Educational Research Review最新文献_第6页

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 : 2025-06-28 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。

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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 : 2025-06-28 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。

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引用次数: 0

The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis 教师自我效能感与学生学习成绩的关系：系统回顾与元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-06-21 DOI: 10.1016/j.edurev.2025.100701

Kang Ma , Michael Cavanagh , Junhua Zhang , Muhammad Chutiyami

This meta-analysis includes 71 studies representing 254619 teachers and the academic performance of their students. The results indicate significant but small effect sizes for overall TSE constructs on academic performance, r from 0.063 to 0.192. The two largest effect sizes are between overall TSE for subject teaching and overall TSE, outperforming the personal and general efficacy (Gibson & Demo, 1984). Effect sizes of TSE for instructional strategies and classroom management outperformed that for student engagement. The strength between these two constructs does not change with the grade taught and that based on objective academic scores as student outcomes tend to have higher correlation coefficients associated with overall TSE and personal TSE. Limitations and implications are discussed.

本荟萃分析包括71项研究，代表254619名教师及其学生的学习成绩。结果显示，整体TSE建构对学业成绩的影响显著但较小，r从0.063到0.192。两个最大的效应量在学科教学的整体TSE和整体TSE之间，优于个人和一般效能(Gibson &；演示,1984)。TSE对教学策略和课堂管理的效应量优于对学生参与的效应量。这两种构念之间的强度不随教学年级和客观学业成绩而改变，因为学生的成绩往往与整体TSE和个人TSE有更高的相关系数。讨论了局限性和影响。

引用次数: 0

A scoping review of the factors contributing to a sense of belonging in early career teachers 对早期职业教师产生归属感的因素进行范围审查

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-29 DOI: 10.1016/j.edurev.2025.100700

Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn

Teacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.

教师职业倦怠和人员流失是全球教育系统面临的严峻挑战，高达50%的早期职业教师（ECTs）在入职五年内离职。虽然有研究将教师归属感与增强的适应力、工作满意度和组织承诺联系起来，但对于如何在面临独特过渡挑战的ECTs学生中培养归属感，目前的系统理解有限。这一范围审查旨在综合有关积极促进ECTs在工作场所归属感的因素的发现，应用社会生态学的视角。四次全面的电子数据库检索产生了4998项研究，系统地审查了这些研究，以确定相关研究。使用PRISMA-ScR指南，有31项研究符合资格要求。41个因素被确定为影响ECTs学生归属感的因素。专题分析产生了四个关键主题，这些主题涉及影响他们工作场所ECTs学分的因素。主要研究结果表明，教师合作、与同事的关系、在早期职业生涯中支持ECTs，以及让ECTs参与学校决策是增强归属感的关键领域。这些发现为未来的研究提供了一个起点，以探索这些因素与教师归属感之间的实证关系，从而指导全球范围内解决教师职业倦怠和流失率的干预措施、策略和政策。

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引用次数: 0

Meta-analysis of associations between digital parenting and children's digital wellbeing 数字育儿与儿童数字健康之间关系的荟萃分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-29 DOI: 10.1016/j.edurev.2025.100699

Cheng Yong Tan, Naiqi Xu, Mengyi Liang, Li Li

The present study is contextualized in the rapidly digitalizing world where many parents struggle to maximize their children's online learning opportunities and protect the latter against online risks. It employed three-level meta-analysis to synthesize findings from 88 primary studies (2008–2024) on associations between digital parenting (positive mediation, negative mediation, co-use, general digital parenting) and children's digital wellbeing (positive, negative, digital use). The study is original in the comprehensive examination of associations between the different types of digital parenting and children's digital wellbeing. There are three sets of results. First, digital parenting was negatively associated with children's negative digital wellbeing. The magnitude of association between digital parenting and children's negative digital wellbeing was the largest for co-use, followed by positive and negative mediation. Second, digital parenting was not associated overall with children's positive digital wellbeing or digital use. However, the association between digital parenting and children's positive digital wellbeing was stronger for positive mediation than negative mediation or co-use. Types of digital parenting did not moderate the association between digital parenting and children's digital use. Third, there were some significant moderator effects for children's sex, geographical regions, data sources for digital parenting and children's digital wellbeing, and cross-sectional/longitudinal research designs. The study advances theory by providing evidence that there is no one-size-fits-all approach to digital parenting for comprehensively enhancing children's digital wellbeing. It also emphasizes the need for researchers to differentiate among different types of children's digital wellbeing that are influenced by digital parenting.

本研究的背景是在快速数字化的世界中，许多父母努力最大限度地提高孩子的在线学习机会，并保护后者免受在线风险。该研究采用了三层荟萃分析，综合了88项主要研究（2008-2024年）关于数字育儿（积极调解、消极调解、共同使用、一般数字育儿）与儿童数字健康（积极、消极、数字使用）之间关系的研究结果。这项研究是对不同类型的数字育儿与儿童数字健康之间关系的综合研究的原创。有三组结果。首先，数字育儿与孩子的负面数字幸福感呈负相关。在共同使用的情况下，数字育儿与儿童消极数字幸福感之间的关联程度最大，其次是积极和消极的中介。其次，数字育儿与孩子积极的数字健康或数字使用总体上没有联系。然而，在积极的中介作用下，数字育儿与儿童积极的数字幸福感之间的联系要强于消极的中介作用或共同使用。数字父母的类型并没有调节数字父母和孩子的数字使用之间的联系。第三，儿童性别、地理区域、数字育儿与儿童数字幸福的数据来源以及横断面/纵向研究设计存在显著的调节效应。该研究通过提供证据来推进理论，证明没有一种放之四海而皆准的方法来全面提高儿童的数字健康。它还强调，研究人员有必要区分受数字化育儿影响的不同类型的儿童数字健康。

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引用次数: 0

Towards evidence-based music teaching and learning: A meta-analysis 迈向循证音乐教学：一项元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-20 DOI: 10.1016/j.edurev.2025.100698

Daniela G. Valache , Marian Ilie , Paul Sârbescu , Paula I. Cazan

This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles that met the inclusion criteria in the effect size calculation, resulting in 25 effect sizes. MTLAs have an overall medium and heterogeneous effect (d = .56, p < .001) on both music literacy and sight reading (d = .54, p < .01) as well as performance and aural skills (d = .51, p < .001). The effects of MTLAs can vary depending on the teaching methodology used, the category of musical-artistic outcomes targeted, and the educational level of the participants. No publication bias was identified.

本荟萃分析调查了音乐教学活动（mtla）对音乐艺术成果的影响。它的目的是作为一个起点，在这一领域培养以证据为基础的教育实践，这是近年来日益强调的需求。从在线搜索引擎查询的93,291篇文章开始，我们只纳入了20篇符合纳入标准的文章的结果来计算效应量，得到25个效应量。mtla总体上具有中等和异质性效应(d = .56, p <；.001)，音乐素养和视读(d = .54, p <；.01)，以及表现和听觉技能(d = .51, p <；措施)。mtla的效果取决于所使用的教学方法、目标音乐艺术成果的类别以及参与者的教育水平。未发现发表偏倚。

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 : 2025-05-15 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。

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引用次数: 0

Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety 性与性别差异学生的支持性学校策略：欺凌受害经历与学校安全感关联的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 DOI: 10.1016/j.edurev.2025.100689

Ruby van Vliet , Rozemarijn van der Ploeg , Tina Kretschmer , Wouter J. Kiekens , Laura Baams

Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.

性和性别不同的中学生比他们的异性恋、顺性同龄人更容易遭受欺凌，在学校里感到更不安全。因此，明确各种针对lgbtq的校本策略（列举政策、学校员工培训、包容性课程、gsa）与这些学校经验的关联至关重要。此外，重要的是确定谁从这些策略中获益最多，以及研究特征的差异如何影响研究结果。本研究采用多元元分析模型和近似方差-协方差矩阵，探讨以lgbtq为目标的校本策略与学生欺凌受害经历和校园安全感受之间的关系。我们的研究结果表明，采用lgbtq目标策略的中学学生报告的欺凌受害率较低，学校安全感较高，尽管两者之间的关联并不大。虽然这些策略似乎更有利于性别多样化的学生，因此似乎有助于缩小差距，但有色人种的学生似乎受益较少。此外，与研究报告相比，同行评议的研究显示，在多种结果（如受害类型或学生分组）中，差异更大。关于学校员工培训在这些结果中的作用，存在着显著的研究差距。

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引用次数: 0

Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement 数字化学习中通过提示搭建：学习成就有效性的系统回顾和元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-05-01 DOI: 10.1016/j.edurev.2025.100686

Herbert Thomann, Viola Deutscher

We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement (d = .394), though adjustment for publication bias yielded a more conservative estimate (d = .220). Their effectiveness is largely moderated by prompt design features. Based on meta-regression models, we find the highest efficacy for action-based prompts (rule-based AI) (d = .465), prompts designed for specific learner groups (d = .513), and combinations of generic and directed prompts (d = .571). Regional differences were pronounced, with studies from East Asia showing substantially larger effects than European settings. The effectiveness of learning prompts is further moderated by the learning domain and target group. Our findings reveal that prompts are not a universal solution but require thoughtful implementation. We recommend implementing action-based prompts triggered by learner behavior, using log data to tailor prompts to expertise levels. Designers should keep prompts concise to minimize cognitive load. We advise combining generic and directed prompts based on learning goals. Finally, it is essential to ensure learners are familiar with prompt use. These evidence-based guidelines can help optimize digital learning prompts to support diverse learner needs.

我们介绍了对68项关于数字学习提示的实验研究的荟萃分析结果，研究了哪些特征构成了学习成就的有效提示。首先，系统回顾揭示了不同研究中使用的提示的不同特征。其次，使用随机效应模型的定量荟萃分析显示，数字提示显著提高了学习成绩（d = .394），尽管对发表偏倚进行了调整，得出了更保守的估计（d = .220）。它们的有效性在很大程度上受到提示设计特征的影响。基于元回归模型，我们发现基于动作的提示（基于规则的AI）（d = .465）、为特定学习者群体设计的提示（d = .513）以及通用和定向提示的组合（d = .571）的效果最高。地区差异很明显，东亚地区的研究显示出比欧洲地区更大的影响。学习提示的有效性进一步受到学习领域和目标群体的调节。我们的研究结果表明，提示并不是一个普遍的解决方案，而是需要深思熟虑的实施。我们建议实现由学习者行为触发的基于行动的提示，使用日志数据根据专业水平定制提示。设计师应该保持提示简洁，以减少认知负荷。我们建议将基于学习目标的通用和定向提示结合起来。最后，确保学习者熟悉提示用法是至关重要的。这些循证指南有助于优化数字学习提示，以支持不同学习者的需求。

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引用次数: 0

The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies 学生在校学习成绩的稳定性：一项纵向研究的元分析

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review

Pub Date : 2025-04-29 DOI: 10.1016/j.edurev.2025.100687

Vsevolod Scherrer, Moritz Breit, Franzis Preckel

Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity of using academic achievement for diagnostic purposes, near-perfect stability may indicate insufficient educational mobility. However, the rank-order stability of school achievement is very rarely studied explicitly. Therefore, we know little about the conditions under which this stability is higher or lower. The present meta-analysis of longitudinal studies reports the rank-order stability of teacher-assigned school marks and school achievement tests. A total of 1990 test-retest correlation coefficients were compiled, involving 740,610 individual participants from 363 longitudinal studies. The mean rank-order stability, estimated for Grade 5 and a test-retest interval of two years, was ρ = .70 (95 % CI: .69, .72). Stability was lower for school marks (ρ = .67) than achievement tests (ρ = .72). Stability remained relatively constant across grade levels and decreased with increasing test-retest interval. The decrease in stability with increasing interval was greater for school marks than for achievement tests: Both indicators were comparably stable in very short intervals, but achievement test results were much more stable in the long-term. The stabilities of school marks and achievement tests varied between both school domains and countries.

学业成绩评估在教育中起着核心作用。例如，它们用于教育诊断，为长期安置决策提供信息，并且是大规模教育监测的重要标准。学生学业成绩的阶序稳定性研究结果具有重要的教育研究和实践意义。虽然低稳定性削弱了将学业成绩用于诊断目的的有效性，但近乎完美的稳定性可能表明教育流动性不足。然而，对学业成绩的阶序稳定性的明确研究却很少。因此，我们对这种稳定性高或低的条件知之甚少。本纵向研究的荟萃分析报告了教师分配的学校分数和学校成就测试的秩序稳定性。共编制了1990个测试-再测试相关系数，涉及来自363项纵向研究的740610名个体参与者。估计5级和两年重测间隔的平均秩序稳定性为ρ = 0.70 （95% CI: 0.69, 0.72）。学业成绩的稳定性（ρ = 0.67）低于学业成绩测试（ρ = 0.72）。稳定性在各年级水平上保持相对稳定，并随着重测间隔的增加而降低。随着时间间隔的增加，稳定性的下降在学校分数中比在成就测试中更为明显：这两个指标在很短的时间间隔内相对稳定，但成就测试结果在长期内要稳定得多。学校分数和成绩测试的稳定性因学校领域和国家而异。

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引用次数: 0