Learning and Instruction最新文献_第6页

Individual differences in the executive functions of perfectionism profiles 完美主义档案执行功能的个体差异

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-04-01 Epub Date: 2026-01-06 DOI: 10.1016/j.learninstruc.2026.102318

Yan Zhou, Ye Yang, Cheng Guo

Background

Previous research has indicated that perfectionism traits demonstrate close associations with EFs, and their association patterns differ among individuals. However, there is a lack of research examining these from the perspective of heterogeneity and examined different aspects of EFs.

Aims

Based on the heterogeneity of perfectionism, we examined the individual differences of rating-based Executive Functions (EFs) in typical daily life and task-based EFs in optimal situation after performance-feedback.

Sample(s) and methods

In Study 1, 1230 college students completed self-reported rating scales of perfectionism and rating-based EFs. In Study 2, we manipulated multiple success and failure feedback in the laboratory and then recorded performance of task-based EFs of 196 participants.

Results

Latent profile analysis identified four distinct perfectionism profiles, named non-perfectionism, concerned-perfectionism, strived-perfectionism, and mixed-perfectionism. And they exhibit individual differences in rating-based EFs. Additionally, results indicated significant individual differences in task-based inhibitory control (IC) and cognitive flexibility (CF), whereas no significant individual differences existed in working memory (WM). Repeated failure feedback enhanced IC of concerned-perfectionists and strived-perfectionists, both repeated success feedback and failure feedback enhanced the CF of four perfectionism profiles.

Conclusions

These results reveal individual differences in different aspects of EFs across perfectionism profiles, as well as the potential of performance feedback in facilitating EFs.

以往的研究表明，完美主义特征与情绪情绪密切相关，其关联模式因人而异。然而，缺乏从异质性的角度对这些因素进行研究，并对EFs的不同方面进行研究。目的基于完美主义的异质性，研究典型日常生活中基于评分的执行功能和绩效反馈后最优情境下基于任务的执行功能的个体差异。研究1中，1230名大学生完成了自我报告的完美主义评定量表和基于评定的主观情绪量表。在研究2中，我们在实验室中操纵了多个成功和失败反馈，然后记录了196名参与者的基于任务的EFs的表现。结果通过对完美主义特征的分析，发现了四种不同的完美主义特征：非完美主义、关注完美主义、努力完美主义和混合完美主义。他们在基于评级的情绪反应中表现出个体差异。此外，在任务抑制控制（IC）和认知灵活性（CF）方面存在显著的个体差异，而在工作记忆（WM）方面不存在显著的个体差异。重复失败反馈提高了关注型完美主义者和奋斗型完美主义者的人格特质，重复成功反馈和失败反馈均提高了四种完美主义人格特质的人格特质特质。结论：这些结果揭示了完美主义人格特质在情感体验不同方面的个体差异，以及绩效反馈在促进情感体验方面的潜力。

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引用次数: 0

Intensive experience sampling to uncover the dynamics: How do creativity anxiety and goal orientations shape students’ creative process? 密集的经验抽样揭示动态：创造焦虑和目标取向如何塑造学生的创造过程？

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-14 DOI: 10.1016/j.learninstruc.2025.102265

Yida Yu , Keyi Qin , Fanglei Xu , Xiaomeng Yang , Qishan Zheng , Anqi Zhu , Biying Hu , Chuanhua Gu

Background

Creativity anxiety (CA), defined as a specific type of anxiety experienced in situations requiring creative thinking, has been identified as a barrier to creativity. However, the underlying mechanisms by which CA influences the creative process and performance remain limited.

Aims

This study aimed to uncover how state CA shapes students’ creative process and eventually their creative performance, including goal orientations and effort allocation as mechanisms.

Sample

Participants were 128 undergraduate students (M_age = 21.01, SD_age = 1.49; 44.54 % male; Ethnicity: 95.31 % Han Chinese, 3.12 % Hui Chinese, 1.56 % Tujia Chinese).

Methods

Ecological momentary assessment was employed over five consecutive days. Students completed six creative tasks each day and self-assessed their state CA, goal orientations, and effort allocation. Before this period, they provided demographic information and trait measures. Residual dynamic structural equation models were used to test the relationship between these variables.

Results

Students with higher levels of state CA tend to focus more on performance-approach and performance-avoidance goals; in turn, their focus on performance-approach goals further directs them to allocate more effort to conduct more exploitation acts, which improved the novelty but hampered the usefulness of their ideas. Students who showed a higher activation of mastery goals devoted more exploration and exploitation effort while performing creative tasks.

Conclusions

State CA, along with goal orientations, shape how students allocate their effort to different processes that may affect the novelty and usefulness aspects of creative performance. These insights offer practical implications for fostering creativity in educational contexts.

创造性焦虑（CA）被定义为在需要创造性思维的情况下经历的一种特定类型的焦虑，已被确定为创造力的障碍。然而，CA影响创作过程和表现的潜在机制仍然有限。目的本研究旨在揭示州立CA如何塑造学生的创造过程并最终影响他们的创造表现，包括目标取向和努力分配作为机制。样本参与者为128名大学生（年龄= 1.49，年龄= 21.01），男性44.54%，民族：汉族95.31%，回族3.12%，土家族1.56%。方法采用连续5 d的瞬时生态评价法。学生们每天完成六项创造性任务，并自我评估他们的状态CA、目标取向和努力分配。在此之前，他们提供了人口统计信息和特征测量。剩余动力结构方程模型用于检验这些变量之间的关系。结果状态CA水平较高的学生更倾向于关注绩效接近目标和绩效回避目标；反过来，他们对绩效方法目标的关注进一步引导他们分配更多的精力来进行更多的开发行为，这提高了新颖性，但阻碍了他们的想法的实用性。掌握目标激活程度高的学生在执行创造性任务时投入了更多的探索和开发努力。状态CA与目标导向一起，塑造了学生如何将他们的努力分配到不同的过程中，这可能会影响创造性表现的新颖性和有用性方面。这些见解为在教育环境中培养创造力提供了实际意义。

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引用次数: 0

Exploring teacher language use and early literacy achievement 探讨教师语言使用与早期读写能力的关系

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-10-25 DOI: 10.1016/j.learninstruc.2025.102256

Yucheng Cao , Minkyung Cho , Young-Suk Grace Kim

Background

Teacher language is crucial to early literacy development, yet limited research has explored how its linguistic complexity and instructional functions evolve over time and relate to student achievement.

Aims

This study explored changes in the linguistic complexity and instructional functions of teacher talk and their associations with student literacy outcomes.

Samples

28 first-grade teachers and their 361 students across 6 schools.

Methods

Utilizing multilevel modeling to address the nested data structure, we analyzed teacher talk collected across the school year, focusing on lexical diversity and syntactic complexity (e.g., type-token ratio, verbs per utterance) and categorized instructional functions. Student outcomes included word reading, reading comprehension, and listening comprehension, with baseline scores and demographic covariates controlled.

Results

The overall volume of teacher talk decreased, while lexical diversity and syntactic complexity increased, reflecting more sophisticated language use from fall to spring. Linguistic features did not significantly predict students’ reading and listening outcomes after controlling for baseline scores and demographic covariates. However, instructional functions showed more complex associations. Management-related talk positively predicted reading comprehension, while praise, explanation, and closed-ended questions were negatively associated with literacy outcomes, particularly for students with lower initial skills. Interaction effects indicated that code-based talk supported word reading primarily for lower-skilled students, while meaning-based talk was negatively associated with literacy outcomes in the same group.

Conclusions

The findings suggest that not all teacher talk equally supports literacy development, highlighting the importance of considering contextual factors and their dynamic roles in shaping students’ literacy outcomes in future research.

教师语言对早期读写能力的发展至关重要，然而，关于其语言复杂性和教学功能如何随着时间的推移而演变以及与学生成绩的关系的研究有限。目的探讨教师话语的语言复杂性和教学功能的变化及其与学生读写能力的关系。样本来自6所学校的28名一年级教师和他们的361名学生。方法利用多层次建模来解决嵌套数据结构，我们分析了整个学年收集的教师谈话，重点关注词汇多样性和句法复杂性（例如，类型-标记比，每句话中的动词）以及分类教学功能。学生成绩包括单词阅读、阅读理解和听力理解，基线分数和人口统计学协变量均受控制。结果教师说话总量减少，词汇多样性和句法复杂性增加，反映出从秋季到春季教师语言使用更加复杂。在控制基线分数和人口统计协变量后，语言特征对学生的阅读和听力结果没有显著的预测作用。然而，教学功能表现出更复杂的关联。与管理相关的谈话对阅读理解有积极的预测作用，而赞美、解释和封闭式问题与读写能力的结果呈负相关，尤其是对初始技能较低的学生。交互效应表明，基于代码的谈话主要支持低技能学生的单词阅读，而基于意义的谈话对同一组学生的识字结果呈负相关。研究结果表明，并非所有的教师谈话都同样支持读写能力的发展，强调了在未来的研究中考虑情境因素及其在塑造学生读写能力结果中的动态作用的重要性。

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引用次数: 0

Comparisons in everyday life: Effects on academic self-concepts 日常生活中的比较：对学术自我概念的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-07 DOI: 10.1016/j.learninstruc.2025.102257

Alexandra Petrak , Jens Möller , Fabian Wolff

Background

Students can compare their achievements in one domain with those of their peers (social comparison), with their own achievements over time (temporal comparison), with their achievements in other domains (dimensional comparison), or with a factual criterion (criterial comparison).

Aim

The present research aimed to gain a deeper understanding of multiple comparison processes in students’ everyday life.

Samples

In Study 1, a total of N = 130 university students (Study 1), and in Study 2, a total of N = 226 high school students (Study 2) participated.

Methods

A diary approach was used to examine the spontaneous occurrence of students’ everyday social, temporal, dimensional and criterial comparisons. Participants noted all comparisons they made concerning university/school over one week, as well as their antecedents and the consequences of these comparisons on their academic self-concepts.

Results

All four comparison types were shown to be prevalent in daily life and to affect change in students’ self-concepts. Downward comparisons mostly increased, and upward comparisons mostly decreased academic self-concept. Social comparisons were the most common comparison type (social > temporal > dimensional > criterial) in both samples. Moreover, self-evaluation was the most important motivational trigger in both samples. For university students, social interactions were the most common situational trigger for comparisons, whereas for high school students, performance feedback triggered comparisons more frequently.

Conclusions

The results expand our understanding of academic self-concept development in everyday lives and contribute to the development of a comprehensive theory of comparison processes in academic contexts.

学生可以将自己在某一领域的成就与同龄人进行比较（社会比较），与自己在一段时间内的成就进行比较（时间比较），与自己在其他领域的成就进行比较（维度比较），或与事实标准进行比较（标准比较）。目的本研究旨在深入了解学生日常生活中的多重比较过程。研究1共有N = 130名大学生（研究1）参与，研究2共有N = 226名高中生（研究2）参与。方法采用日记法对学生日常社会比较、时间比较、维度比较和标准比较的自发发生情况进行调查。参与者注意到他们在一周内所做的关于大学/学校的所有比较，以及这些比较的前提和这些比较对他们学术自我概念的影响。结果四种比较类型在日常生活中普遍存在，并影响学生自我概念的变化。向下比较大多增加了学业自我概念，向上比较大多减少了学业自我概念。在两个样本中，社会比较是最常见的比较类型（社会>；时间>；维度>；标准）。此外，自我评价是两个样本中最重要的动机触发因素。对于大学生来说，社会互动是最常见的比较情境触发因素，而对于高中生来说，表现反馈更频繁地引发比较。结论本研究结果拓展了我们对日常生活中学术自我概念发展的理解，并促进了学术比较过程综合理论的发展。

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引用次数: 0

Productive talk during book reading: Effects on language skills 阅读时的有效谈话：对语言技能的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-10 DOI: 10.1016/j.learninstruc.2025.102262

Sharisse van Driel , Debby ten Hove , Chiel van der Veen , Femke van der Wilt

Background

Although interactive book reading can promote young children's language competence, teachers find it challenging to implement this type of book reading in their classroom.

Aims

The present study investigated the effect of an intervention directed at productive classroom talk during interactive book reading on young children's language competence.

Sample

A total of N = 403 children aged four to six years from 21 early childhood classrooms participated.

Methods

For six weeks, children's teachers read a picture book twice a week. Teachers who were assigned to the control group read the books in their usual manner whereas teachers in the intervention group were encouraged to implement productive classroom talk during interactive book reading. Before and after the six weeks of book reading, children were individually assessed on their oral communicative competence, word comprehension, and narrative skills.

Results

Outcomes of multilevel analyses indicated that children's language competence improved over time. However, no significant differences were found in this improvement between children in the intervention group and children in the control group.

Conclusion

Using productive classroom talk during interactive book reading did not result in greater improvements in children's language competence compared to ‘general’ interactive book reading.

虽然互动阅读可以提高幼儿的语言能力，但教师发现在课堂上实施这种类型的阅读具有挑战性。目的本研究旨在探讨互动阅读过程中课堂对话干预对幼儿语言能力的影响。在21个幼儿班共N = 403名4 ~ 6岁儿童参与。方法在六个星期的时间里，孩子们的老师每周读两次绘本。被分配到控制组的教师以他们通常的方式阅读书籍，而干预组的教师则被鼓励在互动阅读期间进行富有成效的课堂交谈。在六周的阅读前后，对孩子们的口语交际能力、词汇理解能力和叙事能力进行了单独评估。结果多水平分析结果表明，随着时间的推移，儿童的语言能力有所提高。然而，干预组儿童和对照组儿童在这方面的改善没有显著差异。结论与“一般”互动阅读相比，在互动阅读中使用富有成效的课堂谈话对儿童的语言能力没有更大的提高。

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引用次数: 0

Discussion of the articles in the special issue ‘Resilience in learning: In search of protective factors and compensatory mechanisms’ 《学习中的弹性：寻找保护因素和补偿机制》特刊文章讨论

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-10-21 DOI: 10.1016/j.learninstruc.2025.102251

Rauno Parrila

引用次数: 0

Effects of instructional design, instructional preferences, and cognitive load on problem solving and knowledge acquisition in a computer-based office simulation 基于计算机的办公室模拟教学设计、教学偏好和认知负荷对问题解决和知识获取的影响

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-18 DOI: 10.1016/j.learninstruc.2025.102255

Sabrina Ludwig , Andreas Rausch , Michelle Taub

Background

Instructional designs based on problem solving and self-regulation have been extensively studied in the context of computer-based learning environments. However, the question of how problem-solving phases should be embedded in instructional designs remains. Several studies, especially in STEM, suggest that ‘direct instruction followed by problem-solving (DI-PS)’ benefits procedural knowledge acquisition while the instructional design ‘problem-solving followed by direct instruction’ (PS-DI) benefits conceptual knowledge.

Aims

This study aimed to investigate the effects of DI-PS and PS-DI, learners’ instructional preferences, and cognitive load on problem-solving and knowledge acquisition in a computer-based office simulation.

Sample(s)

Eighty-one German undergraduate business education students participated in a pre-post-test experimental study, randomly assigned to either the DI-PS or PS-DI condition. The students worked on a supplier selection task within a computer-based office simulation.

Methods

Knowledge tests and questionnaires were employed to measure knowledge acquisition, cognitive load, and learning preferences. Log data analyses as well as variance and regression analyses were conducted.

Results

Results showed that PS-DI led to higher conceptual knowledge gains, whereas DI-PS tended to yield slightly higher problem-solving performance. Both groups improved in conceptual and procedural knowledge, yet no statistically significant differences between the sequencing conditions emerged. The PS-DI group reported higher intrinsic cognitive load during the problem-solving phase. Moreover, the DI-PS group reported higher retrospective satisfaction with the instructional design than the PS-DI group, aligning with existing literature on instructional preferences.

Conclusions

These findings provide insights for improving learning designs, personalised recommendations, and adaptive support in computer-based learning environments to enhance learners' performance. Further research is needed to examine long-term learning and transfer.

基于问题解决和自我调节的教学设计在基于计算机的学习环境中得到了广泛的研究。然而，如何解决问题的阶段应该嵌入教学设计的问题仍然存在。一些研究，特别是在STEM领域，表明“直接指导后解决问题”（DI-PS）有利于程序性知识的获取，而“解决问题后直接指导”（PS-DI）的教学设计有利于概念性知识的获取。目的本研究旨在探讨基于计算机的办公模拟中，学生的教学偏好和认知负荷对学生解决问题和知识习得的影响。81名德国商科本科学生参加了一项测试前-测试后的实验研究，随机分为DI-PS组和PS-DI组。学生们在一个基于计算机的办公室模拟环境中进行供应商选择任务。方法采用知识测验和问卷调查的方法，考察学生的知识获取、认知负荷和学习偏好。对测井数据进行分析，并进行方差分析和回归分析。结果结果表明，PS-DI能获得更高的概念知识，而DI-PS则倾向于获得略高的问题解决能力。两组在概念性和程序性知识方面都有所提高，但排序条件之间没有统计学上的显著差异。PS-DI组在解决问题阶段报告了更高的内在认知负荷。此外，DI-PS组对教学设计的回顾性满意度高于PS-DI组，这与现有的教学偏好文献一致。这些发现为在基于计算机的学习环境中改进学习设计、个性化建议和适应性支持以提高学习者的表现提供了见解。需要进一步的研究来检验长期学习和迁移。

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引用次数: 0

Who perseveres in school? Understanding the developmental trajectories, predictors, and consequences of students’ perseverance 谁在学校里坚持不懈？了解学生毅力的发展轨迹、预测因素和后果

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-17 DOI: 10.1016/j.learninstruc.2025.102249

Jiajing Li , Ronnel B. King

Background

Perseverance is a critical facilitator of learning. However, prior research on perseverance has predominantly adopted a domain-general trait perspective, drawing on variable-centered approaches. The role of domain-specific perseverance in the context of schooling has been relatively neglected. Furthermore, the existence of distinct perseverance trajectories among students, their predictors, and consequences remain underexplored.

Aims

This preregistered longitudinal study examined how students’ perseverance changed over time, whether students varied in their perseverance trajectories, and the predictors (social support and personal goals) and consequences (academic achievement) of these trajectories.

Sample and analyses

The study followed 5593 secondary students from 16 schools over three years. Both variable-centered (latent growth curve modeling) and person-centered (growth mixture modeling) approaches were adopted.

Results

The variable-centered analysis indicated no overall change in perseverance. However, the person-centered analysis revealed a nuanced pattern with four distinct trajectories: “low decreasing” (11 %), “low stable” (33 %), “moderate decreasing” (46 %), and “high increasing” (10 %). The most adaptive trajectory was the “high increasing” group, marked by initially high perseverance and subsequent improvements. Teacher support and mastery goals were the strongest predictors of profile membership. Individuals in the “high increasing” profile had the highest academic achievement, while those in the “low decreasing” profile had the lowest.

Conclusion

This study builds on prior research on perseverance, which has primarily drawn on a trait perspective. The findings highlight that perseverance evolves over time, but these changes are not uniform across individuals. Providing teacher support and helping students set mastery goals might be crucial pathways to enhance perseverance.

毅力是学习的关键促进因素。然而，以往对毅力的研究主要采用领域-一般特质视角，采用以变量为中心的方法。在学校教育背景下，特定领域毅力的作用相对被忽视了。此外，学生之间存在明显的毅力轨迹，其预测因素和后果仍未得到充分探讨。目的：这项预先登记的纵向研究考察了学生的毅力如何随着时间的推移而变化，学生的毅力轨迹是否不同，以及这些轨迹的预测因素（社会支持和个人目标）和后果（学业成就）。样本和分析这项研究在三年的时间里跟踪调查了来自16所学校的5593名中学生。采用以变量为中心（潜在生长曲线模型）和以人为中心（生长混合模型）两种方法。结果以变量为中心的分析显示，毅力没有发生总体变化。然而，以人为中心的分析揭示了一个微妙的模式，有四个不同的轨迹：“低下降”（11%），“低稳定”（33%），“中等下降”（46%）和“高增加”（10%）。最具适应性的轨迹是“高增长”组，其特征是最初的高毅力和随后的改进。教师支持和掌握目标是档案成员的最强预测因子。“高增长”个体的学业成绩最高，而“低下降”个体的学业成绩最低。结论本研究建立在先前关于毅力的研究基础上，这些研究主要是从特质角度出发的。研究结果强调，毅力会随着时间的推移而变化，但这些变化在个体之间并不一致。提供教师支持和帮助学生设定精通目标可能是增强毅力的关键途径。

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引用次数: 0

Validating automated assessments of teaching effectiveness using multimodal data 使用多模态数据验证教学效果的自动评估

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-15 DOI: 10.1016/j.learninstruc.2025.102264

Tim Fütterer , Ruikun Hou , Babette Bühler , Efe Bozkir , Courtney Bell , Enkelejda Kasneci , Peter Gerjets , Ulrich Trautwein

Background

For enhancing student learning in classrooms, high-quality teaching is essential. Research highlighted core dimensions of effective teaching, including classroom management, student support, and cognitive activation. However, traditional methods of assessing teaching effectiveness dimensions (e.g., student surveys) have limitations, including rating biases and resource intensiveness.

Aims

To overcome these challenges, we explored machine learning (ML) algorithms for the automated assessment of teaching effectiveness.

Sample

The study analyzed multimodal data—such as video, audio, and transcripts—from the Global Teaching Insights study, which included video recordings and transcripts from 46 teachers and 1,132 students in Germany.

Method

Scores for 18 teaching effectiveness subdimensions from three core dimensions were automatically generated by training attention-based ML models on multimodal features extracted from pretrained encoders. These ML-generated scores were compared with scores provided by human experts. A content validity study was conducted, where human experts evaluated the plausibility of ML-generated scores against human-generated scores. Structural equation models were used to assess the relationship between teaching effectiveness subdimensions and students’ tested achievement.

Results

ML-generated scores were more reliable for some subdimensions (e.g., nature of discourse), and they were also plausible and content valid. ML-generated scores achieved higher absolute accuracy than human scores in 11 of 18 subdimensions. Limitations include reliance on human ratings as ground truth and inconsistent predictive validity, underscoring the need for refined models to generate actionable insights, such as real-time feedback systems.

Conclusions

The findings provide valuable insights for the development of automated feedback, enhancing the practical application of teaching effectiveness assessments.

为了提高学生在课堂上的学习，高质量的教学是必不可少的。研究强调了有效教学的核心维度，包括课堂管理、学生支持和认知激活。然而，评估教学有效性维度的传统方法（如学生调查）存在局限性，包括评级偏差和资源集约化。为了克服这些挑战，我们探索了用于教学有效性自动评估的机器学习（ML）算法。该研究分析了来自全球教学洞察研究的多模式数据，如视频、音频和成绩单，其中包括来自德国46名教师和1132名学生的视频记录和成绩单。方法通过训练基于注意力的机器学习模型对预训练编码器提取的多模态特征进行训练，自动生成三个核心维度的18个子维度的教学效果得分。这些机器生成的分数与人类专家提供的分数进行了比较。进行了内容效度研究，其中人类专家评估了ml生成分数与人类生成分数的合理性。采用结构方程模型评估教学效能子维度与学生测试成绩之间的关系。结果sml生成的分数在某些子维度（例如，话语的性质）上更可靠，而且它们也是可信的和内容有效的。ml生成的分数在18个子维度中的11个子维度上的绝对准确性高于人类分数。局限性包括依赖于人类的评价作为基础事实和不一致的预测有效性，强调需要改进模型来产生可操作的见解，例如实时反馈系统。结论本研究结果为自动化反馈的发展，加强教学效果评估的实际应用提供了有价值的见解。

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引用次数: 0

How schools rebound from pandemic learning loss: Longitudinal findings from mandatory large-scale assessments 学校如何从大流行的学习损失中恢复过来：强制性大规模评估的纵向发现

IF 4.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction

Pub Date : 2026-02-01 Epub Date: 2025-11-10 DOI: 10.1016/j.learninstruc.2025.102263

Johannes Schult , Benjamin Fauth , Rebecca Schneider , Marlit A. Lindner

Background

COVID-19-related restrictions on schooling resulted in learning losses, which were larger for socially and economically disadvantaged students. While recent empirical results point towards a recovery of learning loss in some subjects, it is unclear which school-related context factors may have impacted the recovery from the pandemic.

Aims

We investigate proxy indicators for three school factors, (a) socio-cultural composition, (b) proportion of students with migration background, and (c) the duration of school closures, and how they relate to differential learning gains in repeated measures from grade 5 to grade 8 for a pre-pandemic cohort compared to measures in pandemic-affected cohorts.

Samples

We analyzed educational large-scale assessment data, covering all public schools in one German state (total n > 200,000 students, k > 1000 schools). Competence test data in reading and mathematics were available for a pre-pandemic cohort (2015–2019: assessed in 5th grade in 2015 and in 8th grade in 2019) and for two cohorts affected by the pandemic (2018–2022 and 2019–2023).

Results

Difference-in-difference-in-difference analyses showed no significant moderator effects for the three risk factors at the school-level (i.e., socio-cultural capital, proportion of non-German speaking students, lost school days) regarding the recovery from learning losses (i.e., similar learning gains from grade 5 to 8 across cohorts).

Conclusions

The null effects tentatively suggest that the social divide between schools did not widen in the aftermath of school closures. On average, schools seemed to recover from restrictions on schooling regardless of the schools’ social composition.

与covid -19相关的上学限制导致了学习损失，对社会和经济上处于不利地位的学生来说，这种损失更大。虽然最近的实证结果表明，某些科目的学习损失有所恢复，但尚不清楚哪些与学校有关的背景因素可能影响了疫情后的恢复。我们调查了三个学校因素的代理指标，(a)社会文化构成，(b)具有移民背景的学生比例，以及(c)学校关闭的持续时间，以及它们如何与大流行前队列中5年级至8年级的重复测量中与受大流行影响队列中测量的差异学习收益相关。样本我们分析了教育大规模评估数据，涵盖了德国一个州的所有公立学校（共200,000名学生，1,000所学校）。阅读和数学能力测试数据适用于大流行前队列（2015 - 2019年：2015年对五年级和2019年对八年级进行评估）和受大流行影响的两个队列（2018-2022年和2019 - 2023年）。结果差异中差异分析显示，学校层面的三个风险因素（即社会文化资本、非德语学生比例、失学日）对学习损失（即五年级至八年级的学习收益相似）的恢复没有显著的调节作用。结论零效应初步表明，学校间的社会鸿沟在学校关闭后没有扩大。平均而言，无论学校的社会构成如何，学校似乎都能从教育限制中恢复过来。

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