Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students’ unique reasons for underachievement and the makeup of the intervention.

中文翻译：

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对学业成绩不佳的学生的干预措施：系统回顾和荟萃分析


尽管对学业成绩不佳的学生的干预措施进行了数十年的研究，但尚未出现明确的答案。综合现有的干预措施不仅可以帮助了解这些干预措施的总体有效性，还可以帮助了解可能调节这种有效性的因素。在当前的研究中，我们进行了系统回顾和荟萃分析，以检验干预措施对学业成绩不佳的学生的有效性，探讨对成绩和心理社会结果的影响。总体而言，53 项研究的结果表明，干预措施在提高成绩和心理社会结果方面具有一定的效果。主持人分析显示，干预效果因年级而异。讨论了对研究和实践的影响，特别是对精心设计的干预措施进行严格评估的必要性，考虑学生成绩不佳的独特原因与干预措施的构成之间的契合度。