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 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-05-01 Epub Date: 2026-02-05 DOI: 10.1016/j.edurev.2026.100769

Asaf Salman, Yifat Ben-David Kolikant

Enhancing discussions through technology requires a deep understanding of their building blocks and dynamics. Disagreement plays a key role in shaping the productivity of discussions. The ways we choose to express disagreement – Disagreement Strategies (DS) – impact both the cognitive-epistemic and social-emotional dimensions of the discussion, hindering or facilitating participants’ learning from each other. Uttering DS inherently fuses these dimensions, resulting in a trade-off where one dimension may diminish, amplify, or overshadow the other. However, we found no theoretical framework addressing the correspondence between DS and discussion productivity in terms of learning. To bridge this gap, we conducted a Systematic Literature Review (SLR) and Qualitative Meta-Analysis (QMA), pursuing two research questions: (I) Which primary forms of DS were reported or can be elicited from the literature? (II) How can they be ranked according to learning? Our findings reveal prominent characteristics of DS studies across a variety of settings, languages, cultures, and populations. We challenge their limited power of focus, often dichotomous, on assessing discourse productivity. Complimented by cluster analysis and statistical testing, the QMA enabled us to create the ‘Hierarchical Taxonomy of Disagreement Strategies’ (HiTODS), comprising 18 DS categorized into 4 unique clusters. The DS are ranked in light of our definition of responsiveness, reflecting the degree to which a speaker is attuned to (fuses) both dimensions. We discuss the implications of the taxonomy as a refined framework for researchers and practitioners. Specifically, by laying the foundations to harness artificial intelligence for automated, real-time analysis of contentious discussions.

通过技术加强讨论需要深刻理解它们的构建模块和动态。分歧在塑造讨论的效率方面起着关键作用。我们选择表达分歧的方式——分歧策略（DS）——会影响讨论的认知认知和社会情感维度，阻碍或促进参与者相互学习。使用DS固有地融合了这些维度，导致一个维度可能会减少、放大或掩盖另一个维度。然而，我们没有发现任何理论框架来解决在学习方面DS和讨论生产力之间的对应关系。为了弥补这一差距，我们进行了系统文献综述（SLR）和定性荟萃分析（QMA），探讨了两个研究问题：(1)哪些主要形式的退行性痴呆被报道或可以从文献中得出？（二）如何根据学习进行排名？我们的研究结果揭示了在各种环境、语言、文化和人群中进行DS研究的突出特征。我们挑战他们有限的专注力，往往是二分法，在评估话语生产力。通过聚类分析和统计测试，QMA使我们能够创建“分歧策略的分层分类法”（HiTODS），其中包括18个分歧策略，分为4个独特的聚类。DS是根据我们对响应度的定义进行排名的，反映了说话者对这两个维度的适应程度。我们将讨论分类法作为研究人员和实践者的精炼框架的含义。具体来说，就是为利用人工智能对有争议的讨论进行自动化、实时分析奠定基础。

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引用次数: 0

Tracing and supporting self-regulated learning in K-12 digital learning: A systematic review of the last three decades (1990-2024) 追踪和支持K-12数字化学习中的自我调节学习：近三十年（1990-2024）的系统回顾

IF 11.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-03-19 DOI: 10.1016/j.edurev.2026.100782

Kaja Toomla, Danial Hooshyar, Eve Kikas, Liina Malva, Elina Malleus-Kotšegarov, Kati Aus

引用次数: 0

Culture Matters for Teachers’ Emotion Regulation and Its Relations to Their Well-Being: A Three-Level Meta-Analytic Review 文化对教师情绪调节的影响及其与幸福感的关系：一个三层次元分析回顾

IF 11.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-03-09 DOI: 10.1016/j.edurev.2026.100781

Hongbiao Yin, Xijing Wang

Teachers’ emotion regulation may serve either as a personal resource that enhances their well-being or as a personal demand that impairs it. A meta-analytic review is necessary and timely to explore the relationships between teachers’ emotion regulation and their well-being across multiple samples. Emotion regulation is culture-specific and context-sensitive. However, few educational studies have provided robust empirical examinations of the roles of sociocultural contexts in shaping teachers’ emotion regulation, resulting in a limited understanding of how cultural factors influence teachers’ emotional processes. Therefore, in this meta-analysis, the moderating effects of both contextual and individual variables were examined to reveal how national culture, school organizational contexts, and individual characteristics impact the relationships between teachers’ emotion regulation and their well-being. This study adopted three-level random-effects models to mitigate false positives and better accommodate distinct samples. The results showed that cognitive reappraisal, automatic emotion regulation, and general emotion regulation were positively associated with teachers’ well-being, while expressive suppression was negatively associated with it. In addition, the theoretical framework, region, national culture, subject, and gender significantly or marginally significantly moderated these relationships in different ways, while the level of education did not. These findings shed light on how cultural, organizational, and personal factors are associated with teachers’ emotion regulation and its relations to well-being, and provide insights into examining teacher emotion from a cultural perspective. The implications of these findings are discussed, and recommendations for educational practice and future research are proposed.

教师的情绪调节既可以作为提高其幸福感的个人资源，也可以作为损害其幸福感的个人需求。对多样本教师情绪调节与幸福感之间的关系进行meta分析是必要且及时的。情绪调节具有文化特异性和情境敏感性。然而，很少有教育研究对社会文化背景在塑造教师情绪调节中的作用提供强有力的实证检验，导致对文化因素如何影响教师情绪过程的理解有限。因此，在本荟萃分析中，我们考察了情境变量和个体变量的调节作用，以揭示国家文化、学校组织情境和个体特征如何影响教师情绪调节与幸福感之间的关系。本研究采用三水平随机效应模型，以减少误报和更好地适应不同的样本。结果表明，认知重评、自动情绪调节和一般情绪调节与教师幸福感呈显著正相关，而表达抑制与教师幸福感呈显著负相关。此外，理论框架、地区、民族文化、学科和性别以不同的方式显著或轻微显著地调节了这些关系，而教育水平则没有。这些发现揭示了文化、组织和个人因素如何与教师情绪调节及其与幸福感的关系相关联，并为从文化角度审视教师情绪提供了见解。本文讨论了这些发现的意义，并提出了对教育实践和未来研究的建议。

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引用次数: 0

A Systematic Literature Review of Online Discussions in Critical Thinking Interventions: Exploring Dialectical E-discussions 批判性思维干预中在线讨论的系统文献综述：探讨辩证的电子讨论

IF 11.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-02-24 DOI: 10.1016/j.edurev.2026.100779

Luis Fernando Santos-Meneses, Adam Gyenes

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 : 2026-02-01 Epub 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

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 : 2026-02-01 Epub 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

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 Epub Date: 2026-01-20 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

Implementing positive peace education in schools: A systematic literature review of global practices 在学校实施积极的和平教育：全球实践的系统文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2026-02-01 Epub Date: 2025-12-09 DOI: 10.1016/j.edurev.2025.100759

Aizat Arystanbek , Assemgul Bukutova , Gulbagira Toleu , Lynne Parmenter , Hilary Cremin , Assylzhan Ospanbek

Positive peace education (PPE) builds on Johan Galtung's (1969) theory of positive peace, which emphasizes the importance of addressing not only direct violence, but also structural and cultural violence, to achieve sustainable peace. This means moving beyond peacekeeping and ‘negative peace’ to transform education systems, processes, and practices that facilitate positive peace. Operationalizing PPE in schools, however, remains conceptually and practically underdeveloped, with limited shared understanding of how it can be enacted and divergent ideas of what positive peace looks like in the classroom. This paper addresses this gap through a critical interpretive synthesis of international literature to examine how teachers, students, and school communities enact PPE in curriculum, pedagogy, relationships, and everyday school life. Findings are structured into four key themes: (1) situated practice; (2) pedagogical balancing; (3) teacher and student agency, and (4) lived peace praxis. The paper makes two key contributions, providing the first critical interpretive synthesis of PPE enactment in schools, and positioning ethics of care as a generative lens to interpret, integrate, and theorize PPE as culturally grounded, relational praxis.

积极和平教育（PPE）建立在约翰·加尔东（1969）积极和平理论的基础上，该理论强调不仅要解决直接暴力，还要解决结构和文化暴力，以实现可持续和平。这意味着超越维持和平和“消极和平”，转变促进积极和平的教育制度、进程和做法。然而，在学校实施个人防护装备在概念和实践上仍然不发达，对如何实施个人防护装备的共同理解有限，对课堂上的积极和平是什么样子的看法也存在分歧。本文通过对国际文献的批判性解释性综合来解决这一差距，以研究教师、学生和学校社区如何在课程、教学法、人际关系和日常学校生活中制定PPE。研究结果分为四个关键主题：(1)情境实践；(2)教学平衡；(3)师生代理，(4)生活和平实践。本文做出了两个关键贡献，第一，提供了对学校PPE制定的第一个批判性解释性综合，第二，将护理伦理定位为一个生成透镜，将PPE作为基于文化的关系实践来解释、整合和理论化。

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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 : 2026-02-01 Epub 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

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 : 2026-02-01 Epub 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