International journal of educational research open最新文献

The impact of commercial board games on secondary school mathematics performance and thinking skills 商业桌游对中学生数学成绩和思维能力的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2026-01-24 DOI: 10.1016/j.ijedro.2025.100569

Sára Szörényi , Anna Muzsnay , Csaba Szabó , Csilla Zámbó

Board games have been examined in the context of mathematics education from various perspectives. Neuroscience considerations imply that board games can serve as a tool for improving the mathematical thinking of students in a sensitive period of brain development between the ages of 12 and 24. This suggests that secondary school can be an optimal environment for implementing board games to foster mathematical skills.

In this study, we investigate the potential benefits of the implementation of board games in the regular, obligatory mathematics classroom work. The participants were 10^th-grade students (N = 170) from four schools. The experimental group (N = 79) spent one of their four weekly mathematics lessons playing with commercial board games, having 9 board game sessions altogether during the intervention. Meanwhile, the control group (N = 91) continued with traditional mathematics lessons. Both groups completed pre- and post-tests on logical and geometrical skills, as well as uniform topic tests on the material covered during the experiment.

Our results show that the experimental group performed at least as well on the logical tests as the control group did, while outperforming them on the topic tests. In terms of geometrical skills, students in the experimental group demonstrated significant improvement in 3 of the 4 schools, while members of the control group did not show improvement. The rate of improvement varied among schools. Based on these findings, incorporating appropriate board games into mathematics lessons can enhance students' mathematical skills. However, further research is needed to explore this topic more deeply.

桌游已经在数学教育的背景下从不同的角度进行了研究。从神经科学的角度来看，棋盘游戏可以作为一种工具，帮助处于大脑发育敏感时期（12岁至24岁）的学生提高数学思维能力。这表明中学可以是实施棋盘游戏来培养数学技能的最佳环境。在这项研究中，我们调查了在常规的、强制性的数学课堂作业中实施棋盘游戏的潜在好处。参与者为来自四所学校的十年级学生（N = 170）。实验组（N = 79）每周上4节数学课，其中1节是玩商业桌游，干预期间共玩了9节桌游。同时，对照组（N = 91）继续传统的数学课程。两组都完成了逻辑和几何技能的前后测试，并对实验中涉及的材料进行了统一的主题测试。我们的结果表明，实验组在逻辑测试中的表现至少和对照组一样好，而在主题测试中表现得更好。在几何技能方面，实验组学生在4所学校中有3所学校有显著提高，而对照组学生则没有提高。各个学校的进步速度各不相同。基于这些发现，在数学课中加入适当的棋盘游戏可以提高学生的数学技能。然而，需要进一步的研究来更深入地探讨这一主题。

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引用次数: 0

Exploring primary children's STEM attitudes and career aspirations following a 14-week iSTEM intervention 在为期14周的系统干预后，探讨小学生对STEM的态度和职业抱负

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-19 DOI: 10.1016/j.ijedro.2025.100568

Denis Moynihan , Nicola Broderick , Joe Usher

This study addresses a critical and underexplored area in STEM education literature by exploring the influence of a teacher-led, integrated STEM (iSTEM) programme within a formal school setting. Over a 14-week period, a cohort of 16 upper-primary classrooms in Ireland participated in an iSTEM programme incorporating educational robotics, the SUPERPOWERED programme. Utilising a pre- and post-test design, the study explored the influence of the programme on children’s STEM attitudes and career aspirations. The findings indicate no statistically significant change in either STEM attitudes or career aspirations. This outcome, however, is considered positive, as the children maintained pre-existing positive attitudes throughout the programme's duration. This research provides empirical evidence from a formal context, highlighting the challenges of measuring short-term attitudinal change. The results hold significant implications for future iSTEM curriculum design, emphasising the need for clarity in curriculum goals and a comprehensive understanding of the factors that shape children’s long-term engagement with STEM.

本研究通过探索教师主导的综合STEM（系统）计划在正式学校环境中的影响，解决了STEM教育文献中一个关键且未被充分探索的领域。在为期14周的时间里，爱尔兰的16个小学高年级班级参加了一个包含教育机器人的系统项目，即超级动力项目。该研究采用测试前和测试后设计，探讨了该课程对儿童STEM态度和职业抱负的影响。研究结果表明，STEM态度和职业抱负在统计上没有显著变化。然而，这一结果被认为是积极的，因为儿童在整个方案期间保持了原有的积极态度。本研究提供了正式背景下的经验证据，突出了衡量短期态度变化的挑战。研究结果对未来的系统课程设计具有重要意义，强调了明确课程目标的必要性，以及对影响儿童长期参与STEM的因素的全面理解。

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引用次数: 0

Creative thinking, mathematics achievement, and well-being: A multilevel analysis of Spanish students 创造性思维、数学成绩与幸福感：西班牙学生的多层次分析

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-17 DOI: 10.1016/j.ijedro.2025.100571

Ameeque

Promotion of creative thinking and students' well-being are now seen as important indicators of human capital; however, role of creativity skills and self-beliefs in academic success remains unclear. This study analyzes the relationship between creativity-related factors and student achievement in Spain using PISA 2022 data from 30,800 fifteen-year-old students across 966 schools. Two-level cross-sectional multilevel modeling provided manner to examine both student and school levels of predictors of outcomes — mathematics achievement, life satisfaction, and stress resistance. Analysis indicated that creative thinking had positive relationship (p < .001) with mathematics achievement at student level (β = 3.95) and school level (β = 2.55). On the other hand, different factors explained well-being outcomes; all life satisfaction and stress resistance were positively predicted by creative self-efficacy (β = 0.17 and β = 0.10, p <.001). This study highlights unique roles of creative performance (related to academics) and creative confidence (related to well-being).

促进创造性思维和学生的福祉现在被视为人力资本的重要指标；然而，创造性技能和自我信念在学业成功中的作用尚不清楚。本研究利用来自966所学校的30,800名15岁学生的PISA 2022数据，分析了西班牙创造力相关因素与学生成绩之间的关系。两水平横断面多水平模型提供了一种方法来检查学生和学校水平的预测结果-数学成绩，生活满意度和抗逆性。分析表明，创造性思维与学生水平（β = 3.95）和学校水平（β = 2.55）的数学成绩呈正相关（p < .001）。另一方面，不同的因素解释了幸福感的结果；创造性自我效能正预测生活满意度和压力抵抗（β = 0.17和β = 0.10, p <.001）。这项研究强调了创造性表现（与学术有关）和创造性自信（与幸福有关）的独特作用。

引用次数: 0

Recognition and reward programs for higher education faculty: A scoping review protocol 高等教育教师的认可和奖励计划：范围审查协议

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-10 DOI: 10.1016/j.ijedro.2025.100570

Carla Calisto-Alegría, Loreto Labarca-Lagos, Natalia Leal Wilhelm, Daniela Ortiz Godoy

Teacher recognition programs are related to faculty development and quality assurance policies in higher education institutions. They are implemented to acknowledge and value teaching work, disseminate good practices, and improve the quality of learning processes. However, the available literature on teacher recognition programs in higher education appears to be fragmented and heterogeneous, which poses an obstacle to systematically identifying aspects that are relevant to the teacher recognition process. In this context, the main objective of this scoping review protocol is to identify the available scholarly literature on teacher recognition programs in higher education institutions, taking into account their selection criteria, the types of incentives provided, and the reported outcomes. The review follows the recommendations of the Joanna Briggs Institute (JBI) and adheres to the PRISMA-ScR guidelines. A systematic search will be conducted in selected databases—Web of Science, Scopus, ERIC, LILACS, SciELO, Google, CORE, BASE, and GreyNet—and complemented by the reference lists of the selected documents in Spanish, English, Portuguese, and French. Descriptive statistical analysis and thematic analysis will be conducted. The findings will be organized and mapped both narratively and visually using tables, charts, flow diagrams, and summaries. The scoping review will describe the search process and its results, the selection of studies, the synthesis process, and the findings. The planned review will examine teacher recognition programs in universities and their contributions, as well as to explore potential practical implications. This protocol was registered on Open Science Framework. The registry number is osf.io/yuv26.

教师认可计划与高等教育机构的教师发展和质量保证政策有关。它们的实施是为了承认和重视教学工作，传播良好做法，并提高学习过程的质量。然而，关于高等教育教师认可项目的现有文献似乎是碎片化和异构的，这对系统地识别与教师认可过程相关的方面构成了障碍。在此背景下，本范围审查协议的主要目标是确定高等教育机构教师认可计划的可用学术文献，考虑其选择标准、提供的激励类型和报告的结果。该审查遵循乔安娜布里格斯研究所（JBI）的建议，并遵循PRISMA-ScR指南。系统检索将在选定的数据库（web of Science、Scopus、ERIC、LILACS、SciELO、谷歌、CORE、BASE和greynet）中进行，并辅以西班牙语、英语、葡萄牙语和法语的选定文献参考文献列表。将进行描述性统计分析和专题分析。将使用表格、图表、流程图和摘要，以叙述和视觉的方式组织和绘制调查结果。范围审查将描述检索过程及其结果、研究的选择、综合过程和发现。计划中的审查将审查大学的教师认可项目及其贡献，并探讨潜在的实际意义。本协议已在开放科学框架上注册。注册表号为“osf.io/yuv26”。

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引用次数: 0

Executive functions and mathematics performance in primary school students: A systematic review 小学生执行功能与数学成绩：系统回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-04 DOI: 10.1016/j.ijedro.2025.100562

Antonio Alejandro Espinoza-Ortiz, Kattya Mineska Guerrero-Jiménez

Executive functions (EF)—working memory, inhibitory control, cognitive flexibility and planning—constitute the cognitive infrastructure of mathematical learning. Motivated by recent international assessments in which many Latin-American pupils scored below basic numeracy standards; this systematic review examines how EF relate to mathematics performance in primary school. Following PRISMA 2020 guidelines, we searched six major databases, screened 1,490 records and retained 37 empirical studies published between 2009 and 2025. Methodological quality was appraised using the Newcastle–Ottawa Scale, with 78 % of studies were rated high quality.

Across longitudinal and cross-sectional research, studies consistently reported small-to-moderate associations between EF and mathematical performance. Visuospatial and verbal-numeric working memory showed the strongest relationships, while inhibitory control and cognitive flexibility contributed to problem-solving and strategy use. Socio-economic disadvantage was commonly linked to weaker EF development and lower mathematics outcomes, whereas bilingual experience appeared to confer advantages via enhanced inhibition and flexibility. Intervention studies integrating EF-focused activities into math instruction reported improvements in arithmetic fluency, attention control and strategy switching, consistent with near transfer, understood here as improvements in skills closely related to the specifically trained EF component.

By integrating recent studies published in English and Spanish, applying uniform quality criteria, and incorporating both correlational and intervention research, this review refines the current understanding of how EF support mathematical learning. Findings highlight the potential of embedding EF-supportive practices into everyday numeracy instruction, particularly in socioeconomically vulnerable contexts.

执行功能——工作记忆、抑制控制、认知灵活性和计划——构成了数学学习的认知基础。在最近的国际评估中，许多拉丁美洲学生的得分低于基本的计算标准；这篇系统综述探讨了EF与小学数学成绩的关系。根据PRISMA 2020指南，我们检索了6个主要数据库，筛选了1490条记录，并保留了2009年至2025年间发表的37项实证研究。使用纽卡斯尔-渥太华量表评估方法学质量，78%的研究被评为高质量。在纵向和横断面研究中，研究一致报告EF和数学成绩之间存在小到中等的关联。视觉空间和语言数字工作记忆表现出最强的关系，而抑制控制和认知灵活性有助于解决问题和策略使用。社会经济劣势通常与较弱的英语发展和较低的数学成绩有关，而双语经验似乎通过增强的抑制和灵活性赋予优势。将以EF为重点的活动整合到数学教学中的干预研究报告称，在算术流畅性、注意力控制和策略转换方面有所改善，与近迁移一致，在这里被理解为与专门训练的EF成分密切相关的技能的改善。通过整合以英语和西班牙语发表的最新研究，采用统一的质量标准，并结合相关和干预研究，本综述完善了目前对EF如何支持数学学习的理解。研究结果强调了将ef支持实践纳入日常计算教学的潜力，特别是在社会经济脆弱的环境中。

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引用次数: 0

Arguing for democracy: Promoting argumentation literacy in civic education in Switzerland 为民主而辩论：在瑞士公民教育中提升辩论素养

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-12-03 DOI: 10.1016/j.ijedro.2025.100563

Liliane Wenger, Manuel S. Hubacher, Açelya Aydin, Monika Waldis

Deliberative democracy theories emphasise the importance of communicative engagement in civic opinion formation. Therefore, civic education should enable students with the skills to participate in deliberative processes, fostering argumentation literacy understood as both a linguistic and a political competence. This study examines how a teaching unit designed to promote transactive dialogue among 8th and 9th-grade (ISCED 2) students influences the quality of classroom debates. The unit combined a modified version of Gronostay’s argumentation training, teacher-designed thematic input, and a structured fishbowl debate format. Conducted during the 2022–2023 school year, the study involved four experienced teachers and their respective classes. Despite identical training and debate structures, the quality of student debates varied substantially across classrooms. All discussions began with one-sided arguments, but some evolved into extended critical and responsive exchanges, reflecting a higher level of transactive dialogue. This variation may be attributed to differences in the thematic input provided by each teacher, suggesting that the nature of didactic scaffolding merits further investigation.

协商民主理论强调沟通参与在公民意见形成中的重要性。因此，公民教育应该使学生具备参与审议过程的技能，培养被理解为语言和政治能力的辩论素养。本研究探讨了一个旨在促进八年级和九年级学生互动对话的教学单元如何影响课堂辩论的质量。该单元结合了格罗诺斯特辩论训练的改进版本、教师设计的主题输入和结构化的鱼缸辩论格式。这项研究在2022-2023学年进行，涉及四位经验丰富的教师和他们各自的班级。尽管训练和辩论结构相同，但不同班级的学生辩论质量却存在很大差异。所有的讨论都以单方面的争论开始，但有些讨论演变成广泛的批判性和回应性的交流，反映出更高层次的互动对话。这种差异可能归因于每位教师提供的主题输入的差异，这表明教学脚手架的性质值得进一步研究。

{"title":"Arguing for democracy: Promoting argumentation literacy in civic education in Switzerland","authors":"Liliane Wenger, Manuel S. Hubacher, Açelya Aydin, Monika Waldis","doi":"10.1016/j.ijedro.2025.100563","DOIUrl":"10.1016/j.ijedro.2025.100563","url":null,"abstract":"<div><div>Deliberative democracy theories emphasise the importance of communicative engagement in civic opinion formation. Therefore, civic education should enable students with the skills to participate in deliberative processes, fostering argumentation literacy understood as both a linguistic and a political competence. This study examines how a teaching unit designed to promote transactive dialogue among 8th and 9th-grade (ISCED 2) students influences the quality of classroom debates. The unit combined a modified version of Gronostay’s argumentation training, teacher-designed thematic input, and a structured fishbowl debate format. Conducted during the 2022–2023 school year, the study involved four experienced teachers and their respective classes. Despite identical training and debate structures, the quality of student debates varied substantially across classrooms. All discussions began with one-sided arguments, but some evolved into extended critical and responsive exchanges, reflecting a higher level of transactive dialogue. This variation may be attributed to differences in the thematic input provided by each teacher, suggesting that the nature of didactic scaffolding merits further investigation.</div></div>","PeriodicalId":73445,"journal":{"name":"International journal of educational research open","volume":"10 ","pages":"Article 100563"},"PeriodicalIF":0.0,"publicationDate":"2025-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145684450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Discipline or distress? Examining the impact of harsh child discipline on learning outcomes among Bangladeshi children 纪律还是苦恼？研究严厉的儿童纪律对孟加拉国儿童学习成果的影响

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-29 DOI: 10.1016/j.ijedro.2025.100567

Sayed Jubair Bin Hossain , Fabiha Mahbub , Istiak Rahman

Purpose

In Bangladesh, there is a high prevalence of harsh child discipline among children. Previous literature has shown a strong relationship between cognitive development and harsh parental discipline. This study examines the link between harsh disciplinary methods and children’s educational outcomes.

Objectives

This study examines whether harsh child discipline significantly affects children’s literacy and numeracy while controlling for mediating and moderating variables.

Methodology

The study utilizes data from the MICS 2019 survey in Bangladesh. The survey included eight variables representing the harsh child discipline the mother applies to the child. These variables and polychoric principal component analysis are employed to construct a Harsh Child Discipline Index (HCDI). Five indicators related to children’s numeracy and literacy levels were included. Negative Binomial regression was used to estimate how harsh child discipline impacts children’s numeracy and literacy levels, controlling for socio-economic variables.

Findings

The findings demonstrate that, after controlling for mediating and moderating variables, increasing HCDI decreases the numeracy and literacy level of the child. The HCDI increased mistakes in reading and recognizing numbers by 20.3% (P value < 0.0010), 8.1% (P value < 0.0010) for comparing between numbers, 4.4% (P value < 0.0010) for finding the following number in the sequence, 22.6% (P value < 0.0010) in reading words, and 15.5% (P value < 0.0010) in answering reading comprehension questions.

Conclusion

This study provides meaningful empirical evidence that harsh child discipline has a detrimental impact on children’s educational outcomes, underscoring the crucial role of nonviolent and supportive parenting in fostering better child development.

目的在孟加拉国，严厉的儿童纪律在儿童中非常普遍。先前的文献表明，认知发展与严厉的父母管教之间存在着密切的关系。这项研究考察了严厉的纪律方法和儿童教育成果之间的联系。目的本研究在控制中介变量和调节变量的情况下，探讨严厉的儿童纪律是否显著影响儿童的识字和计算能力。该研究利用了孟加拉国2019年多指标类集调查的数据。调查包括八个变量，代表母亲对孩子的严厉管教。利用这些变量和多元主成分分析，构建了儿童严厉纪律指数（HCDI）。其中包括与儿童算术和识字水平有关的五项指标。负二项回归用于估计严厉的儿童纪律如何影响儿童的算术和识字水平，控制社会经济变量。研究结果表明，在控制了中介变量和调节变量之后，HCDI的增加会降低儿童的计算能力和识字水平。HCDI在阅读和识别数字方面的错误增加了20.3% (P值<； 0.0010)，在数字之间比较方面的错误增加了8.1% (P值<； 0.0010)，在序列中查找下一个数字方面的错误增加了4.4% (P值<； 0.0010)，在阅读单词方面的错误增加了22.6% (P值<； 0.0010)，在回答阅读理解问题方面的错误增加了15.5% （P值<； 0.0010）。结论本研究提供了有意义的经验证据，表明严厉的儿童纪律对儿童的教育成果有不利影响，强调了非暴力和支持性养育在促进儿童更好发展中的重要作用。

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引用次数: 0

A framework for effective mentor teacher written feedback to pre-service teachers 一个有效的导师教师书面反馈给职前教师的框架

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-29 DOI: 10.1016/j.ijedro.2025.100565

Chrissy Monteleone , Matthew Winslade , Amanda Isaac , Monica Wong , Michelle Gorzanelli , Cathy Lembke , Anne McLeod

High-quality professional experience, guided by expert mentor teachers, is critical to the successful transition and long-term retention of pre-service teachers in the profession. Effective mentor teacher written feedback is central to this process, supporting pre-service teachers to meet course requirements and become profession ready. However, in the post-pandemic context, marked by teacher shortages, many final-year pre-service teachers have not received quality written feedback that meaningfully supports their professional growth. This study aimed to understand the significance of written feedback in supporting high-quality professional experience placements, with a focus on the written feedback provided by the mentor teachers in the final professional experience written report template. A research-informed framework was conceptualised to evaluate and critique the feedback opportunities presented by these written report templates. The analysis revealed a need for redesigning the written report templates to encourage mentor teachers to provide targeted, meaningful, research-informed feedback.

高质量的专业经验，在专家导师教师的指导下，是成功过渡和长期留住职前教师的关键。有效的导师教师书面反馈是这一过程的核心，支持职前教师满足课程要求并为职业做好准备。然而，在大流行后教师短缺的背景下，许多最后一年的职前教师没有收到有效支持其专业成长的高质量书面反馈。本研究旨在了解书面反馈在支持高质量专业体验实习中的意义，重点关注导师教师在最终的专业体验书面报告模板中提供的书面反馈。一个研究知情的框架被概念化，以评估和批评这些书面报告模板所提供的反馈机会。分析显示，需要重新设计书面报告模板，以鼓励导师教师提供有针对性的、有意义的、研究知情的反馈。

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引用次数: 0

Colombian teachers’ mental health and well-being: Stressors and coping mechanisms during the COVID-19 crisis 哥伦比亚教师的心理健康和福祉：2019冠状病毒病危机期间的压力源和应对机制

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-27 DOI: 10.1016/j.ijedro.2025.100566

Johanna Choconta , Clelia Pineda-Báez , Jaime Castro

Although the mental health and well-being of teachers have been examined extensively, fewer studies have focused on teachers in basic education, particularly at the primary and secondary levels in Latin America. This study examines stressors that affected the mental health and well-being of Colombian teachers during the crisis generated by the COVID-19 pandemic, as well as the coping mechanisms they used to address the problems they faced. Qualitative data were collected through focus groups with 36 Colombian teachers working in primary and secondary schools. The results underscore the substantial impact of pre-existing structural and social inequalities on Colombian teachers’ mental health and well-being, particularly in contexts of heightened vulnerability. Furthermore, the presence of complex relationships, idealised perceptions of their role, and personal factors contributed to a decline in their well-being. The results also indicate that teachers navigated the multifaceted challenges of the pandemic through coping mechanisms spanning familial, institutional, and intrapersonal domains that were often deeply personal. The findings underscore the necessity of implementing sustainable and ongoing policies that prioritize primary and secondary teachers' mental health and well-being.

虽然对教师的心理健康和福祉进行了广泛的审查，但对基础教育教师，特别是拉丁美洲小学和中学教师的研究较少。本研究调查了在2019冠状病毒病大流行造成的危机期间影响哥伦比亚教师心理健康和福祉的压力源，以及他们用来解决所面临问题的应对机制。通过对36名在哥伦比亚中小学工作的教师的焦点小组收集定性数据。研究结果强调了先前存在的结构性和社会不平等对哥伦比亚教师心理健康和福祉的重大影响，特别是在脆弱性加剧的情况下。此外，复杂关系的存在、对自己角色的理想化认知以及个人因素都导致了他们幸福感的下降。研究结果还表明，教师通过跨越家庭、机构和个人领域的应对机制，应对疫情带来的多方面挑战，这些机制往往非常个人化。调查结果强调，必须实施可持续和持续的政策，优先考虑中小学教师的心理健康和福祉。

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引用次数: 0

Socio-academic interventions in primary and lower secondary education: A scoping review 小学和初中教育的社会学术干预：范围审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-26 DOI: 10.1016/j.ijedro.2025.100564

Stine Thygesen (PhD and Associate Professor), Maria Christina Secher Schmidt (PhD and Senior Associate Professor), Kenneth Reinecke Hansen (PhD and Associate Professor)

This scoping review highlights the intricate relationship between the social and academic dimensions of educational interventions. Spanning the subjects of mathematics, literacy and science in primary and lower secondary school (ages 5–15), the interventions actively integrate collaboration and inclusive practices to improve learning outcomes and enhance students’ social participation. The review further investigates how researchers describe, operationalise and evaluate the social and academic dimensions of socio-academic interventions, and how the two dimensions influence each other. Although the studies analysed vary greatly in terms of how they define and measure these dimensions, they consistently demonstrate that fostering strong socio-academic environments simultaneously benefits both dimensions. In addition, the dialogic interactions, physical activity and self-reflection covered in the studies exemplify how social engagement reinforces academic performance and vice versa. Despite a search yielding 557 articles, only 11 directly addressed both academic achievement and social skills and well-being, and of those 11, none closely explored how the two domains support each other. This shortfall underscores the need for more integrated research and for practices that promote students’ holistic development by connecting social and academic goals more effectively.

这一范围审查强调了教育干预的社会和学术维度之间错综复杂的关系。这些干预措施涵盖了小学和初中（5-15岁）的数学、识字和科学学科，积极整合协作和包容性实践，以改善学习成果，增强学生的社会参与。该综述进一步调查了研究人员如何描述、操作和评估社会学术干预的社会和学术维度，以及这两个维度如何相互影响。尽管所分析的研究在如何定义和衡量这些维度方面差异很大，但它们一致表明，培养强大的社会学术环境同时有益于这两个维度。此外，研究中涵盖的对话互动、身体活动和自我反思说明了社会参与如何增强学习成绩，反之亦然。尽管有557篇文章被搜索出来，但只有11篇文章直接提到了学术成就、社交技能和幸福感，而在这11篇文章中，没有一篇文章深入探讨了这两个领域是如何相互支持的。这一不足突出表明，需要更多的综合研究和实践，通过更有效地将社会目标和学术目标联系起来，促进学生的全面发展。

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引用次数: 0