Educational Research Review最新文献_第5页

Mapping the landscape of teachers’ basic psychological needs: A systematic review of supporting and thwarting factors and associated outcomes 绘制教师基本心理需求的景观：对支持和阻碍因素及相关结果的系统回顾

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-11-01 Epub Date: 2025-10-20 DOI: 10.1016/j.edurev.2025.100739

Mauro Ramos , Patricia Guerrero , Katrien Vangrieken

Teachers' motivation and well-being are critical for the quality and sustainability of educational systems, yet they are increasingly threatened by systemic challenges and professional demands. This systematic literature review examines how teachers' Basic Psychological Needs (BPNs) (autonomy, competence, and relatedness), derived from Self-Determination theory (SDT), tend to be supported or undermined, and explores the outcomes commonly associated with their satisfaction. Following a rigorous screening process guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), 102 studies were included. The review identifies a range of factors linked to BPN satisfaction, including leadership styles, collegial and social support, professional control, personal attributes, and job demands. Across the reviewed literature, BPN satisfaction is frequently associated with teachers' motivation, well-being, and professional resilience. While patterns vary, BPN satisfaction often aligns with lower burnout levels, higher intrinsic motivation, and particular teaching approaches that emphasize engagement and innovation. Moreover, autonomy, competence, and relatedness often appear to interact dynamically with relational factors such as collegial trust and student-teacher relationships, playing a vital role in need satisfaction. By consolidating fragmented research on teachers and Basic Psychological Need Satisfaction Theory, this review provides actionable insights for policymakers, school leaders, and educators. While systemic and targeted interventions, such as leadership training and workload management, are frequently discussed, the broader influence of public policies on creating the conditions for BPN satisfaction remains underexplored. Addressing this gap may help understand how regulatory frameworks shape teachers’ well-being and motivation, offering new directions for research and practice.

教师的积极性和福祉对教育系统的质量和可持续性至关重要，但他们日益受到系统性挑战和专业需求的威胁。本系统的文献综述研究了来自自我决定理论（SDT）的教师基本心理需求（自主性、能力和相关性）是如何得到支持或削弱的，并探讨了与教师基本心理需求满意度相关的结果。遵循PRISMA（系统评价和荟萃分析首选报告项目）指导的严格筛选过程，纳入102项研究。审查确定了一系列与BPN满意度相关的因素，包括领导风格、同事和社会支持、专业控制、个人属性和工作需求。在回顾的文献中，BPN满意度通常与教师的动机、幸福感和专业弹性有关。虽然模式各不相同，但BPN满意度通常与较低的倦怠水平、较高的内在动机以及强调参与和创新的特定教学方法相一致。此外，自主性、胜任力和亲缘性往往与同伴信任和师生关系等关系因素动态交互，在需求满足中起着至关重要的作用。通过整合关于教师和基本心理需求满足理论的零散研究，本综述为政策制定者、学校领导和教育工作者提供了可操作的见解。虽然系统和有针对性的干预措施，如领导力培训和工作量管理，经常被讨论，但公共政策对创造BPN满意度条件的更广泛影响仍未得到充分探讨。解决这一差距可能有助于了解监管框架如何影响教师的福祉和动机，为研究和实践提供新的方向。

{"title":"Mapping the landscape of teachers’ basic psychological needs: A systematic review of supporting and thwarting factors and associated outcomes","authors":"Mauro Ramos , Patricia Guerrero , Katrien Vangrieken","doi":"10.1016/j.edurev.2025.100739","DOIUrl":"10.1016/j.edurev.2025.100739","url":null,"abstract":"<div><div>Teachers' motivation and well-being are critical for the quality and sustainability of educational systems, yet they are increasingly threatened by systemic challenges and professional demands. This systematic literature review examines how teachers' Basic Psychological Needs (BPNs) (autonomy, competence, and relatedness), derived from Self-Determination theory (SDT), tend to be supported or undermined, and explores the outcomes commonly associated with their satisfaction. Following a rigorous screening process guided by PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses), 102 studies were included. The review identifies a range of factors linked to BPN satisfaction, including leadership styles, collegial and social support, professional control, personal attributes, and job demands. Across the reviewed literature, BPN satisfaction is frequently associated with teachers' motivation, well-being, and professional resilience. While patterns vary, BPN satisfaction often aligns with lower burnout levels, higher intrinsic motivation, and particular teaching approaches that emphasize engagement and innovation. Moreover, autonomy, competence, and relatedness often appear to interact dynamically with relational factors such as collegial trust and student-teacher relationships, playing a vital role in need satisfaction. By consolidating fragmented research on teachers and Basic Psychological Need Satisfaction Theory, this review provides actionable insights for policymakers, school leaders, and educators. While systemic and targeted interventions, such as leadership training and workload management, are frequently discussed, the broader influence of public policies on creating the conditions for BPN satisfaction remains underexplored. Addressing this gap may help understand how regulatory frameworks shape teachers’ well-being and motivation, offering new directions for research and practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100739"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145362259","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}

引用次数: 0

A scoping review of empirical research on Collaborative Online International Learning (COIL) implementation 协同在线国际学习（COIL）实施的实证研究范围综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-11-01 Epub Date: 2025-11-23 DOI: 10.1016/j.edurev.2025.100749

Cecilia Ka Yuk Chan

Collaborative Online International Learning (COIL) has gained prominence as a flexible and inclusive model for internationalisation in higher education. This scoping review synthesises empirical research on COIL implementation to map current practices, identify knowledge gaps, and provide a foundation for future research. Ninety-three studies published between 2010 and 2024 were analysed to examine patterns in implementation across countries, disciplines, pedagogical strategies, and technological tools. Findings reveal four main COIL models—Parallel, Consultation, Jigsaw, and Hybrid—each grounded in experiential learning theories and varying in levels of collaboration and intercultural engagement. While COIL fosters intercultural competencies, digital literacy, and global collaboration skills, challenges such as uneven institutional support, time zone coordination, and assessment practices remain. This review highlights the importance of context-sensitive implementation and the need for further comparative and experimental research to evaluate COIL's impact. The COIL Implementation Typology proposed in this study offers a guide for strategic design and scalability across institutions.

协作在线国际学习（COIL）作为高等教育国际化的一种灵活和包容的模式，已经获得了突出的地位。这篇范围界定综述综合了关于COIL实施的实证研究，以绘制当前的实践，确定知识差距，并为未来的研究提供基础。对2010年至2024年间发表的93项研究进行了分析，以检查各国、学科、教学策略和技术工具的实施模式。研究结果揭示了四种主要的COIL模式——平行学习、咨询学习、拼图学习和混合学习——每种模式都以体验式学习理论为基础，在合作和跨文化参与的水平上各不相同。虽然COIL培养了跨文化能力、数字素养和全球协作技能，但机构支持不均衡、时区协调和评估实践等挑战仍然存在。这篇综述强调了对环境敏感的实施的重要性，以及需要进一步的比较和实验研究来评估COIL的影响。本研究提出的COIL实施类型为跨机构的战略设计和可扩展性提供了指导。

{"title":"A scoping review of empirical research on Collaborative Online International Learning (COIL) implementation","authors":"Cecilia Ka Yuk Chan","doi":"10.1016/j.edurev.2025.100749","DOIUrl":"10.1016/j.edurev.2025.100749","url":null,"abstract":"<div><div>Collaborative Online International Learning (COIL) has gained prominence as a flexible and inclusive model for internationalisation in higher education. This scoping review synthesises empirical research on COIL implementation to map current practices, identify knowledge gaps, and provide a foundation for future research. Ninety-three studies published between 2010 and 2024 were analysed to examine patterns in implementation across countries, disciplines, pedagogical strategies, and technological tools. Findings reveal four main COIL models—Parallel, Consultation, Jigsaw, and Hybrid—each grounded in experiential learning theories and varying in levels of collaboration and intercultural engagement. While COIL fosters intercultural competencies, digital literacy, and global collaboration skills, challenges such as uneven institutional support, time zone coordination, and assessment practices remain. This review highlights the importance of context-sensitive implementation and the need for further comparative and experimental research to evaluate COIL's impact. The COIL Implementation Typology proposed in this study offers a guide for strategic design and scalability across institutions.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100749"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575634","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}

引用次数: 0

Metaverse applications in language education: A critical narrative review and integrative framework for pedagogical innovation 元宇宙在语言教育中的应用：教学创新的批判性叙事回顾与整合框架

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-11-01 Epub Date: 2025-10-16 DOI: 10.1016/j.edurev.2025.100733

Peiru Tong , Hongzhi Yang , Hui Ji

The metaverse introduces innovative approaches to language learning, enabling immersive and interactive experiences through advanced technologies such as virtual reality. Despite the enthusiasm surrounding the metaverse, concerns exist that it may become an overused buzzword, leading to ambiguity and a lack of clear conceptual understanding in educational contexts. This narrative review systematically examines the current state of metaverse applications in language education from 35 empirical studies, not only analysing the key features of the studies but also critically evaluating how these virtual environments align with key frameworks for metaverse attributes and educational design criteria. The findings offer three key insights. Firstly, the existing research largely originates from Korea and China, focusing on teaching English and university learners. There is a need for more diverse studies to expand the conceptual and practical advancements of the educational metaverse. Secondly, the varied application of metaverse attributes in current studies reflects the concept's evolving nature and the need for clearer definitions and criteria. Finally, the analysis of educational design criteria demonstrates their role in realising the core attributes of the metaverse. This study presents an integrative framework that brings together the metaverse's technical affordances with pedagogical design principles, paving the way for its innovative applications in language education.

虚拟世界引入了语言学习的创新方法，通过虚拟现实等先进技术实现身临其境的互动体验。尽管人们对“元宇宙”充满热情，但人们担心它可能会成为一个过度使用的流行语，导致教育环境中的歧义和缺乏清晰的概念理解。这篇叙述性综述系统地考察了35项实证研究中元宇宙在语言教育中的应用现状，不仅分析了这些研究的关键特征，而且批判性地评估了这些虚拟环境如何与元宇宙属性和教育设计标准的关键框架保持一致。这些发现提供了三个关键的见解。有必要进行更多样化的研究，以扩大教育元宇宙的概念和实践进展。其次，当前研究中对元宇宙属性的不同应用反映了该概念的演变性质以及对更清晰定义和标准的需求。最后，通过对教育设计标准的分析，论证了教育设计标准在实现元世界核心属性中的作用。本研究提出了一个综合框架，将元宇宙的技术支持与教学设计原则结合在一起，为其在语言教育中的创新应用铺平了道路。

{"title":"Metaverse applications in language education: A critical narrative review and integrative framework for pedagogical innovation","authors":"Peiru Tong , Hongzhi Yang , Hui Ji","doi":"10.1016/j.edurev.2025.100733","DOIUrl":"10.1016/j.edurev.2025.100733","url":null,"abstract":"<div><div>The metaverse introduces innovative approaches to language learning, enabling immersive and interactive experiences through advanced technologies such as virtual reality. Despite the enthusiasm surrounding the metaverse, concerns exist that it may become an overused buzzword, leading to ambiguity and a lack of clear conceptual understanding in educational contexts. This narrative review systematically examines the current state of metaverse applications in language education from 35 empirical studies, not only analysing the key features of the studies but also critically evaluating how these virtual environments align with key frameworks for metaverse attributes and educational design criteria. The findings offer three key insights. Firstly, the existing research largely originates from Korea and China, focusing on teaching English and university learners. There is a need for more diverse studies to expand the conceptual and practical advancements of the educational metaverse. Secondly, the varied application of metaverse attributes in current studies reflects the concept's evolving nature and the need for clearer definitions and criteria. Finally, the analysis of educational design criteria demonstrates their role in realising the core attributes of the metaverse. This study presents an integrative framework that brings together the metaverse's technical affordances with pedagogical design principles, paving the way for its innovative applications in language education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"49 ","pages":"Article 100733"},"PeriodicalIF":10.6,"publicationDate":"2025-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145465942","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}

引用次数: 0

The impact of GenAI on learning outcomes: A systematic review and meta-analysis of experimental studies GenAI对学习结果的影响：实验研究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 : 2025-08-01 Epub Date: 2025-08-05 DOI: 10.1016/j.edurev.2025.100714

Xiaoli Han , Hongchao Peng , Mingzhuo Liu

Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Claude, and Gemini are increasingly being integrated into educational environments, prompting questions about their actual impact on student learning. While a growing body of literature reports anecdotal or correlational evidence of GenAI's educational potential, rigorous causal evaluations remain limited. To bridge this gap, this study conducted a systematic review and meta-analysis of experimental and quasi-experimental studies investigating the effect of GenAI on learning outcomes. Following PRISMA guidelines, we screened five academic databases and identified 68 relevant studies published between 2022 and 2025. These studies yielded a total of 337 effect sizes across various educational levels, subject domains, and instructional contexts. The meta-analysis revealed a moderate overall positive effect of GenAI on learning outcomes (SMD = 0.45, 95 % CI [0.43, 0.47]), suggesting that GenAI-supported interventions are generally more effective than traditional instruction. However, substantial heterogeneity was observed across studies (I² = 95 %), indicating that the magnitude of GenAI's impact varies significantly depending on contextual and methodological factors. Moderator analyses revealed stronger effects in primary and secondary education, within natural science disciplines, and in short-term interventions with smaller sample sizes. These patterns point to both the promise and the complexity of GenAI integration in educational practice. In conclusion, while GenAI shows considerable promise for enhancing learning outcomes, its true potential will only be realized through sustained, efforts to evaluate how, when, and for whom these technologies work best in diverse learning ecosystems.

ChatGPT、Claude和Gemini等生成式人工智能（GenAI）工具正越来越多地集成到教育环境中，这引发了人们对它们对学生学习的实际影响的质疑。虽然越来越多的文献报道了GenAI教育潜力的轶事或相关证据，但严格的因果评估仍然有限。为了弥补这一差距，本研究对研究GenAI对学习结果影响的实验和准实验研究进行了系统回顾和荟萃分析。根据PRISMA指南，我们筛选了五个学术数据库，并确定了2022年至2025年间发表的68项相关研究。这些研究在不同的教育水平、学科领域和教学环境中产生了总共337个效应值。荟萃分析显示，GenAI对学习结果有中等程度的总体积极影响（SMD = 0.45, 95% CI[0.43, 0.47]），这表明GenAI支持的干预措施通常比传统教学更有效。然而，在所有研究中观察到大量的异质性（I2 = 95%），表明GenAI的影响程度因环境和方法因素而有很大差异。调节分析显示，在中小学教育、自然科学学科和样本量较小的短期干预中，影响更强。这些模式既表明了GenAI在教育实践中的应用前景，也表明了其复杂性。总之，虽然GenAI在提高学习成果方面显示出巨大的希望，但只有通过持续努力评估这些技术在不同的学习生态系统中如何、何时以及为谁发挥最佳作用，才能实现其真正的潜力。

{"title":"The impact of GenAI on learning outcomes: A systematic review and meta-analysis of experimental studies","authors":"Xiaoli Han , Hongchao Peng , Mingzhuo Liu","doi":"10.1016/j.edurev.2025.100714","DOIUrl":"10.1016/j.edurev.2025.100714","url":null,"abstract":"<div><div>Generative Artificial Intelligence (GenAI) tools such as ChatGPT, Claude, and Gemini are increasingly being integrated into educational environments, prompting questions about their actual impact on student learning. While a growing body of literature reports anecdotal or correlational evidence of GenAI's educational potential, rigorous causal evaluations remain limited. To bridge this gap, this study conducted a systematic review and meta-analysis of experimental and quasi-experimental studies investigating the effect of GenAI on learning outcomes. Following PRISMA guidelines, we screened five academic databases and identified 68 relevant studies published between 2022 and 2025. These studies yielded a total of 337 effect sizes across various educational levels, subject domains, and instructional contexts. The meta-analysis revealed a moderate overall positive effect of GenAI on learning outcomes (SMD = 0.45, 95 % CI [0.43, 0.47]), suggesting that GenAI-supported interventions are generally more effective than traditional instruction. However, substantial heterogeneity was observed across studies (I<sup>2</sup> = 95 %), indicating that the magnitude of GenAI's impact varies significantly depending on contextual and methodological factors. Moderator analyses revealed stronger effects in primary and secondary education, within natural science disciplines, and in short-term interventions with smaller sample sizes. These patterns point to both the promise and the complexity of GenAI integration in educational practice. In conclusion, while GenAI shows considerable promise for enhancing learning outcomes, its true potential will only be realized through sustained, efforts to evaluate how, when, and for whom these technologies work best in diverse learning ecosystems.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100714"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144829324","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}

引用次数: 0

The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review 高等教育目标设定与目标导向的概念：系统的文献综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-07-08 DOI: 10.1016/j.edurev.2025.100709

Kõue Heintalu , Katrin Saks , Natalia Edisherashvili , Izaak Dekker

Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2 × 2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.

学生目标在高等教育的实践和理论中都起着至关重要的作用，特别是在理解和增强学生动机方面。然而，在概念层面上，目标是通过单独和孤立的框架来研究的，这使得从业者和研究人员有效地结合两种学术流的见解的能力变得复杂。本系统综述旨在全面检查和描述自2018年以来高等教育背景下目标设定和目标取向研究中使用的框架（198项研究）和概念区别和特征（48项研究）。所选择的研究必须讨论学生的学习过程，涉及目标设定和目标定位，并发表在英文学术期刊上。目标设定概念最常使用目标设定理论，而目标导向主要使用成就目标理论（2×2模型）。总结性内容分析表明，目标设定框架主要强调目标本身的概念，包括其结构、目标承诺、实施意图以及导致目标实现的过程。相比之下，目标取向框架更深入地研究了驱动目标追求的潜在动机，探索了相关的态度，解决了具体的教育目标和策略，情感因素以及个人为其结果设定的详细标准。由于这些理论是互补的，我们提出了一个综合目标设定和定向（IGSO）理论，它可以帮助研究和理解目标追求动机如何与目标的设定、监测和评估相关联。

{"title":"The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review","authors":"Kõue Heintalu , Katrin Saks , Natalia Edisherashvili , Izaak Dekker","doi":"10.1016/j.edurev.2025.100709","DOIUrl":"10.1016/j.edurev.2025.100709","url":null,"abstract":"<div><div>Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2 × 2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100709"},"PeriodicalIF":10.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621788","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}

引用次数: 0

From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes 从教师动机到教学行为：中介过程的系统回顾与理论框架

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-06-28 DOI: 10.1016/j.edurev.2025.100703

Rebecca Lazarides , Ulrich Schiefele , Martin Daumiller , Markus Dresel

Teacher motivation plays a key role in achieving a high instructional quality. However, there is a clear need for more detailed research on the underlying mechanisms that link teacher motivation to high-quality instruction. In this systematic literature review, we synthesize existing empirical work examining the intrapersonal processes mediating the relations between teacher motivation and teaching behaviour. Our review includes empirical work referring to core teacher motivation theories (social cognitive theory, situated expectancy-value theory, self-determination theory, and achievement goal theory). Following PRISMA guidelines, literature research in PsycINFO, Web of Science, and Scopus yielded an initial sample of 1607 records. After screening all records, 16 studies remained as eligible. Results of the review show that mediational processes between teacher motivation and teaching behaviour have not yet been addressed sufficiently. Studies focus more on teachers' self-efficacy and goals and the processes linking these to teaching behaviours rather than on teachers' value beliefs. Based on this review, we propose a heuristic model explaining how and why different components of teacher motivation relate to specific teaching behaviours. This model and the underlying findings are of practical relevance, as they indicate that teachers’ self-efficacy and goals foster important cognitive (e.g., setting of evaluation standards), emotional (e.g., experience of certain emotions), and behavioural (e.g., engagement) processes relating to teaching behaviour. This implies that teacher education and training should focus simultaneously on these processes and the underlying competence beliefs and goals to enhance teaching quality.

教师动机对提高教学质量起着至关重要的作用。然而，显然需要更详细地研究将教师动机与高质量教学联系起来的潜在机制。在这篇系统的文献综述中，我们综合了现有的实证研究，研究了人际过程在教师动机和教学行为之间的中介作用。本文回顾了教师激励的核心理论（社会认知理论、情境期望价值理论、自我决定理论和成就目标理论）。按照PRISMA的指导方针，在PsycINFO、Web of Science和Scopus上进行文献研究，产生了1607条记录的初始样本。在筛选所有记录后，16项研究仍然符合条件。回顾的结果显示，教师动机和教学行为之间的中介过程尚未得到充分的解决。研究更多地关注教师的自我效能感和目标，以及将这些与教学行为联系起来的过程，而不是教师的价值信念。在此基础上，我们提出了一个启发式模型来解释教师动机的不同组成部分如何以及为什么与具体的教学行为相关。该模型及其潜在发现具有实际意义，因为它们表明教师的自我效能感和目标促进了与教学行为相关的重要认知（例如，评估标准的制定）、情感（例如，某些情绪的体验）和行为（例如，参与）过程。这意味着教师教育和培训应同时关注这些过程和潜在的能力信念和目标，以提高教学质量。

{"title":"From teacher motivation to teaching behaviour: A systematic review and theoretical framework of the mediating processes","authors":"Rebecca Lazarides , Ulrich Schiefele , Martin Daumiller , Markus Dresel","doi":"10.1016/j.edurev.2025.100703","DOIUrl":"10.1016/j.edurev.2025.100703","url":null,"abstract":"<div><div>Teacher motivation plays a key role in achieving a high instructional quality. However, there is a clear need for more detailed research on the underlying mechanisms that link teacher motivation to high-quality instruction. In this systematic literature review, we synthesize existing empirical work examining the intrapersonal processes mediating the relations between teacher motivation and teaching behaviour. Our review includes empirical work referring to core teacher motivation theories (social cognitive theory, situated expectancy-value theory, self-determination theory, and achievement goal theory). Following PRISMA guidelines, literature research in PsycINFO, Web of Science, and Scopus yielded an initial sample of 1607 records. After screening all records, 16 studies remained as eligible. Results of the review show that mediational processes between teacher motivation and teaching behaviour have not yet been addressed sufficiently. Studies focus more on teachers' self-efficacy and goals and the processes linking these to teaching behaviours rather than on teachers' value beliefs. Based on this review, we propose a heuristic model explaining how and why different components of teacher motivation relate to specific teaching behaviours. This model and the underlying findings are of practical relevance, as they indicate that teachers’ self-efficacy and goals foster important cognitive (e.g., setting of evaluation standards), emotional (e.g., experience of certain emotions), and behavioural (e.g., engagement) processes relating to teaching behaviour. This implies that teacher education and training should focus simultaneously on these processes and the underlying competence beliefs and goals to enhance teaching quality.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100703"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144534901","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}

引用次数: 0

Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023 社交机器人对儿童语言发展影响的元分析：来自2003年至2023年二十年研究的见解

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-06-28 DOI: 10.1016/j.edurev.2025.100702

Xinghua Wang , Linlin Li , Qiyun Wang , Baichang Zhong , Yaqian Xu

Robotics technologies powered by artificial intelligence are revolutionizing language learning, particularly for children who are at critical stages of language development. With the increasingly prevalent use of social robots in children's language acquisition, however, a comprehensive understanding of their effectiveness in this regard remains lacking. To address this gap, this study conducted a meta-analysis of 27 empirical publications spanning two decades from 2003 to 2023, involving 70 effect sizes and 1544 participants. The results revealed a moderate to large positive effect of social robots on children's language learning, especially for the affective dimension in social robot-assisted language learning (SRALL). The influence of social robots on language learning was moderated by the demographical factor (school levels), research designs (social robots' roles, language skills, intervention duration, language types, and control conditions), and social robot characteristics. For instance, older learners achieved higher cognitive outcomes, while younger learners showed greater affective gains. Moderately extended exposure to social robots could lead to increased effectiveness, although the impact varied depending on robot roles and the language skills targeted. Social robots were particularly useful for the improvement of speaking and mixed skill sets. While SRALL did not significantly outperform the control conditions in the cognitive dimension, it demonstrated significant advantages in the affective dimension. Additionally, anthropomorphic robots showed a higher effect size than cartoon-like robots. These findings contribute to child-robot interaction research and practice by informing the design of social robots and the development of pedagogy in supporting children's language learning.

由人工智能驱动的机器人技术正在彻底改变语言学习，特别是对于处于语言发展关键阶段的儿童。然而，随着社交机器人在儿童语言习得中的应用越来越普遍，人们对其在这方面的有效性仍然缺乏全面的了解。为了解决这一差距，本研究对2003年至2023年20年间的27份实证出版物进行了荟萃分析，涉及70个效应量和1544名参与者。结果表明，社交机器人对儿童语言学习有中等到较大的积极影响，尤其是在社交机器人辅助语言学习（SRALL）的情感维度上。社交机器人对语言学习的影响受人口因素（学校水平）、研究设计（社交机器人的角色、语言技能、干预持续时间、语言类型和控制条件）和社交机器人特征的影响。例如，年龄较大的学习者取得了更高的认知结果，而年龄较小的学习者则表现出更大的情感收获。适度延长接触社交机器人的时间可以提高效率，尽管影响取决于机器人的角色和所针对的语言技能。社交机器人在提高说话和混合技能方面特别有用。虽然SRALL在认知维度上表现不明显优于对照组，但在情感维度上表现出显著优势。此外，拟人化机器人比卡通机器人表现出更高的效应大小。这些发现有助于儿童机器人互动的研究和实践，为社交机器人的设计和支持儿童语言学习的教育学的发展提供信息。

{"title":"Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023","authors":"Xinghua Wang , Linlin Li , Qiyun Wang , Baichang Zhong , Yaqian Xu","doi":"10.1016/j.edurev.2025.100702","DOIUrl":"10.1016/j.edurev.2025.100702","url":null,"abstract":"<div><div>Robotics technologies powered by artificial intelligence are revolutionizing language learning, particularly for children who are at critical stages of language development. With the increasingly prevalent use of social robots in children's language acquisition, however, a comprehensive understanding of their effectiveness in this regard remains lacking. To address this gap, this study conducted a meta<strong>-</strong>analysis of 27 empirical publications spanning two decades from 2003 to 2023, involving 70 effect sizes and 1544 participants. The results revealed a moderate to large positive effect of social robots on children's language learning, especially for the affective dimension in social robot<strong>-</strong>assisted language learning (SRALL). The influence of social robots on language learning was moderated by the demographical factor (school levels), research designs (social robots' roles, language skills, intervention duration, language types, and control conditions), and social robot characteristics. For instance, older learners achieved higher cognitive outcomes, while younger learners showed greater affective gains. Moderately extended exposure to social robots could lead to increased effectiveness, although the impact varied depending on robot roles and the language skills targeted. Social robots were particularly useful for the improvement of speaking and mixed skill sets. While SRALL did not significantly outperform the control conditions in the cognitive dimension, it demonstrated significant advantages in the affective dimension. Additionally, anthropomorphic robots showed a higher effect size than cartoon<strong>-</strong>like robots. These findings contribute to child<strong>-</strong>robot interaction research and practice by informing the design of social robots and the development of pedagogy in supporting children's language learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100702"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144518546","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}

引用次数: 0

The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study 基于问题的学习方法对学习结果的影响：一项二阶元分析研究

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-05-15 DOI: 10.1016/j.edurev.2025.100690

Ayhan Koçoğlu , Sedat Kanadlı

The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.

多年来，各种研究都在研究基于问题的学习方法对学习结果的影响。事实上，文献中有许多关于这一主题的荟萃分析，需要确定该方法如何影响认知和情感学习结果。因此，本研究旨在揭示基于问题的学习方法对学生认知和情感学习结果的影响。此外，根据研究类型、研究质量和学科领域等调节因素，研究了该方法对学习成果的影响。从初级荟萃分析中获得的效应量通过覆盖30年的二阶荟萃分析方法进行解释。在纳入和排除标准范围内，共有来自22项主要荟萃分析研究的36个数据集被纳入分析。在随机效应模型下合并研究的平均效应计算为g = 0.726, 95% CI [0.587；0.865]。这一结果意味着基于问题的学习比其他方法对学生的认知和情感学习结果有更大的影响。此外，研究结果表明，研究质量是一个显著的调节因素，低质量的研究产生更大的效应量。

{"title":"The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study","authors":"Ayhan Koçoğlu , Sedat Kanadlı","doi":"10.1016/j.edurev.2025.100690","DOIUrl":"10.1016/j.edurev.2025.100690","url":null,"abstract":"<div><div>The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100690"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144116170","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}

引用次数: 0

The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review 教育活动对社会科学和人文学科职业认同形成的影响：一个范围回顾

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-07-02 DOI: 10.1016/j.edurev.2025.100704

Joram Pach , Malou Stoffels , Linda Schoonmade , Erik van Ingen , Rashmi A. Kusurkar

Higher education programs increasingly emphasize professional identity formation (PIF) within their curricula, particularly in fields such as medicine and teacher education. Programs in social sciences and humanities (SSH) also increasingly recognize their role in preparing students for professional futures, yet knowledge on PIF in these disciplines is less integrated into the body of literature. This scoping review synthesizes knowledge regarding the impact of various educational activities on PIF within SSH programs. A comprehensive search identified 63 relevant studies. Educational activities within SSH programs were observed to contribute to PIF across three settings: classrooms and coursework, real-life projects, and internships. Three student outcomes emerged through which these activities impact PIF: formation of images of professions, experiential learning in professional contexts, and self-reflection on professional positioning. However, the fact that SSH disciplines typically are less clearly connected to specific professions, compared to medical and teaching education, complicates PIF. Furthermore, substantial variation between disciplines exists within SSH disciplines as well. The article presents a model that helps to understand how the relationship between activities enhancing professional identity (PI) and student outcomes depends on context. The model builds on the assumption that the application and effects of PI-enhancing activities can be assessed using four parameters: learning environment, student role, relevance of knowledge and support. These parameters are embedded within configurations connecting education and professional field that vary according to discipline, educational stage, professional requirements, faculty attributes, and individual student conditions. This preliminary model warrants validation through further research and holds potential to inform research and curriculum design.

高等教育课程越来越强调专业身份形成（PIF），特别是在医学和教师教育等领域。社会科学和人文学科（SSH）的课程也越来越多地认识到它们在为学生的职业未来做准备方面的作用，然而这些学科中关于PIF的知识很少融入到文献中。这个范围审查综合了关于SSH项目中各种教育活动对PIF的影响的知识。一项全面的搜索确定了63项相关研究。SSH项目中的教育活动被观察到在三种情况下对PIF有贡献：教室和课程作业、现实生活项目和实习。这些活动对PIF产生了三种影响：专业形象的形成，专业背景下的体验式学习，以及对专业定位的自我反思。然而，与医学和教学教育相比，SSH学科通常与特定职业的联系不太明确，这一事实使PIF变得复杂。此外，在SSH学科中也存在着学科之间的实质性差异。本文提出了一个模型，该模型有助于理解增强职业认同（PI）的活动与学生成绩之间的关系如何取决于环境。该模型建立在一个假设的基础上，即可以使用四个参数来评估pi增强活动的应用和效果：学习环境、学生角色、知识的相关性和支持。这些参数嵌入到连接教育和专业领域的配置中，这些配置根据学科、教育阶段、专业要求、教师属性和个别学生的条件而变化。这个初步的模型可以通过进一步的研究得到验证，并有可能为研究和课程设计提供信息。

{"title":"The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review","authors":"Joram Pach , Malou Stoffels , Linda Schoonmade , Erik van Ingen , Rashmi A. Kusurkar","doi":"10.1016/j.edurev.2025.100704","DOIUrl":"10.1016/j.edurev.2025.100704","url":null,"abstract":"<div><div>Higher education programs increasingly emphasize professional identity formation (PIF) within their curricula, particularly in fields such as medicine and teacher education. Programs in social sciences and humanities (SSH) also increasingly recognize their role in preparing students for professional futures, yet knowledge on PIF in these disciplines is less integrated into the body of literature. This scoping review synthesizes knowledge regarding the impact of various educational activities on PIF within SSH programs. A comprehensive search identified 63 relevant studies. Educational activities within SSH programs were observed to contribute to PIF across three settings: classrooms and coursework, real-life projects, and internships. Three student outcomes emerged through which these activities impact PIF: formation of images of professions, experiential learning in professional contexts, and self-reflection on professional positioning. However, the fact that SSH disciplines typically are less clearly connected to specific professions, compared to medical and teaching education, complicates PIF. Furthermore, substantial variation between disciplines exists within SSH disciplines as well. The article presents a model that helps to understand how the relationship between activities enhancing professional identity (PI) and student outcomes depends on context. The model builds on the assumption that the application and effects of PI-enhancing activities can be assessed using four parameters: learning environment, student role, relevance of knowledge and support. These parameters are embedded within configurations connecting education and professional field that vary according to discipline, educational stage, professional requirements, faculty attributes, and individual student conditions. This preliminary model warrants validation through further research and holds potential to inform research and curriculum design.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100704"},"PeriodicalIF":9.6,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144621790","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}

引用次数: 0

An overview of applications and trends of STEM for learning effectiveness——An umbrella review based on 22 meta-analyses STEM在学习效率方面的应用和趋势概述——基于22项荟萃分析的概括性综述

IF 10.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-08-01 Epub Date: 2025-07-26 DOI: 10.1016/j.edurev.2025.100712

Jijian Lu , Hanjie Si , Jiaying Xu , Tugen Xu

This paper aims to study the current status of STEM application effectiveness and the impact of different moderating variables (subject areas, teaching periodicity, educational levels, teaching methods) on STEM learning effectiveness, in order to propose future application trends of STEM education. This study adopts the umbrella review approach to search and select 22 relevant meta-analyses published in international journals, covering 1266 meta-analyses, over 23 countries, and over 226, 845 students and systematically reviews the learning effectiveness of STEM education in terms of subject areas, teaching periodicity, educational levels, and teaching methods. The overall learning effectiveness of STEM education is generally below 0.7, with an impact on learning achievement of 0.42, an impact on higher-order thinking skills of 0.57, and an impact on cognitive outcomes of 0.59. Meanwhile, moderating variables (subject areas, teaching periodicity, educational levels, teaching methods) all have an impact on STEM learning effectiveness.

本文旨在研究STEM应用有效性的现状，以及不同调节变量（学科领域、教学周期、教育水平、教学方法）对STEM学习有效性的影响，从而提出STEM教育未来的应用趋势。本研究采用伞式综述的方法，检索并选择22篇发表在国际期刊上的相关meta分析，涵盖1266篇meta分析，涉及23个国家，超过226845名学生，从学科领域、教学周期、教育水平和教学方法等方面系统地回顾了STEM教育的学习有效性。STEM教育的整体学习效能普遍低于0.7，对学习成就的影响为0.42，对高阶思维技能的影响为0.57，对认知结果的影响为0.59。同时，调节变量（学科领域、教学周期、教育水平、教学方法）都对STEM学习效果有影响。

引用次数: 0