ABSTRACT Integrating dogs into learning environments is becoming more prevalent as growing evidence demonstrates positive benefits of dogs on human functioning. To date, there is no known quantitative review of research that specifically investigates the impacts of dogs within school/classroom environments. We sought to fill this gap with a meta-analysis that includes a comprehensive search investigating the effects of dogs on learning with ele- mentary, middle, and high school students. Specific outcomes investigated were reading, social skills, and emotional/behavioral skills. In addition, we also sought to understand how characteristics of students and dogs and method- ological features facilitate the effects of animal-assisted learning on learning outcomes. After an extensive search for studies meeting specified inclusion criteria, data from 20 studies were extracted yielding 66 independent effect sizes. In general, results showed that the inclusion of dogs within learning environments produces positive learning outcomes for students. We conclude with limitations and implications of the review.

中文翻译：

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狗对学习的影响：元分析

摘要 随着越来越多的证据表明狗对人类功能的积极益处，将狗融入学习环境变得越来越普遍。迄今为止，还没有已知的定量研究专门调查狗在学校/课堂环境中的影响。我们试图通过一项荟萃分析来填补这一空白，其中包括一项全面的搜索，调查狗对小学、初中和高中学生学习的影响。调查的具体结果是阅读、社交技能和情感/行为技能。此外，我们还试图了解学生和狗的特征以及方法学特征如何促进动物辅助学习对学习成果的影响。在广泛搜索符合特定纳入标准的研究后，提取了 20 项研究的数据，产生了 66 个独立的效应量。总的来说，结果表明，在学习环境中加入狗会给学生带来积极的学习成果。我们总结了审查的局限性和影响。