the 69 studies that comprise the third category do not explicitly measure or discuss Bandura's sources of self-efficacy. The distribution of this research worldwide is clustered—that is, some countries have engaged in more active research and publication on this topic than others. A reliance on quantitative methodologies is evident, whereby ‘construct confusion’ hinders opportunities for direct comparison among studies. While attempts have been made to rate the sources, they are perceived as interconnected and varying between genders. Hence, we adopted a critical stance and highlighted several shortcomings that must be considered when designing future research.

与提高效能信念水平相关的积极结果引发了研究这种信念来源的兴趣。掌握经验、替代经验、言语说服和心理状态都是影响自我效能感的重要因素。在这篇系统的文献综述中，我们检查了中小学教育中数学和科学自我效能感来源的研究积累体的特征。目的是了解所审查的研究如何有助于讨论学生的数学和科学自我效能感的发展。我们根据我们的研究问题和纳入/排除标准对学术数据库实施了全面的搜索策略，并与系统评价的建议保持一致。分析了139项研究，发现对数学和科学自我效能发展的研究可以分为三类。第一类包括40项研究，评估班杜拉自我效能感的来源，而第二类包括30项研究，参考他的来源。相比之下，包含第三类的69项研究并没有明确测量或讨论班杜拉自我效能感的来源。这一研究在世界范围内的分布是集群的，也就是说，一些国家在这一主题上的研究和发表比其他国家更活跃。对定量方法的依赖是显而易见的，因此“结构混淆”阻碍了研究之间直接比较的机会。虽然人们试图对这些来源进行评级，但人们认为这些来源是相互关联的，而且因性别而异。因此，我们采取了批判的立场，并强调了在设计未来研究时必须考虑的几个缺点。

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引用次数: 0