Pub Date : 2025-06-21DOI: 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.
{"title":"The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis","authors":"Kang Ma , Michael Cavanagh , Junhua Zhang , Muhammad Chutiyami","doi":"10.1016/j.edurev.2025.100701","DOIUrl":"10.1016/j.edurev.2025.100701","url":null,"abstract":"<div><div>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, <em>r</em> 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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100701"},"PeriodicalIF":9.6,"publicationDate":"2025-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144335474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-29DOI: 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.
{"title":"A scoping review of the factors contributing to a sense of belonging in early career teachers","authors":"Ebony Melzak , Kelly-Ann Allen , Rhea Jain , Marc Pruyn","doi":"10.1016/j.edurev.2025.100700","DOIUrl":"10.1016/j.edurev.2025.100700","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100700"},"PeriodicalIF":9.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-29DOI: 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.
{"title":"Meta-analysis of associations between digital parenting and children's digital wellbeing","authors":"Cheng Yong Tan, Naiqi Xu, Mengyi Liang, Li Li","doi":"10.1016/j.edurev.2025.100699","DOIUrl":"10.1016/j.edurev.2025.100699","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100699"},"PeriodicalIF":9.6,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144241541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-20DOI: 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。
{"title":"Towards evidence-based music teaching and learning: A meta-analysis","authors":"Daniela G. Valache , Marian Ilie , Paul Sârbescu , Paula I. Cazan","doi":"10.1016/j.edurev.2025.100698","DOIUrl":"10.1016/j.edurev.2025.100698","url":null,"abstract":"<div><div>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 (<em>d</em> = .56, <em>p</em> < .001) on both music literacy and sight reading (<em>d</em> = .54, <em>p</em> < .01) as well as performance and aural skills (<em>d</em> = .51, <em>p</em> < .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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100698"},"PeriodicalIF":9.6,"publicationDate":"2025-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-15DOI: 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":"2025-05-15","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}
Pub Date : 2025-05-01DOI: 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.
{"title":"Supportive school strategies for sexually and gender diverse students: A meta-analysis of the associations with bullying-victimization experiences and feelings of school safety","authors":"Ruby van Vliet , Rozemarijn van der Ploeg , Tina Kretschmer , Wouter J. Kiekens , Laura Baams","doi":"10.1016/j.edurev.2025.100689","DOIUrl":"10.1016/j.edurev.2025.100689","url":null,"abstract":"<div><div>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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100689"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143937542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-01DOI: 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.
{"title":"Scaffolding through prompts in digital learning: A systematic review and meta-analysis of effectiveness on learning achievement","authors":"Herbert Thomann, Viola Deutscher","doi":"10.1016/j.edurev.2025.100686","DOIUrl":"10.1016/j.edurev.2025.100686","url":null,"abstract":"<div><div>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 (<em>d</em> = .394), though adjustment for publication bias yielded a more conservative estimate (<em>d</em> = .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) (<em>d</em> = .465), prompts designed for specific learner groups (<em>d</em> = .513), and combinations of generic and directed prompts (<em>d</em> = .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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100686"},"PeriodicalIF":9.6,"publicationDate":"2025-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143904193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-29DOI: 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.
{"title":"The stability of students’ academic achievement in school: A meta-analysis of longitudinal studies","authors":"Vsevolod Scherrer, Moritz Breit, Franzis Preckel","doi":"10.1016/j.edurev.2025.100687","DOIUrl":"10.1016/j.edurev.2025.100687","url":null,"abstract":"<div><div>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 <em>ρ</em> = .70 (95 % CI: .69, .72). Stability was lower for school marks (<em>ρ</em> = .67) than achievement tests (<em>ρ</em> = .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.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100687"},"PeriodicalIF":9.6,"publicationDate":"2025-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144107366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-26DOI: 10.1016/j.edurev.2025.100688
Qingqing Du , Debora L. Roorda , Helma M.Y. Koomen , Suzanne Jak , Marjolein Zee
In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (k = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (k = 8) and between personality similarity and adult–child relationships (k = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with positive parent–child relationships (e.g., warmth) and negatively associated with negative parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with positive parent–child relationships and positively associated with negative parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).
{"title":"When personal becomes relational: A meta-analysis and narrative review on personality traits and children's affective relationships with adults","authors":"Qingqing Du , Debora L. Roorda , Helma M.Y. Koomen , Suzanne Jak , Marjolein Zee","doi":"10.1016/j.edurev.2025.100688","DOIUrl":"10.1016/j.edurev.2025.100688","url":null,"abstract":"<div><div>In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (<em>k</em> = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (<em>k</em> = 8) and between personality similarity and adult–child relationships (<em>k</em> = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with <em>positive</em> parent–child relationships (e.g., warmth) and negatively associated with <em>negative</em> parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with <em>positive</em> parent–child relationships and positively associated with <em>negative</em> parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"48 ","pages":"Article 100688"},"PeriodicalIF":9.6,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144072519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-04-17DOI: 10.1016/j.edurev.2025.100685
Weiqi Xu, Fan Ouyang
With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely learning about robotics, learning through robotics, learning from robotics, and learning with robotics. In learning about robotics, educational robotics are merely the learning objects or contents by learners. In learning through robotics, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In learning from robotics, educational robotics act as tutors to convey and deliver knowledge and information to learners. In learning with robotics, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.
{"title":"Robotic roles in education: A systematic review based on a proposed framework of the learner-robot relationships","authors":"Weiqi Xu, Fan Ouyang","doi":"10.1016/j.edurev.2025.100685","DOIUrl":"10.1016/j.edurev.2025.100685","url":null,"abstract":"<div><div>With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely <em>learning about robotics</em>, <em>learning through robotics</em>, <em>learning from robotics</em>, and <em>learning with robotics</em>. In <em>learning about robotics</em>, educational robotics are merely the learning objects or contents by learners. In <em>learning through robotics</em>, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In <em>learning from robotics</em>, educational robotics act as tutors to convey and deliver knowledge and information to learners. In <em>learning with robotics</em>, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"47 ","pages":"Article 100685"},"PeriodicalIF":9.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143850145","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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