Educational Psychology Review最新文献

Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers’ antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers’ professional development to target bullying attitudes are discussed.

Teachers’ feedback is critical for student learning, particularly during oral reading, where it supports skill development and fosters students' agency and reader identity. However, research has yet to provide clear recommendations for effective classroom feedback. This critical-constructive review aims to achieve two objectives: to present evidence of effective feedback strategies for reading development and to explore the theoretical foundations of feedback in oral reading. The review analyzes twenty-four empirical studies (1995–2022) on effects of teachers’ feedback in K–5 settings. Findings reveal significant variability in effective feedback types and content, making clear-cut generalizations challenging and emphasizing the need for a nuanced understanding of feedback's influence on fluency, motivation and engagement. While many studies utilized theoretical frameworks, their limited diversity constrains our understanding of students' emotional, cognitive, and behavioral responses to feedback, highlighting a gap in research that often prioritizes reading processes over the role of feedback. This study discusses the potential for integrating feedback and reading development theories to better align interventions with contemporary understandings. By adopting a more comprehensive approach, we can inform teaching strategies that support reading development and redefine how we assist young readers. Additionally, the study offers an example and approach for aligning theory across the different phases of performing empirical research, with implications that extend beyond the current review.

Externalizing behavior and low academic performance present key developmental challenges for school-age children, with the potential for these domains to predict each other over time, leading to worsened outcomes. Yet, previous studies have yielded inconsistent conclusions about the directional pathways between externalizing behaviors and academic performance. Moreover, the moderating factors influencing these predictive pathways remain unclear. To clarify these relations, The current study conducted a meta-analysis on the longitudinal predictive relation between externalizing behaviors and academic performance, incorporating data from 124,695 students without clinically diagnosed behavioral problems or learning disabilities across 70 independent studies. The results revealed a bidirectional predictive relation between externalizing behaviors and academic performance, with comparable effect sizes for both the externalizing behavior to academic performance pathway (r = -.082, p < .001) and the reverse pathway (r = -.076, p < .001). Moderation analysis revealed that inattention-related behavior, shorter time intervals, and fewer white participants strengthen the predictive effect of externalizing behaviors on academic performance. In particular, as child age increases, the moderating effect of time interval is even stronger. For the academic performance leading to externalizing behavior pathway, inattention-related behavior, teacher-reported externalizing behavior, literacy-related performance, and GPA/grades were identified as factors contributing to an augmentation in the longitudinal predictive effect of academic performance on externalizing behaviors. Overall, the negative cycle between externalizing behavior and academic performance may be influenced by various factors, providing targeted recommendations for intervention and prevention.

In this pre-registered meta-analysis, we investigated the effectiveness of morphology instruction on literacy outcomes for primary school children in English-speaking countries. We were interested in overall reading and spelling outcomes, but we also looked separately at results for trained and untrained words in order to determine whether there was evidence of transfer to untrained words. Further, we were interested in whether results transferred beyond the word level to reading comprehension outcomes. Our screening process revealed 28 eligible studies, which contributed 177 effect sizes to the analyses. Robust variance estimation methods were used to account for dependence between effect sizes. Overall, effect sizes on reading and spelling outcomes were small to moderate. Effect sizes were larger for trained words than untrained words. There was evidence of transfer to untrained words for spelling outcomes, but not for reading outcomes. There was also no clear evidence of effects on reading comprehension outcomes. In general, the evidence was characterised by large amounts of heterogeneity and imprecision, which was reflective of the wide variety within and between studies in terms of intervention content, outcome measures, intervention dosage and type of control group. We discuss the limitations of the current literature and make recommendations for future research and practice in the field of morphology instruction. (207 words – max 250).

In recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.

This study investigates the role of embodiment when learning a technical procedure in immersive virtual reality (VR) by introducing a framework based on immersion and interactivity. The goal is to determine how increasing the levels of immersion and interactivity affect learning experiences and outcomes. In a 2 × 2 factorial design, 177 high school students were assigned to one of four experimental conditions, varying levels of immersion (learning in immersive virtual reality wearing a head-mounted display (VR) vs. learning via a computer screen (PC)) and interactivity (directly manipulating objects using controllers/mouse and keyboard (congruent) vs. indirectly manipulating objects with a laser pointer to select a course of action (incidental)). The main outcome measure was a transfer task in which students were required to perform the task they had learned in the virtual environment using concrete objects in real life. Results demonstrated that students in the VR conditions experienced significantly higher levels of presence, agency, location, body ownership, and embodied learning compared to participants in the PC conditions. Additionally, students’ performance during the virtual lesson predicted their real-life transfer test. However, there were no significant effects of immersion or interactivity on any of the transfer measures. The results suggest that high immersion in VR can increase self-reported measures of presence, agency, location, body ownership, and embodied learning among students. However, increased embodiment—manipulated by adding immersion and congruent manipulation of objects did not improve transfer.

Mathematical word problem-solving skills are crucial for students across their lives, yet solving such tasks poses challenges for many. Therefore, understanding the characteristics of mathematical word problems that are associated with students’ performance is important. The objective of this systematic review and meta-analysis was to evaluate the effects of linguistic and numerical task characteristics associated with mathematical word problem-solving performance among elementary school-aged children (Grades 1 to 6). The systematic review was based on five electronic databases and citation searching. Reporting was conducted following The Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). The findings (K = 69) showed that five of the six investigated linguistic task characteristics (i.e., the position of the unknown, schematic structure, irrelevant information, realistic considerations, and lexical consistency) and one of the two numerical task characteristics (i.e., number of operations) were related (g = 0.39 to 4.26) with elementary school-aged children’s mathematical word problem-solving. However, the findings did not provide support for a general association between a familiar situational narrative or the required operation with mathematical word problem-solving. The findings highlight that elementary school-aged children especially struggle with mathematical word problems requiring realistic considerations or multiple mathematical operations, containing lexical inconsistency, and problems in which the position of the unknown is the first value. This further understanding of elementary schoolers’ word problem-solving performance may guide the design of appropriate and progressive instruction and assessment tools and steer research into the interactions within task characteristics and with individual characteristics.

Recent research has suggested that students prefer restudying over retrieval practice when learning difficult materials, despite the latter being a more effective learning strategy. The current study investigated whether an instructional intervention can improve the use of retrieval practice for both easy and difficult materials. In Experiment 1, after initial learning of each item, participants rated their perceived mental effort (PME) and judgment of learning (JOL) for each item. Then, participants chose whether to restudy or take retrieval practice for that item. The results showed that participants chose to take retrieval practice less frequently for difficult items compared to easy ones. Furthermore, participants’ ratings of PME and JOL sequentially mediated the relationship between item difficulty and their learning strategy choices. Specifically, difficult items resulted in higher levels of PME, which in turn led to lower JOL, ultimately reducing the likelihood of choosing retrieval practice. In Experiment 2, half of the participants received an instructional intervention, which revealed that while students prefer restudying for difficult items, retrieval practice benefits both easy and difficult items in long-term retention. The remaining half did not receive such intervention and were designated as the control group. The results indicated that, compared to the control group, students who received the intervention increased the odds of choosing retrieval practice for both types of materials after the intervention. The findings of this study suggest that students can be supported to use retrieval practice regardless of item difficulty.

Self-regulated learning (SRL) is a key competence for pre-service teachers to develop, both for their own activities as learners and for their future activities as teachers. Therefore, it is crucial to understand how pre-service teachers can be supported in acquiring SRL competence in their initial training. To reach this aim, we conducted a systematic review of SRL interventions for pre-service teachers. Sixty-six intervention studies fulfilled the inclusion criteria. We explored three aspects of those SRL interventions, and how they moderate the interventions’ effectiveness: (1) the theoretical and practical underpinnings of SRL, (2) whether the intervention aimed to promote SRL learning and/or teaching of SRL, and (3) the intervention’s pedagogical characteristics and content related to the SRL professional competences. We found that the most effective SRL interventions (1) focused the training on one or two SRL areas (especially cognition and metacognition); (2) when targeted both, SRL learning and teaching of SRL, pre-service teachers’ SRL skills improved as well as their pedagogical skills; and (3) addressed direct and implicit SRL instruction, inside which self-assessment of learning and teaching practices appear as an effective pedagogical method. We derive implications from our findings for designing effective SRL interventions for prospective teachers.

The current study replicated an earlier investigation by Bouwer and van der Veen (2023) where 10 Grade 5 and 6 classrooms in the Netherlands (210 students) were randomly assigned to a treatment or control condition, with treatment students evidencing improvements in the quality of their essays after practice writing argumentative essays, reading and discussing them with a small group of peers, and revising each essay based on the discussion that ensued. In the present study, 12 Grade 2 to 4 classrooms in Türkiye (383 students) were randomly assigned to this write, talk, and rewrite dialogic treatment or to a control condition. Students in the control condition practiced planning and writing the same four argumentative essays as treatment students did during the experiment, and each of these essays was shared with peers (time spent in both conditions was comparable). Control students did not, however, discuss their essay with peers or use such feedback to revise them as was done by students in the write, talk, and rewrite dialogic treatment. When the nested nature of the data and pretest scores were held constant, the quality of the argumentative posttest essays produced by students in the treatment condition evidenced greater improvement than essays written by control students. The same outcome was obtained for the length of essays (number of words) when the nested nature of the data and pretest scores were held constant. This investigation provided evidence that the write, talk, and rewrite dialogic intervention tested by Bouwer and van der Veen (2023) was effective in improving the argumentative writing of even younger students in a different country. Implications for research and practice are provided.