Pub Date : 2025-11-01Epub Date: 2025-10-17DOI: 10.1016/j.edurev.2025.100738
Nikoletta Mária Gulya , Anikó Fehérvári
The potential for relationships between students with disabilities and their typically developing peers is largely shaped by the attitudes of the typically developed students. This research aims to enhance understanding of these attitudes through a meta-analysis of results measured with the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH). We examined changes in these attitudes from 1986 to the present, considering both temporal and geographic distribution, as well as the correlation of student gender, relationships with peers with disabilities, and the presence of a family member with a disability with these attitudes. A total of 40 studies were included in the research, analysing their quantitative data through weighted regression, t-tests, and meta-analysis. Our findings reveal a negative trend in students' average attitudes over the past 38 years. Gender shows a small positive effect on attitudes, while having a peer with a disability and having a family member with a disability exert a medium positive effect. Our results indicate that educational interventions should focus on knowledge sharing about learners with disabilities to provide mainstream students with relevant information, and additionally, create more opportunities for interaction between typical and disabled peers to foster understanding and friendships.
{"title":"The extent and change of attitudes towards students with disabilities: A meta-analysis of results measured with the Chedoke-McMaster attitudes towards children with handicaps scale","authors":"Nikoletta Mária Gulya , Anikó Fehérvári","doi":"10.1016/j.edurev.2025.100738","DOIUrl":"10.1016/j.edurev.2025.100738","url":null,"abstract":"<div><div>The potential for relationships between students with disabilities and their typically developing peers is largely shaped by the attitudes of the typically developed students. This research aims to enhance understanding of these attitudes through a meta-analysis of results measured with the Chedoke-McMaster Attitudes towards Children with Handicaps Scale (CATCH). We examined changes in these attitudes from 1986 to the present, considering both temporal and geographic distribution, as well as the correlation of student gender, relationships with peers with disabilities, and the presence of a family member with a disability with these attitudes. A total of 40 studies were included in the research, analysing their quantitative data through weighted regression, t-tests, and meta-analysis. Our findings reveal a negative trend in students' average attitudes over the past 38 years. Gender shows a small positive effect on attitudes, while having a peer with a disability and having a family member with a disability exert a medium positive effect. Our results indicate that educational interventions should focus on knowledge sharing about learners with disabilities to provide mainstream students with relevant information, and additionally, create more opportunities for interaction between typical and disabled peers to foster understanding and friendships.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100738"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-10-13DOI: 10.1016/j.edurev.2025.100735
Xinglin Jin , Jun Guan , Tongji Li
Since the concept of growth mindset was introduced by Dweck in 2006, it has been extensively explored within various educational contexts. However, previous literature reviews have primarily focused on the effects of growth mindset rather than examining its influencing factors. The current literature review seeks to clarify the factors that contribute to the formation of a growth mindset among students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a sample of 54 empirical articles from the past decade was selected for analysis. These articles were analysed using a four-step bottom-up coding process within the framework of Bronfenbrenner's ecological systems theory. Many influencing factors within the individual system and microsystems were revealed. The most frequently examined factor categories in previous studies include students' psychological features, teachers' teaching strategies and methods, parenting styles, specific interventions, and school environment. Two synergistic paths were identified to illustrate the interplay of these influencing factors. Finally, the current study discusses the significance of factors within different ecological systems and proposes suggestions for future studies.
{"title":"The influencing factors of growth mindset: A systematic literature review","authors":"Xinglin Jin , Jun Guan , Tongji Li","doi":"10.1016/j.edurev.2025.100735","DOIUrl":"10.1016/j.edurev.2025.100735","url":null,"abstract":"<div><div>Since the concept of growth mindset was introduced by Dweck in 2006, it has been extensively explored within various educational contexts. However, previous literature reviews have primarily focused on the effects of growth mindset rather than examining its influencing factors. The current literature review seeks to clarify the factors that contribute to the formation of a growth mindset among students. Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a sample of 54 empirical articles from the past decade was selected for analysis. These articles were analysed using a four-step bottom-up coding process within the framework of Bronfenbrenner's ecological systems theory. Many influencing factors within the individual system and microsystems were revealed. The most frequently examined factor categories in previous studies include students' psychological features, teachers' teaching strategies and methods, parenting styles, specific interventions, and school environment. Two synergistic paths were identified to illustrate the interplay of these influencing factors. Finally, the current study discusses the significance of factors within different ecological systems and proposes suggestions for future studies.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100735"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-08-25DOI: 10.1016/j.edurev.2025.100719
Yingxiu Li , Junjun Chen , Junying Lu , Xiang Wang
Teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. This review aims to explore the relationship between teacher well-being and its antecedents using the Job Demands and Resources model. A total of 58 articles with 494 effect sizes were included in this study. As expected, the results indicate job resources are positively correlated with teacher well-being, while job demands are negatively associated with it. When examining further, personal resources and demands and teacher well-being demonstrated a more nuanced picture. Specifically, personal resources are positively related to teacher well-being, whilst no pooled correlation between personal demands and teacher well-being was observed due to limited data. Moreover, different types of job demands and well-being are identified as significant moderators. The findings support the discussion on how to employ the JD-R model to enhance teacher well-being while emphasizing exploring the influence of various kinds of job resources and demands, and personal resources and demands on teacher well-being.
{"title":"A meta-analysis of teacher well-being: A job demands and resources perspective","authors":"Yingxiu Li , Junjun Chen , Junying Lu , Xiang Wang","doi":"10.1016/j.edurev.2025.100719","DOIUrl":"10.1016/j.edurev.2025.100719","url":null,"abstract":"<div><div>Teacher well-being is crucially important given the inherently demanding and multifaceted nature of the teaching profession. This review aims to explore the relationship between teacher well-being and its antecedents using the Job Demands and Resources model. A total of 58 articles with 494 effect sizes were included in this study. As expected, the results indicate job resources are positively correlated with teacher well-being, while job demands are negatively associated with it. When examining further, personal resources and demands and teacher well-being demonstrated a more nuanced picture. Specifically, personal resources are positively related to teacher well-being, whilst no pooled correlation between personal demands and teacher well-being was observed due to limited data. Moreover, different types of job demands and well-being are identified as significant moderators. The findings support the discussion on how to employ the JD-R model to enhance teacher well-being while emphasizing exploring the influence of various kinds of job resources and demands, and personal resources and demands on teacher well-being.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100719"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144920980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-11-19DOI: 10.1016/j.edurev.2025.100747
Weiwei Liu, Valentina C. Tassone, Pascal Frank, Renate Wesselink, Harm J.A. Biemans
Transdisciplinary learning is increasingly recognized as a critical educational approach for preparing future change agents in sustainability higher education. However, existing research remains fragmented, particularly regarding the subjectively experienced learning challenges and the mediating role of agency in addressing them. This scoping literature review addressed this gap by mapping the learning challenges encountered and managed by three key participant groups - students, educational staff, and societal partners - in transdisciplinary sustainability education. Analyzing 36 studies published between 2006 and 2024, the review highlights a notable underrepresentation of the learning experiences of educational staff and societal partners. It identified challenges based on the four aspects of transdisciplinary learning for sustainability - responding to sustainability issues, engaging non-academic partners, integrating disciplinary knowledge and capacity, and incorporating multiple perspectives - as well as three general challenges: navigating uneven relationships, managing high time demands, and adapting to unfamiliarity with transdisciplinarity. These challenges encompass both emotional and cognitive dimensions, with uncertainty emerging as a central feature stemming from the complexity of sustainability issues and the unfamiliarity of the transdisciplinary learning process. In response to these challenges, participants demonstrate agency through actions aimed at personal development (toward the self), empowering other (through others) and building intersubjectivity (toward groups). These actions demonstrate participants’ capacity to foster intrapersonal changes and interpersonal relationships. The findings offer valuable insights for instructors and course designers seeking to cultivate agency among all categories of participants in transdisciplinary sustainability education.
{"title":"The role of human agency in dealing with challenges in transdisciplinary learning for sustainability in higher education: A scoping literature review","authors":"Weiwei Liu, Valentina C. Tassone, Pascal Frank, Renate Wesselink, Harm J.A. Biemans","doi":"10.1016/j.edurev.2025.100747","DOIUrl":"10.1016/j.edurev.2025.100747","url":null,"abstract":"<div><div>Transdisciplinary learning is increasingly recognized as a critical educational approach for preparing future change agents in sustainability higher education. However, existing research remains fragmented, particularly regarding the subjectively experienced learning challenges and the mediating role of agency in addressing them. This scoping literature review addressed this gap by mapping the learning challenges encountered and managed by three key participant groups - students, educational staff, and societal partners - in transdisciplinary sustainability education. Analyzing 36 studies published between 2006 and 2024, the review highlights a notable underrepresentation of the learning experiences of educational staff and societal partners. It identified challenges based on the four aspects of transdisciplinary learning for sustainability - responding to sustainability issues, engaging non-academic partners, integrating disciplinary knowledge and capacity, and incorporating multiple perspectives - as well as three general challenges: navigating uneven relationships, managing high time demands, and adapting to unfamiliarity with transdisciplinarity. These challenges encompass both emotional and cognitive dimensions, with uncertainty emerging as a central feature stemming from the complexity of sustainability issues and the unfamiliarity of the transdisciplinary learning process. In response to these challenges, participants demonstrate agency through actions aimed at personal development (toward the self), empowering other (through others) and building intersubjectivity (toward groups). These actions demonstrate participants’ capacity to foster intrapersonal changes and interpersonal relationships. The findings offer valuable insights for instructors and course designers seeking to cultivate agency among all categories of participants in transdisciplinary sustainability education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100747"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-11-11DOI: 10.1016/j.edurev.2025.100746
Shunan Zhang , Yincen Li , Guangji Gan , Stevany , Sirui Pang , Jang Hyun Kim
According to the social agency theory (Moreno et al., 2001), the social cues of artificial intelligence-powered pedagogical agents (AIPAs) hold detectable potential for enhancing learning. However, previous studies have reported inconsistent results regarding the effectiveness of these social cues. This study utilized a multilevel meta-analysis to integrate the results of 33 experimental studies on the social cues of AIPAs and explore their effectiveness. The results indicated that the social cues of AIPAs were associated with statistically detectable positive effects on cognitive learning outcomes (k = 66, g = 0.359, 95 % confidence interval (CI) = [0.191–0.526]), affective learning outcomes (k = 85, g = 0.519, 95 % CI = [0.226–0.812]), and behavioral learning outcomes (k = 23, g = 0.458, 95 % CI = [0.169–0.746]). No statistically detectable change in cognitive load was observed (k = 11, g = 0.039, 95 % CI = [-0.153–0.230]). Additionally, 16 potential moderating variables related to AIPAs and non-AIPAs were identified and discussed. For cognitive learning outcomes, the type of the pedagogical agent (F = 5.420, p = .007, pattern: virtual agents with visual representation > physically embodied robots > virtual agents without visual representation), the image of the pedagogical agent (F = 7.782, p < .001, pattern: anthropomorphized > semi-anthropomorphized > non-anthropomorphized), gender of the pedagogical agent (F = 9.309, p < .001, pattern: N/A > male > female), instructional setting (F = 9.869, p < .001, classroom-based > laboratory > online), interaction type (F = 19.195, p < .001, pattern: one-to-many > one-to-one), and educational level (F = 7.134, p < .001, pattern: K–12 > university <N/A < preschool) showed statistically detectable differences in effect sizes. For affective learning outcomes, only the publication type yielded a statistically detectable difference (F = 4.803, p = .031, pattern: conference papers > journal papers). The findings of this study provide insights into the utilization and design of social cues in AIPAs for educational purposes.
根据社会代理理论（Moreno et al., 2001），人工智能驱动的教学代理（aipa）的社会线索具有可检测的增强学习的潜力。然而，之前的研究报告了关于这些社会线索的有效性的不一致的结果。本研究采用多水平荟萃分析的方法，对33项关于aipa社会线索的实验研究结果进行整合，探讨其有效性。结果表明，aipa的社会线索对认知学习结果（k = 66, g = 0.359, 95%可信区间(CI) =[0.191-0.526]）、情感学习结果（k = 85, g = 0.519, 95% CI =[0.226-0.812]）和行为学习结果（k = 23, g = 0.458, 95% CI =[0.169-0.746]）具有统计学上可检测的积极影响。认知负荷未见统计学上可检测的变化（k = 11, g = 0.039, 95% CI =[-0.153-0.230]）。此外，确定并讨论了与aipa和非aipa相关的16个潜在调节变量。对于认知学习成果，教学主体的类型（F = 5.420, p = .007，模式：具有视觉表征的虚拟主体>；物理体现的机器人>；没有视觉表征的虚拟主体>）、教学主体的形象（F = 7.782, p < .001，模式：拟人化>；半拟人化>；非拟人化）、教学主体的性别(F = 9.309, p < .001，模式：N/A >；男>；女)、教学环境（F = 9.869, p >；实验室>；在线）、互动类型（F = 19.195, p < .001，模式：一对多>；一对一）、教育水平（F = 7.134, p < .001，模式：K-12 >；大学<；N/A <；学前）的效应量差异具有统计学意义。对于情感学习结果，只有出版类型产生了统计学上可检测的差异（F = 4.803, p = 0.031，模式：会议论文>；期刊论文）。本研究的结果为以教育为目的的aipa中社会线索的使用和设计提供了见解。
{"title":"Effects of social cues of artificial intelligence-powered pedagogical agents: A multilevel meta-analysis","authors":"Shunan Zhang , Yincen Li , Guangji Gan , Stevany , Sirui Pang , Jang Hyun Kim","doi":"10.1016/j.edurev.2025.100746","DOIUrl":"10.1016/j.edurev.2025.100746","url":null,"abstract":"<div><div>According to the social agency theory (Moreno et al., 2001), the social cues of artificial intelligence-powered pedagogical agents (AIPAs) hold detectable potential for enhancing learning. However, previous studies have reported inconsistent results regarding the effectiveness of these social cues. This study utilized a multilevel meta-analysis to integrate the results of 33 experimental studies on the social cues of AIPAs and explore their effectiveness. The results indicated that the social cues of AIPAs were associated with statistically detectable positive effects on cognitive learning outcomes (k = 66, g = 0.359, 95 % confidence interval (CI) = [0.191–0.526]), affective learning outcomes (k = 85, g = 0.519, 95 % CI = [0.226–0.812]), and behavioral learning outcomes (k = 23, g = 0.458, 95 % CI = [0.169–0.746]). No statistically detectable change in cognitive load was observed (k = 11, g = 0.039, 95 % CI = [-0.153–0.230]). Additionally, 16 potential moderating variables related to AIPAs and non-AIPAs were identified and discussed. For cognitive learning outcomes, the type of the pedagogical agent (F = 5.420, p = .007, pattern: virtual agents with visual representation > physically embodied robots > virtual agents without visual representation), the image of the pedagogical agent (F = 7.782, p < .001, pattern: anthropomorphized > semi-anthropomorphized > non-anthropomorphized), gender of the pedagogical agent (F = 9.309, p < .001, pattern: N/A > male > female), instructional setting (F = 9.869, p < .001, classroom-based > laboratory > online), interaction type (F = 19.195, p < .001, pattern: one-to-many > one-to-one), and educational level (F = 7.134, p < .001, pattern: K–12 > university <N/A < preschool) showed statistically detectable differences in effect sizes. For affective learning outcomes, only the publication type yielded a statistically detectable difference (F = 4.803, p = .031, pattern: conference papers > journal papers). The findings of this study provide insights into the utilization and design of social cues in AIPAs for educational purposes.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100746"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145519755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-11-03DOI: 10.1016/j.edurev.2025.100741
Xiaofan Liu, Baichang Zhong
Advances in Generative Artificial Intelligence (GenAI) have sparked widespread debate in education. According to a survey by the Digital Education Council (DEC), 86 percent of students use AI in their learning, with ChatGPT being the most widely used tool. Given that students constitute a considerable proportion of GenAI users, concerns arise regarding the potential misuse of this technology by students themselves. Consequently, researchers and educators should rethink how GenAI tools interacts with curriculum needs and pedagogical strategies, particularly through frameworks such as TPACK, to enhance student learning while mitigating potential risks. However, the state-of-the-art of integrating GenAI into student learning remains unclear. To address this gap, this study systematically reviewed high-quality empirical studies published after 30 November 2022 (release date of ChatGPT) on integrating GenAI into student learning from a TPACK perspective. The findings aim to provide an evidence-based foundation for future research and instructional design. For the former, we analyzed the 71 studies from the perspectives of publishing year, country/region of corresponding author, authorship type, sample size, learning stage, educational setting, duration, research method and focus, as well as the moderating effect of key research design variables on learning outcomes. For the latter, we analyzed the 71 studies from the perspectives of learning content, learning tool, pedagogical strategy, assessment method, and learning outcome, as well as the moderating effect of key instructional design variables on learning outcomes. Moreover, we also summarized the recommendations of these studies for future research and instruction. The empirical evidence suggested that GenAI has the potential to enhance student learning in cognitive, affective and behavioral domains. However, deficiencies in research and instructional design still remain, including short duration, small sample sizes, and incomplete pedagogical scaffolding, etc. Based on the review's findings, this study also identifies two critical priorities for future research and instruction.
{"title":"Integrating generative Artificial Intelligence into student learning: A systematic review from a TPACK perspective","authors":"Xiaofan Liu, Baichang Zhong","doi":"10.1016/j.edurev.2025.100741","DOIUrl":"10.1016/j.edurev.2025.100741","url":null,"abstract":"<div><div>Advances in Generative Artificial Intelligence (GenAI) have sparked widespread debate in education. According to a survey by the Digital Education Council (DEC), 86 percent of students use AI in their learning, with ChatGPT being the most widely used tool. Given that students constitute a considerable proportion of GenAI users, concerns arise regarding the potential misuse of this technology by students themselves. Consequently, researchers and educators should rethink how GenAI tools interacts with curriculum needs and pedagogical strategies, particularly through frameworks such as TPACK, to enhance student learning while mitigating potential risks. However, the state-of-the-art of integrating GenAI into student learning remains unclear. To address this gap, this study systematically reviewed high-quality empirical studies published after 30 November 2022 (release date of ChatGPT) on integrating GenAI into student learning from a TPACK perspective. The findings aim to provide an evidence-based foundation for future research and instructional design. For the former, we analyzed the 71 studies from the perspectives of publishing year, country/region of corresponding author, authorship type, sample size, learning stage, educational setting, duration, research method and focus, as well as the moderating effect of key research design variables on learning outcomes. For the latter, we analyzed the 71 studies from the perspectives of learning content, learning tool, pedagogical strategy, assessment method, and learning outcome, as well as the moderating effect of key instructional design variables on learning outcomes. Moreover, we also summarized the recommendations of these studies for future research and instruction. The empirical evidence suggested that GenAI has the potential to enhance student learning in cognitive, affective and behavioral domains. However, deficiencies in research and instructional design still remain, including short duration, small sample sizes, and incomplete pedagogical scaffolding, etc. Based on the review's findings, this study also identifies two critical priorities for future research and instruction.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100741"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145434381","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-11-13DOI: 10.1016/j.edurev.2025.100745
Zhujun Jiang, Feng-Kuang Chiang
Text–picture reading is fundamental to science education, and eye-tracking research provides unique insights into the cognitive and metacognitive mechanisms underlying this process. This systematic review synthesized 66 studies, including 16 studies (82 effect sizes) incorporated into a meta-analysis, to present a comprehensive overview of the field. First, the review examined methodological characteristics concerning disciplines focus, participant demographics, and stimuli types. Within K–12 contexts, biology emerged as the most frequently investigated discipline, whereas chemistry remained underrepresented. Elementary school students were the most commonly studied population, and diagrams were the predominant stimulus type. Areas of interest (AOIs) were typically defined by a text–picture division, with finer-grained categorizations encompassing structural layout, functional elements, semantic content, and text–picture correspondence. Second, the review synthesized findings on learners’ processing patterns. These studies suggested a text-preference effect, with high-level learners generally showing more selective attention, strategic cross-modal integration, and metacognitive control, whereas low-level learners demonstrated localized fixations and insufficient self-regulation, requiring external scaffolds for effective integration. Third, the meta-analysis confirmed that high-level learners focused more on pictures than did low-level learners, as reflected in fixation counts (g = 0.473) and fixation proportions (g = 0.365), and performed more saccades between text and pictures (g = 0.420). In contrast, low-level learners focused more on text, as reflected by their fixation proportions (g = −0.255). Overall, this review synthesizes methodological insights and empirical evidence on science reading, providing informed directions for advancing research design, instructional practices, and learner development in multimedia science education.
{"title":"A systematic review and meta-analysis of research on eye-tracking of K–12 students during scientific text–picture reading","authors":"Zhujun Jiang, Feng-Kuang Chiang","doi":"10.1016/j.edurev.2025.100745","DOIUrl":"10.1016/j.edurev.2025.100745","url":null,"abstract":"<div><div>Text–picture reading is fundamental to science education, and eye-tracking research provides unique insights into the cognitive and metacognitive mechanisms underlying this process. This systematic review synthesized 66 studies, including 16 studies (82 effect sizes) incorporated into a meta-analysis, to present a comprehensive overview of the field. First, the review examined methodological characteristics concerning disciplines focus, participant demographics, and stimuli types. Within K–12 contexts, biology emerged as the most frequently investigated discipline, whereas chemistry remained underrepresented. Elementary school students were the most commonly studied population, and diagrams were the predominant stimulus type. Areas of interest (AOIs) were typically defined by a text–picture division, with finer-grained categorizations encompassing structural layout, functional elements, semantic content, and text–picture correspondence. Second, the review synthesized findings on learners’ processing patterns. These studies suggested a text-preference effect, with high-level learners generally showing more selective attention, strategic cross-modal integration, and metacognitive control, whereas low-level learners demonstrated localized fixations and insufficient self-regulation, requiring external scaffolds for effective integration. Third, the meta-analysis confirmed that high-level learners focused more on pictures than did low-level learners, as reflected in fixation counts (g = 0.473) and fixation proportions (g = 0.365), and performed more saccades between text and pictures (g = 0.420). In contrast, low-level learners focused more on text, as reflected by their fixation proportions (g = −0.255). Overall, this review synthesizes methodological insights and empirical evidence on science reading, providing informed directions for advancing research design, instructional practices, and learner development in multimedia science education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100745"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145531158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-10-13DOI: 10.1016/j.edurev.2025.100734
Mercedes Chicote-Beato , Ana Rosa Bodoque-Osma , Manuel Jacob Sierra Díaz , Sixto González-Víllora
New forms of violence, such as cyberbullying, have emerged partly due to the increased use of technological devices at an early age. This rise in risk situations has led to a proliferation in the number of instruments that assess these behaviors, requiring an exhaustive analysis to determine the contents they address, the age range in which they are validated, their psychometric properties, and the way in which they approach the conceptualization of cyberbullying. To this end, a systematic review and meta-analysis was conducted, obtaining 3859 results in the selected databases (Web of Science, Scopus, PsycInfo, PsicoDoc, ProQuest, Psychology and Behavioural Sciences and PubPsych), which through a screening process, resulted in the analysis of 28 cyberbullying assessment tools that met the established inclusion criteria ((I) scientific articles that were published in peer-reviewed scientific journals; (II) that were validated in the selected age range (Primary or Secondary Education); (III) that addressed cyberbullying; (IV) that were written in English, Spanish or Portuguese; (V) that validity and/or reliability be analyzed). Taking into consideration the meta-analytical approach, the internal consistency of the cyberbullying detection instruments and scales was found to be significant, and the meta-analysis showed satisfactory results. According to the qualitative interpretation of this statistic, all of the aforementioned scales showed reliable results (between 0.84 and 0.90). The data indicated a medium-to-large effect of the precision and reliability of the psychological scales of bullying and cyberbullying.
Furthermore, with regard to the systematic review, it was possible to appreciate the need for the instruments to have a mixed methodology, establishing a connection between the macrosocial and microsocial frameworks. Similarly, it would be appropriate for these tools to address the subject from the age of eight, without combining educational stages or different variables.
网络欺凌等新形式暴力的出现，在一定程度上是由于在幼年时越来越多地使用技术设备。这种风险情况的增加导致了评估这些行为的工具数量的激增，需要进行详尽的分析，以确定它们所处理的内容、验证它们的年龄范围、它们的心理测量特性以及它们处理网络欺凌概念化的方式。为此，我们进行了系统回顾和荟萃分析，在选定的数据库（Web of Science、Scopus、PsycInfo、PsicoDoc、ProQuest、Psychology and Behavioural Sciences和PubPsych）中获得3859个结果，通过筛选过程，得出28个网络欺凌评估工具的分析结果，这些工具符合既定的纳入标准(1)发表在同行评议科学期刊上的科学文章；（II）在选定的年龄范围内（小学或中学教育）得到验证；（三）针对网络欺凌的；（四）以英文、西班牙文、葡萄牙文书写的；（五）效度和/或信度分析)。考虑到元分析方法，发现网络欺凌检测工具和量表的内部一致性显著，元分析结果令人满意。根据该统计量的定性解释，上述所有量表均显示可靠的结果（在0.84至0.90之间）。数据显示霸凌心理量表和网络霸凌心理量表的准确性和可靠性存在中大型效应。
{"title":"What do we know about cyberbullying assessment tools for Primary and Secondary Education students? A systematic review and meta-analytical study","authors":"Mercedes Chicote-Beato , Ana Rosa Bodoque-Osma , Manuel Jacob Sierra Díaz , Sixto González-Víllora","doi":"10.1016/j.edurev.2025.100734","DOIUrl":"10.1016/j.edurev.2025.100734","url":null,"abstract":"<div><div>New forms of violence, such as cyberbullying, have emerged partly due to the increased use of technological devices at an early age. This rise in risk situations has led to a proliferation in the number of instruments that assess these behaviors, requiring an exhaustive analysis to determine the contents they address, the age range in which they are validated, their psychometric properties, and the way in which they approach the conceptualization of cyberbullying. To this end, a systematic review and meta-analysis was conducted, obtaining 3859 results in the selected databases (Web of Science, Scopus, PsycInfo, PsicoDoc, ProQuest, Psychology and Behavioural Sciences and PubPsych), which through a screening process, resulted in the analysis of 28 cyberbullying assessment tools that met the established inclusion criteria ((I) scientific articles that were published in peer-reviewed scientific journals; (II) that were validated in the selected age range (Primary or Secondary Education); (III) that addressed cyberbullying; (IV) that were written in English, Spanish or Portuguese; (V) that validity and/or reliability be analyzed). Taking into consideration the meta-analytical approach, the internal consistency of the cyberbullying detection instruments and scales was found to be significant, and the meta-analysis showed satisfactory results. According to the qualitative interpretation of this statistic, all of the aforementioned scales showed reliable results (between 0.84 and 0.90). The data indicated a medium-to-large effect of the precision and reliability of the psychological scales of bullying and cyberbullying.</div><div>Furthermore, with regard to the systematic review, it was possible to appreciate the need for the instruments to have a mixed methodology, establishing a connection between the macrosocial and microsocial frameworks. Similarly, it would be appropriate for these tools to address the subject from the age of eight, without combining educational stages or different variables.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100734"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145315063","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-10-28DOI: 10.1016/j.edurev.2025.100740
Sølvi Mausethagen, Hege Hermansen, Hilde Afdal, Marte Lorentzen, Hanna Holmeide
This article presents a systematic critical review of the research literature on ‘research use’ in education. The concept of research use has gradually developed with increased policy expectations that teachers should engage in externally produced research. With such expectations, it is important to ask how existing research positions the teaching profession in relation to ‘research’ and its ‘use’. The characteristics of these relations have implications for how the professional knowledge and practices of teachers are conceptualised. Based on a full-text analysis of 34 articles published in renowned databases and peer-reviewed English scholarly journals, we find that research on research use is characterised by similar problem framings and results over a 30-year period. Based on the analysis, we argue that there is a need for more profession-sensitive conceptualisations of research use in education and for more complex understandings of what it entails to employ a system perspective on research use. We argue that the next generation of studies on research use must be developed to include a conception of the teaching profession and of teachers' professional knowledge.
{"title":"A systematic critical review of research on ‘research use’ in education: Towards more profession-sensitive conceptualisations","authors":"Sølvi Mausethagen, Hege Hermansen, Hilde Afdal, Marte Lorentzen, Hanna Holmeide","doi":"10.1016/j.edurev.2025.100740","DOIUrl":"10.1016/j.edurev.2025.100740","url":null,"abstract":"<div><div>This article presents a systematic critical review of the research literature on ‘research use’ in education. The concept of research use has gradually developed with increased policy expectations that teachers should engage in externally produced research. With such expectations, it is important to ask how existing research positions the teaching profession in relation to ‘research’ and its ‘use’. The characteristics of these relations have implications for how the professional knowledge and practices of teachers are conceptualised. Based on a full-text analysis of 34 articles published in renowned databases and peer-reviewed English scholarly journals, we find that research on research use is characterised by similar problem framings and results over a 30-year period. Based on the analysis, we argue that there is a need for more profession-sensitive conceptualisations of research use in education and for more complex understandings of what it entails to employ a system perspective on research use. We argue that the next generation of studies on research use must be developed to include a conception of the teaching profession and of teachers' professional knowledge.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100740"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145397731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-01Epub Date: 2025-10-06DOI: 10.1016/j.edurev.2025.100732
François Molin , Ivonne Lipsch-Wijnen , Alana Vandebeek , Gjalt-Jorn Peters
Financial literacy programs in schools aim to equip students with the knowledge and skills needed for sound financial decision-making. This review provides an integrated overview of program content, outcome measures, and assessment methods. A systematic search of seven databases identified 56 relevant studies. The review highlights substantial heterogeneity in how financial literacy is conceptualized and operationalized, which limits comparability across studies. While most studies report positive effects, variation in methodological quality raises concerns about the robustness of these findings. By mapping these patterns, the review establishes a foundation for more coherent, evidence-based guidance for policymakers and educators seeking to design and evaluate effective financial literacy initiatives.
{"title":"Financial literacy programs in school settings: a scoping review","authors":"François Molin , Ivonne Lipsch-Wijnen , Alana Vandebeek , Gjalt-Jorn Peters","doi":"10.1016/j.edurev.2025.100732","DOIUrl":"10.1016/j.edurev.2025.100732","url":null,"abstract":"<div><div>Financial literacy programs in schools aim to equip students with the knowledge and skills needed for sound financial decision-making. This review provides an integrated overview of program content, outcome measures, and assessment methods. A systematic search of seven databases identified 56 relevant studies. The review highlights substantial heterogeneity in how financial literacy is conceptualized and operationalized, which limits comparability across studies. While most studies report positive effects, variation in methodological quality raises concerns about the robustness of these findings. By mapping these patterns, the review establishes a foundation for more coherent, evidence-based guidance for policymakers and educators seeking to design and evaluate effective financial literacy initiatives.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100732"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145416088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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