Educational Research Review最新文献_第4页

What do we know about cyberbullying assessment tools for Primary and Secondary Education students? A systematic review and meta-analytical study 我们对中小学学生网络欺凌评估工具了解多少？一项系统回顾和荟萃分析研究

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-10-13 DOI: 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。

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引用次数: 0

A meta-analysis of Richard Mayer's multimedia learning research: Searching for boundary conditions of design principles across multiple media types Richard Mayer多媒体学习研究的元分析：寻找跨多种媒体类型的设计原则的边界条件

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-09-12 DOI: 10.1016/j.edurev.2025.100730

Jennifer G. Cromley, Runzhi Chen

Richard E. Ma

yer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer's corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990–2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge's g effect sizes using a multilevel regression approach in the metafor package in R. The overall effect was g = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer's work, characterized by collaborators and educational technologies. We also contextualize Mayer's findings within recent meta-analyses of the larger published research on various design principles.

Richard E. Ma

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引用次数: 0

The relationship between media literacy and well-being: A systematic review and meta-analysis 媒介素养与幸福感的关系：系统回顾与元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-09-12 DOI: 10.1016/j.edurev.2025.100731

Chloe S. Gordon , Kelly Ferber , Tanya Notley , Rachel F. Rodgers , Emma Bradshaw , Geetanjali Basarkod , Joel Anderson , Siân A. McLean , Simone Mizzi , Hannah K. Jarman , Jessica Dickson , Taren Sanders , Amy Slater , Erin Pearson , Theresa Dicke

Media literacy and well-being are interconnected topics that have garnered increasing attention in recent years due to the proliferation of media platforms and the influence they can exert on individuals' mental health and overall well-being. Media literacy is a lifelong educational process, defined as the ability to critically access, analyse, evaluate, create, and contribute to media. It is especially important for children and adolescents who are more susceptible to negative media influences. Well-being encompasses both feeling good and functioning effectively, and is associated with numerous benefits including increased productivity and creativity, and better relationships, health and life expectancy. Guided by the 2020 Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) statement, this systematic review and meta-analysis examined the associations between media literacy and well-being. The search identified 15 studies involving 47 effect sizes across a variety of dimensions of media literacy. Together, the studies had 16,632 participants and 51.8 % comprised school-aged populations. The analysis initially revealed a statistically significant, small to medium, positive association between media literacy and well-being (r = .19, 95 % CI [.01, .35]); however, this association was no longer significant following sensitivity analyses. The ‘Media Literacy Dimension’ significantly moderated the pooled effect. A medium-sized positive association between media literacy and well-being was observed when the media literacy measure was solely focussed on analysing/evaluating the media (r = .24, 95 % CI [.05, .41]). No other significant moderating factors were found. However, due to limitations such as small sample size and significant heterogeneity among the studies, these findings should be interpreted with caution, especially when considering implications for educational policy or curriculum integration. Further research, especially using longitudinal and experimental designs, is needed to better understand the nature and direction of this relationship and to inform practical applications.

媒体素养和福祉是相互关联的主题，近年来由于媒体平台的激增及其对个人心理健康和整体福祉的影响而引起了越来越多的关注。媒介素养是一个终身的教育过程，定义为批判性地获取、分析、评估、创造和贡献媒体的能力。这对更容易受到媒体负面影响的儿童和青少年尤其重要。幸福包括感觉良好和有效运作，并与许多好处相关，包括提高生产力和创造力，更好的人际关系，健康和预期寿命。在2020年系统回顾和荟萃分析首选报告项目（PRISMA）声明的指导下，本系统回顾和荟萃分析研究了媒体素养与幸福感之间的关系。这项研究确定了15项研究，涉及47个效应值，涉及媒体素养的各个维度。这些研究共有16,632名参与者，其中51.8%是学龄人口。分析最初显示，媒体素养与幸福感之间存在统计学上显著的、小到中等的正相关（r = 0.19, 95% CI）。01, .35点);然而，在进行敏感性分析后，这种关联不再显著。“媒介素养维度”显著调节了聚合效应。当媒体素养测量仅专注于分析/评估媒体时，观察到媒体素养与幸福感之间存在中等正相关（r = 0.24, 95% CI）。05年,.41点)。未发现其他显著的调节因素。然而，由于样本量小和研究之间存在显著的异质性等局限性，这些研究结果应谨慎解释，特别是在考虑对教育政策或课程整合的影响时。需要进一步的研究，特别是使用纵向和实验设计，以更好地了解这种关系的性质和方向，并为实际应用提供信息。

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引用次数: 0

Can digital assistive technology interventions foster well-being among students with disabilities? A meta-analytic review 数字辅助技术干预能否促进残疾学生的福祉？元分析综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-09-04 DOI: 10.1016/j.edurev.2025.100729

Feifan Pang , Jesus Alfonso D. Datu

Assistive technology (AT) is important in supporting students with disabilities. Previous reviews have summarized the effectiveness of AT interventions for enhancing academic performance and career growth of students with special needs. However, limited reviews have focused on AT's impact on well-being outcomes. This meta-analytic review summarized the effects of digital AT interventions on well-being of students with diverse types of disabilities. A total of 26 between-group studies were identified through extensive literature search, which produced 77 independent effect sizes. After removing outliers, the three-level meta-analysis yielded an overall statistically significant effect of g = 0.39 (SE = 0.18). Subgroup analyses showed that digital AT interventions were less effective for secondary school students than non-secondary school students. There was no evidence to support publication bias in this review. Findings indicate that digital AT can serve as a pathway toward cultivating well-being in children and adolescents with disabilities.

辅助技术（AT）在支持残疾学生方面很重要。以往的研究总结了AT干预对提高有特殊需要学生的学习成绩和职业发展的有效性。然而，有限的评论集中在AT对幸福结果的影响上。本荟萃分析综述了数字AT干预对不同类型残疾学生幸福感的影响。通过广泛的文献检索，共确定了26个组间研究，产生了77个独立的效应量。在剔除异常值后，三水平荟萃分析得出总体统计学显著效应g = 0.39 （SE = 0.18）。亚组分析显示，与非中学生相比，数字AT干预对中学生的效果较差。本综述没有证据支持发表偏倚。研究结果表明，数字AT可以作为培养残疾儿童和青少年幸福感的途径。

引用次数: 0

Teacher online professional learning: A systematic literature review 教师在线专业学习：系统的文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-30 DOI: 10.1016/j.edurev.2025.100727

Chao Wang , Xiao Hu

Online professional learning has become increasingly vital for teachers' continuous professional learning, especially with the accelerated adoption of remote learning due to the recent global disruptions, the COVID-19 pandemic. However, the effective design and implementation of teacher online professional learning (TOPL) programs present both opportunities and challenges across diverse educational contexts. Addressing the need for a comprehensive and up-to-date synthesis, this study systematically reviewed 82 peer-reviewed articles (2013–2023) from seven databases using the PRISMA framework. Our analysis addressed seven research questions concerning research purposes, study contexts, theoretical frameworks, pedagogical features, learning evaluation, research methodologies, and ongoing challenges in TOPL. The findings reveal growing teacher engagement in online professional learning worldwide, but also highlight significant research gaps—particularly at the tertiary level, in Global South regions, and in fostering cross-country collaboration. Most TOPL initiatives emphasize self-enrollment and individual learning, with recent research trends focusing on strengthening theoretical underpinnings, innovative pedagogical models, feedback mechanisms, and credential recognition. Methodologically, descriptive and inferential statistics, alongside qualitative content analysis, dominate the field. Importantly, this review conceptualizes TOPL as a dynamic ecosystem shaped by interacting factors at multiple levels—including technological, institutional, policy, and individual dimensions—and advocates for exploring TOPL processes at the micro, meso, and macro levels. Illustrating the need to build resilient and equitable TOPL systems capable of adapting to future challenges, this review concludes with actionable recommendations to advance research and practice in teacher online professional learning.

在线专业学习对于教师的持续专业学习变得越来越重要，特别是由于最近的全球中断，COVID-19大流行加速了远程学习的采用。然而，教师在线专业学习（TOPL）计划的有效设计和实施在不同的教育背景下既面临机遇也面临挑战。为了满足全面和最新综合的需求，本研究使用PRISMA框架系统地审查了来自七个数据库的82篇同行评议文章（2013-2023）。我们的分析涉及研究目的、研究背景、理论框架、教学特点、学习评价、研究方法和TOPL面临的挑战等七个研究问题。调查结果显示，全球教师参与在线专业学习的人数不断增加，但也凸显了重大的研究差距——特别是在高等教育水平、全球南方地区，以及在促进跨国合作方面。大多数TOPL计划强调自我注册和个人学习，最近的研究趋势集中在加强理论基础，创新的教学模式，反馈机制和证书识别。在方法上，描述性和推断性统计，以及定性内容分析，主导了该领域。重要的是，这篇综述将TOPL概念化为一个动态的生态系统，由多个层面的相互作用因素形成，包括技术、制度、政策和个人维度，并倡导在微观、中观和宏观层面探索TOPL过程。本综述说明了建立有弹性和公平的TOPL系统以适应未来挑战的必要性，并提出了可操作的建议，以推进教师在线专业学习的研究和实践。

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引用次数: 0

The impact of artificial intelligence on students’ 4C skills: A meta-analysis 人工智能对学生4C技能的影响：一项元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-29 DOI: 10.1016/j.edurev.2025.100728

Qian Tian, Xudong Zheng

The widespread integration of artificial intelligence (AI) in education has highlighted its potential to enhance students' higher-order competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, the effectiveness of AI in fostering these skills remains debated, primarily due to inconsistent findings across studies. To address this research gap, this study employs the meta-analysis method, analyzing 39 experimental and quasi-experimental studies published in international journals between January 2010 and July 2024. The results reveal that: (1) AI has a moderately positive impact on students' 4C skills (the combined effect size = 0.624), while there is no significant difference in creativity, critical thinking, communication, and collaboration; (2) AI-based learning tools are most effective in enhancing the 4C skills of primary school students compared to other educational levels; (3) a mix of different technology types is more conducive to developing students' 4C skills than any single technology; (4) AI is most effective in fostering 4C skills when applied in adaptive systems and personalization; (5) smartphones, as AI learning devices, show significant potential in promoting 4C skills. These findings provide valuable insights for future research and practice aimed at leveraging AI tools to enhance students’ 4C skills, particularly by identifying key factors that maximize the effectiveness of AI in education.

人工智能（AI）在教育中的广泛整合凸显了其提高学生高阶能力的潜力，特别是4C技能（批判性思维、沟通、协作和创造力）。然而，人工智能在培养这些技能方面的有效性仍存在争议，主要是由于研究结果不一致。为了弥补这一研究空白，本研究采用荟萃分析方法，对2010年1月至2024年7月在国际期刊上发表的39篇实验和准实验研究进行了分析。结果表明：(1)人工智能对学生的4C技能有中等正向影响（综合效应量= 0.624），而在创造力、批判性思维、沟通和协作方面没有显著差异；(2)与其他教育水平相比，基于人工智能的学习工具在提高小学生4C技能方面最有效；(3)不同技术类型的混合比任何单一技术更有利于培养学生的4C技能；(4)当人工智能应用于自适应系统和个性化时，它在培养4C技能方面最有效；(5)智能手机作为人工智能学习设备，在提升4C技能方面潜力巨大。这些发现为未来的研究和实践提供了宝贵的见解，旨在利用人工智能工具提高学生的4C技能，特别是通过确定最大限度地提高人工智能在教育中的有效性的关键因素。

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引用次数: 0

A meta-analysis of teacher well-being: A job demands and resources perspective 教师幸福感的元分析：工作需求与资源视角

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-25 DOI: 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.

鉴于教师职业固有的要求和多方面的性质，教师的福祉至关重要。本研究旨在利用工作需求与资源模型探讨教师幸福感与其前因变量之间的关系。本研究共纳入58篇文章，494个效应量。结果显示，工作资源与教师幸福感呈显著正相关，而工作需求与教师幸福感呈显著负相关。当进一步研究时，个人资源和需求以及教师幸福感展示了一个更微妙的画面。具体而言，个人资源与教师幸福感呈正相关，而由于数据有限，个人需求与教师幸福感之间没有汇总相关。此外，不同类型的工作需求和幸福感是显著的调节因素。研究结果支持了如何运用JD-R模型提升教师幸福感的讨论，同时强调了各种工作资源和需求、个人资源和需求对教师幸福感的影响。

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引用次数: 0

The experiences of students with physical disabilities in inclusive education: A qualitative systematic review 残障学生在全纳教育中的体验：质性系统回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-22 DOI: 10.1016/j.edurev.2025.100715

Dagmar Sedláčková , Jiří Kantor , Liliana Belkin , Jana Marečková , Alžběta Smrčková , Jian Du , Jiaoli Li , Zuzana Svobodová , Zachary Munn

Physical disabilities can impact a person's education. The first-hand narratives of students with physical disabilities may be useful for policy makers, teachers and other stakeholders to inform improvements in inclusive education provision. The objective of this systematic review is to understand different aspects of the experiences of students with physical disabilities who participate in inclusive education. This review was conducted according to the JBI methodology for qualitative systematic reviews. Data were extracted from qualitative studies concerning the experiences of students with physical disabilities, aged 6–20, educated in primary or secondary schools, worldwide. From 5326 initial records, 19 relevant studies were included and critically assessed by two independent reviewers. Eighty-seven themes were classified into 9 categories and further pooled into three synthesized statements. Despite being educated in mainstream settings, students with physical disabilities convey challenges in their day-to-day living and with accessibility and participation in school. These challenges may affect their self-perception, their educational progression and their goals and choices for the future. However, barriers in mainstream settings may be overcome through accommodations of curriculum design, providing appropriate supports and including students with PD's voice(s) in decision-making. Practices and policies that encourage a sense of belonging and enable meaningful participation for students with PD may enhance their experiences of inclusiveness.

身体残疾会影响一个人的教育。身体残疾学生的第一手叙述可能对政策制定者、教师和其他利益攸关方有用，有助于改善全纳教育的提供。本系统综述的目的是了解参与全纳教育的身体残疾学生经历的不同方面。本综述按照JBI定性系统综述方法进行。数据提取自关于世界各地6-20岁在小学或中学接受教育的身体残疾学生经历的定性研究。从5326份初始记录中，纳入了19项相关研究，并由两名独立审稿人进行了严格评估。87个主题被分为9类，并进一步汇集成3个综合陈述。尽管在主流环境中接受教育，但身体残疾学生在日常生活中以及在无障碍和参与学校方面面临挑战。这些挑战可能会影响他们的自我认知、他们的教育进程以及他们未来的目标和选择。然而，通过课程设计的调整，提供适当的支持，并在决策过程中纳入PD学生的声音，可以克服主流环境中的障碍。鼓励PD学生的归属感和有意义的参与的实践和政策可能会增强他们的包容性体验。

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引用次数: 0

How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments 有效吗，真的？技术教学与内容知识（TPACK）自我报告评估效度证据的元分析

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-22 DOI: 10.1016/j.edurev.2025.100718

Iris Backfisch , Ronny Scherer , Jürgen Schneider , Andreas Lachner

Technological Pedagogical and Content Knowledge (TPACK) plays a central role for teacher training and measuring teachers’ preparedness for technology-enhanced teaching. Hence, crafting a validity argument of the popular TPACK self-assessments is key to facilitating evidence-based practices in these areas. However, the existing body of validity evidence abounds in divergent findings, for instance on the factor structure of TPACK self-reports across pre- and in-service teacher samples. To synthesize this evidence and capture its heterogeneity, we conducted a systematic review with a meta-analysis. First, we examined the internal validity of TPACK by analyzing its factor structure using meta-analytic structural equation and network modeling. Second, we compared two theoretical models describing the relations among the TPACK dimension—the transformative and integrative models—against the data. Third, we assessed the external validity of self-reported TPCK by examining its correlation with actual technology use in teaching. Our findings revealed two distinguishable dimensions of TPACK for both pre- and in-service teacher samples, which represented the technological and non-technological dimensions. The integrative model provided an overall better fit to the data. Moreover, TPACK self-reports were moderately correlated with technology use (

\overline{r}

s = 0.23–0.49) and exhibited substantial heterogeneity. Our results underscore the importance of generating and considering both internal and external validity evidence when applying TPACK assessments to generate implications for educational research and practice.

技术教学和内容知识（TPACK）在教师培训和衡量教师对技术增强教学的准备方面发挥着核心作用。因此，制定流行的TPACK自我评估的有效性论证是促进这些领域循证实践的关键。然而，现有的有效性证据大量存在分歧的发现，例如关于在职和在岗教师样本的TPACK自我报告的因素结构。为了综合这些证据并捕捉其异质性，我们进行了一项荟萃分析的系统综述。首先，我们利用元分析结构方程和网络模型分析了TPACK的因素结构，检验了其内部效度。其次，我们比较了两种描述TPACK维度之间关系的理论模型-变革模型和整合模型-与数据的关系。第三，我们通过检查自我报告TPCK与实际技术在教学中的使用的相关性来评估其外部效度。我们的研究结果显示，在职教师样本的TPACK有两个可区分的维度，分别代表技术维度和非技术维度。综合模型总体上更好地拟合了数据。此外，TPACK自我报告与技术使用适度相关（s = 0.23-0.49），并表现出显著的异质性。我们的研究结果强调了在应用TPACK评估对教育研究和实践产生影响时，产生和考虑内部和外部效度证据的重要性。

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引用次数: 0

Aligning interventions with the University Mental Health Charter: A stratified review of reviews of mental health and wellbeing interventions for higher education students 使干预措施与《大学心理健康宪章》相一致：对高等教育学生心理健康和福祉干预措施审查的分层审查

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-22 DOI: 10.1016/j.edurev.2025.100716

Rebecca Upsher , Sanjana Prabhakar , Tatjana Damjanovic , Sarah Conner , Jo Ward , Katie Rakow , Luqmaan Waqar , Helen Lawson , Nicola Byrom

This stratified review of reviews evaluates the alignment of mental health and wellbeing interventions for higher education students within the University Mental Health Charter's domains. A narrative synthesis of 341 studies was conducted, extracted from 265 reviews. Interventions were stratified by the Mental Health Charter's domains—Live, Learn, and Support—and analysed for their impact on mental health outcomes. The “Live” domain, particularly proactive interventions and mentally healthy environments, had the highest number of studies, predominantly conducted via Randomised Controlled Trials. The “Learn” domain largely comprised quasi-experimental studies, while the “Support” domain featured pre-post designs without control groups. Interventions were primarily conducted in person and were universal, targeting undergraduate students, with North America being the most frequent research location. For the most frequent mental health outcomes (anxiety, depression, and stress), interventions showed mixed effectiveness across all domains, with no significant association between the type of intervention and its impact. Most studies were rated as having medium evidence strength, with less than 10 % classified as strong evidence. The findings highlight a critical need for diversified research focusing on underrepresented areas within the Mental Health Charter, such as academic progression and partnerships with external care providers. Additionally, there is a call for standardised outcome measures to enhance the robustness of future meta-analyses and the overall evidence quality. Addressing these gaps will support the effective implementation of a whole-university approach to student mental health.

这一分层综述评估了大学心理健康宪章范围内高等教育学生的心理健康和福祉干预措施的一致性。从265篇综述中提取了341项研究，进行了叙述性综合。根据《精神健康宪章》的领域——生活、学习和支持——对干预措施进行分层，并分析其对精神健康结果的影响。“生活”领域，特别是主动干预和心理健康环境，研究数量最多，主要是通过随机对照试验进行的。“学习”领域主要由准实验研究组成，而“支持”领域的特点是没有对照组的前后设计。干预措施主要是亲自进行的，并且是普遍的，针对本科生，北美是最常见的研究地点。对于最常见的心理健康结果（焦虑、抑郁和压力），干预措施在所有领域都显示出混合效果，干预类型与其影响之间没有显著关联。大多数研究被评为具有中等证据强度，不到10%的研究被列为强证据。研究结果强调，迫切需要对《精神卫生宪章》中代表性不足的领域进行多样化的研究，例如学术进步和与外部护理提供者的合作关系。此外，还需要标准化的结果测量，以提高未来meta分析的稳健性和整体证据质量。解决这些差距将有助于有效实施整个大学的学生心理健康方法。

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引用次数: 0