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Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-02-05 Johnmarshall Reeve, Geetanjali Basarkod, Hye-Ryen Jang, Rafael Gargurevich, Hyungshim Jang, Sung Hyeon Cheon
Students involve themselves in learning activities multidimensionally, including behaviorally, cognitively, emotionally, and agentically. This multidimensional involvement predicts important outcomes, but it is also possible that each type of engagement might have its own specialized purpose or function. To investigate this possibility, we proposed and tested the specialized purpose hypothesis, which
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Using Decoding Measures to Identify Reading Difficulties: A Meta-analysis on English as a First Language Learners and English Language Learners Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-30 Miao Li, Shuai Zhang, Yuting Liu, Catherine Snow, Huan Zhang, Bing Han
Students with or at risk of reading difficulties (RD) benefit from accurate early identification and intervention. Previous research has employed various decoding measures to screen students for RD, but the criteria for identification have been inconsistent. Assessing students with RD is especially challenging in English Language Learners (ELLs), as vocabulary deficits can impact decoding. Additionally
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Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches J. Teach. Educ. (IF 3.1) Pub Date : 2025-01-30 Michelle Kwok, Eleanor Su-Keene, Ambyr Rios
Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings
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Interventions to Teacher Well-Being and Burnout A Scoping Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-28 Pauliina Avola, Tiina Soini-Ikonen, Anne Jyrkiäinen, Viivi Pentikäinen
Teacher burnout, stress, and turnover are increasing globally, underscoring the need to explore ways to reduce burnout and support teacher well-being. This scoping review identifies the contents, characteristics, and results of interventions to increase teacher well-being and reduce burnout. The search was conducted using two databases (Education Research Complete and ERIC). Out of 958 studies, 46
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Virtual avoidance: Examining STEM students' lower interest in online courses Internet High. Educ. (IF 6.4) Pub Date : 2025-01-28 Miranda M. McIntyre, Geoffrey Cui, Yunfei Hou
Online education is growing in popularity, yet online courses in science, technology, engineering, and mathematics (STEM) experience lower student satisfaction and higher attrition compared to non-STEM courses. This study explores differences in online course perceptions between STEM and non-STEM students and how these perceptions influence their intentions to enroll in future online courses. A sample
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Examining the Effects of Family-Implemented Literacy Interventions for School-Aged Children: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-25 Katlynn Dahl-Leonard, Colby Hall, Eunsoo Cho, Philip Capin, Garrett J. Roberts, Karen F. Kehoe, Christa Haring, Delanie Peacott, Alisha Demchak
There is considerable research evaluating the effects of family members implementing shared book reading interventions, especially during early childhood. However, less is known about the effects of family members providing instruction to help their school-aged children develop literacy skills, including both code-focused and meaning-focused skills that facilitate reading comprehension. The purpose
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The Virtual Reality in Your Head: How Immersion and Mental Imagery Are Connected to Knowledge Retention Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-24 Alex Barrett, Nuodi Zhang, Shiyao Wei
Immersive learning is predominantly constrained to technology-based interventions but has the potential for more diverse applications. This study reports on an experiment investigating the learning affordances of psychological immersion evoked by narrative absorption. A total of 228 participants were randomly assigned to one of three forms of media, an image, a word list, and a narrative, all of which
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Advancing Self-Reports of Self-Regulated Learning: Validating New Measures to Assess Students’ Beliefs, Practices, and Challenges Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-22 Allyson F. Hadwin, Ramin Rostampour, Philip H. Winne
Self-report measures are essential sources of information about learners’ studying perceptions. These perceptions also guide self-regulated learning (SRL) decisions and strategies in future studying. However, the development of self-report methods has not kept pace with other multi-modal methodological advancements, particularly in the field of self-regulated learning. The purpose of this study was
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Implementing Grand Challenges: A Case Study of Implementing Innovative Curricula Res. Sci. Educ. (IF 2.2) Pub Date : 2025-01-20 Rebecca R. Lesnefsky, Troy D. Sadler, David Fortus
In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this curriculum Grand Challenges (GC). The GC curriculum shifts from traditional methods to a focus on socio-scientific issues that resonate locally and globally and prepare students for
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Digital diaries supporting self-regulated learning during in-person and online transitions Internet High. Educ. (IF 6.4) Pub Date : 2025-01-20 Zui Cheng, Danyang Zhang, Shan Peng, Xinyi Xiong, Qixiu Xiong
The transition between online and in-person learning has become a recurring challenge in contemporary education, highlighting the need for effective strategies to support students' self-regulated learning (SRL) during these shifts. This study examines the impact of digital diaries on undergraduate students' perceived SRL skills during a critical transition from in-person to online learning. Using a
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Does professional development for online instruction improve student course outcomes? Internet High. Educ. (IF 6.4) Pub Date : 2025-01-19 Xuehan Zhou, Qiujie Li, Di Xu
With the fast expansion of online learning in higher education, institutions have increasingly offered and mandated faculty professional development (PD) programs focused on online instruction. However, the extent to which these PD programs indeed lead to improved students' online course performance remains largely unknown. This paper used a rigorous quasi-experimental approach to estimate the impact
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Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-18 Joachim Wirth, Xenia-Lea Weber-Reuter, Corinna Schuster, Jens Fleischer, Detlev Leutner, Ferdinand Stebner
Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive regulation skills acquired in combination with a specific
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An Individual Participant Data Meta-Analysis to Support Power Analyses for Randomized Intervention Studies in Preschool: Cognitive and Socio-Emotional Learning Outcomes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-14 Martin Brunner, Sophie E. Stallasch, Cordula Artelt, Oliver Lüdtke
There is a need for robust evidence about which educational interventions work in preschool to foster children’s cognitive and socio-emotional learning (SEL) outcomes. Lab-based individually randomized experiments can develop and refine such interventions, and field-based randomized experiments (e.g., cluster randomized trials) evaluate their effectiveness in real-world daycare center settings. Applying
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Unveiling Students’ Mental Models and Learning Demands: an Empirical Validation of Secondary Students’ Model Progression on Plant Nutrition Res. Sci. Educ. (IF 2.2) Pub Date : 2025-01-13 Oier Pedrera, Oihana Barrutia, José Ramón Díez
Identifying the mental models held by students has been widely emphasized as being a pivotal aspect of effective science education. In fact, it allows us to understand students’ conceptions, detect teaching-learning difficulties and tailor instruction accordingly. Hence, in this study, the plant nutrition mental models held by upper secondary students were investigated and empirically validated with
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Supervising, Coaching, and Preparing Dual Language Bilingual Education Teachers: A Collaborative Autoethnography J. Teach. Educ. (IF 3.1) Pub Date : 2025-01-13 Lisa M. Domke, Christian Valdez, Cathy Amanti
Feedback and preservice teachers’ (PSTs’) clinical practice/field experiences are vital for their learning. Understanding influences on field supervisors’ feedback is critical, especially for preparing dual language bilingual education (DLBE) teachers because it requires specialized knowledge—yet systematic guidelines and programs for DLBE teacher preparation are lacking. We conducted a collaborative
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Developing the Mental Effort and Load–Translingual Scale (MEL-TS) as a Foundation for Translingual Research in Self-Regulated Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-10 Tino Endres, Lisa Bender, Stoo Sepp, Shirong Zhang, Louise David, Melanie Trypke, Dwayne Lieck, Juliette C. Désiron, Johanna Bohm, Sophia Weissgerber, Juan Cristobal Castro-Alonso, Fred Paas
Assessing cognitive demand is crucial for research on self-regulated learning; however, discrepancies in translating essential concepts across languages can hinder the comparison of research findings. Different languages often emphasize various components and interpret certain constructs differently. This paper aims to develop a translingual set of items distinguishing between intentionally invested
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The Cronbach’s Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-09 Peter A. Edelsbrunner, Bianca A. Simonsmeier, Michael Schneider
Knowledge is an important predictor and outcome of learning and development. Its measurement is challenged by the fact that knowledge can be integrated and homogeneous, or fragmented and heterogeneous, which can change through learning. These characteristics of knowledge are at odds with current standards for test development, demanding a high internal consistency (e.g., Cronbach's Alphas greater
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Using Socioscientific Issues to Teach Argumentation to Year 7 Science Students in a low Socioeconomic Rural Australian School Res. Sci. Educ. (IF 2.2) Pub Date : 2025-01-07 Vaille Dawson
The Australian science curriculum is intended to enable school students to develop an understanding and curiosity about the way that science can assist them in making sense of the physical and technological world. In addition to understanding and communicating scientific knowledge and using inquiry processes, students also need to develop the skills to make evidence-based decisions about socio-ecological
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The Effect of Psychological Interventions on Statistics Anxiety, Statistics Self-Efficacy, and Attitudes Toward Statistics in University Students: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2025-01-06 Renata A. Mendes, Natalie J. Loxton, Nicholas G. Browning, Rebecca K. Lawrence
Psychological interventions offer a unique approach to enhancing the educational experience for university students. Unlike traditional teaching methods, these interventions directly address cognitive, emotional, and behavioural factors without requiring changes to course content, delivery methods, or involvement from the teaching team. This systematic review evaluated psychological interventions that
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Formation and Influence of Epistemic Norms in Integrated STEM Problem- Solving: a Study of Singapore Secondary Students’ STEM Inquiry Res. Sci. Educ. (IF 2.2) Pub Date : 2025-01-02 Jina Chang, Tang Wee Teo, Aik Ling Tan
Guiding students’ STEM problem solving entails dynamic processes driven by changes in real-world contexts. To understand these processes, we aimed to identify the formation and influence of ‘norms’ as shared behaviour patterns desirable in STEM problem-solving. To this end, 10 sessions of STEM lessons for secondary students were carried out, and we collected data comprising lesson observation videos
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Community of inquiry: A bridge linking motivation and self-regulation to satisfaction with E-learning Internet High. Educ. (IF 6.4) Pub Date : 2025-01-03 Mohammadreza Farrokhnia, Abbas Taghizade, Roshan Ahmadi, Pantelis M. Papadopoulos, Omid Noroozi
Learner satisfaction is a key metric that encapsulates the overall e-learning experience. While numerous studies have explored the “what” (i.e., the factors that predict satisfaction), there has been less focus on the “how” (i.e., the mechanisms through which these factors are associated to satisfaction). This study seeks to address this gap by elucidating how two key individual factors, motivation
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Stimulating teachers’ equity literacy through drama and theatre-based work forms: A systematic review Educ. Res. Rev. (IF 9.6) Pub Date : 2025-01-02 Alie Meedendorp, Marjolein Irene Deunk
As classrooms are becoming increasingly diverse, teachers often find themselves in a prominent position within initiatives to provide a safe learning environment with equal opportunities for every student in the classroom. This requires preparation for diversity and inclusion within teacher education. This systematic review explores the use of drama and theatre-based work forms in pre-service and in-service
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Considering Multiple Sources of Validity Evidence Can Help to Address Challenges in the Development of Pedagogical Content Knowledge (PCK) Multiple-Choice Items Res. Sci. Educ. (IF 2.2) Pub Date : 2024-12-26 Tobias Lieberei, Leroy Großmann, Virginia Deborah Elaine Welter, Dirk Krüger, Moritz Krell
The use of multiple-choice (MC) instruments to assess pedagogical content knowledge (PCK) has advantages in terms of test economy and objectivity, but it also poses challenges, for example, in terms of adequately capturing the intended construct. To help address these challenges, we developed and evaluated a new instrument to assess science teachers’ PCK of scientific reasoning in biology contexts
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Exploration of domains of educational purpose in K-12 data literacy education research Educ. Res. Rev. (IF 9.6) Pub Date : 2024-12-25 Janne Fagerlund, Lauri Palsa, Pekka Mertala
Digital data have an increasingly prominent role in various life sectors, ushering in an importance for data literacy education (DLE) in schools. To better understand the versatile educational purposes in this multifaceted topic for students' well-rounded development, this paper presents an in-depth scrutiny into “what DLE is for” in K-12 education. We utilized Gert Biesta's (2009) holistic account
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Message from the Editors Sociol. Educ. (IF 3.3) Pub Date : 2024-12-24 William Carbonaro, Anna R. Haskins
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The Distorting Influence of Primacy Effects on Reporting Cognitive Load in Learning Materials of Varying Complexity Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-12-23 Felix Krieglstein, Maik Beege, Lukas Wesenberg, Günter Daniel Rey, Sascha Schneider
In research practice, it is common to measure cognitive load after learning using self-report scales. This approach can be considered risky because it is unclear on what basis learners assess cognitive load, particularly when the learning material contains varying levels of complexity. This raises questions that have yet to be answered by educational psychology research: Does measuring cognitive load
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Inhibitory Control and Mathematical Ability in Elementary School Children: A Preregistered Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-12-21 Xiaoliang Zhu, Yixin Tang, Jiaqi Lu, Minyuan Song, Chunliang Yang, Xin Zhao
Mathematical ability is a crucial component of human cognitive function, which is defined as the ability to acquire, process, and store mathematical information. While many studies have documented a close relationship between elementary school children’s inhibitory control and their mathematical ability, existing empirical evidence remains controversial with some other studies showing a null correlation
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Effects of 6E-Based Learning on Students’ Academic Achievement, Higher-Order Thinking Skills, and Attitudes Towards STEM Res. Sci. Educ. (IF 2.2) Pub Date : 2024-12-19 Xuhua Li, Hongliang Ma, Hongchao Liu, Xiaofei Li, Yafei Hu, Bin Jing, Chunyan Feng
Photosynthesis is a crucial topic in life sciences and is intimately connected to human life. In this study, photosynthesis served as the context to examine the effects of 6E-based STEM learning strategies on tenth-grade students’ academic achievement, higher-order thinking skills, and attitudes towards STEM. Throughout the intervention of six biological lessons, a pretest-posttest non-equivalent group
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Using the History of Research on DNA to Teach NOS Res. Sci. Educ. (IF 2.2) Pub Date : 2024-12-19 Vetti Giri
Science education literature states that fostering students’ and teachers’ knowledge of NOS has shifted from being a desirable goal to an essential one. This article focuses on the development of NOS conceptions among MA Education students. To develop those conceptions, the researcher designed various learning activities in the context of ‘research of history on DNA’. Seven students were observed and
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A meta-analysis of the correlation between professional learning communities and teachers’ efficacy beliefs Educ. Res. Rev. (IF 9.6) Pub Date : 2024-12-19 Shengnan Liu, Yuning Wang, Hongbiao Yin
A burgeoning body of literature has explored the correlation between professional learning communities (PLCs) and teachers' efficacy beliefs (TEB). However, the findings are inconsistent, posing challenges to both theoretical understanding and practical implications of the roles of PLCs in education. Adopting a meta-analytical approach, this study synthesized data from 44 independent samples (N = 38
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A Meta-analysis of STEM Integration on Student Academic Achievement Res. Sci. Educ. (IF 2.2) Pub Date : 2024-12-17 Shuqi Zhou, Zehua Dong, Hui Hui Wang, Ming Ming Chiu
This meta-analysis examined whether learning outcomes differ (a) for STEM integration versus traditional instruction and (b) across STEM integration implementations. Based on 79 effect sizes from 40 studies of 15,577 students, those learning via STEM integration outperformed other students on academic achievement tests (g = 0.661; 95% CI [0.548, 0.774]). The effect sizes of STEM integration on achievement
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Personalization through adaptivity or adaptability? A meta-analysis on simulation-based learning in higher education Educ. Res. Rev. (IF 9.6) Pub Date : 2024-12-17 Olga Chernikova, Daniel Sommerhoff, Matthias Stadler, Doris Holzberger, Michael Nickl, Tina Seidel, Enkelejda Kasneci, Stefan Küchemann, Jochen Kuhn, Frank Fischer, Nicole Heitzmann
This meta-analysis builds on 217 empirical studies in higher education and investigates the role of the different forms of adaptivity and adaptability as personalization strategies in simulation-based learning environments for complex skills in higher education. The strategies used to personalize scaffolding and task progression were the central point in this meta-analysis. We identified conditions
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Curricular Differentiation and Informal Networks: How Formal Grouping and Ranking Practices Shape Friendships among Students in College Sociol. Educ. (IF 3.3) Pub Date : 2024-12-17 Wesley Jeffrey
This study draws on complete friendship network data on two first-year biological sciences cohorts at a selective university in the United States to investigate how and to what extent allocating students to curricular groups and grading their performance in class shape (1) processes of friend selection at the dyadic level and (2) friendship clustering at the network level. Through a set of stochastic
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Does combining real and virtual experiments improve learning achievement in physics? Evidence from a meta-analysis (2001–2021) Educ. Res. Rev. (IF 9.6) Pub Date : 2024-12-16 Xiao-Ming Wang, Xiao-Han Yu, Dan-dan Yu, Gwo-Jen Hwang, Min Lan
In physical experiment teaching, real experiments can provide students with practical experience and foster their operation concepts and skills, but the efficiency is low and many uncertain factors exist. In comparison, virtual experiments can visualize abstract concepts and improve the success rate of the experiments, but they cannot provide students with real experience or sufficient training of
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The cognitive profile of adults with low literacy skills in alphabetic orthographies: A systematic review and comparison with developmental dyslexia Educ. Res. Rev. (IF 9.6) Pub Date : 2024-12-16 Réka Vágvölgyi, Kirstin Bergström, Aleksandar Bulajić, Jascha Rüsseler, Tânia Fernandes, Michael Grosche, Maria Klatte, Falk Huettig, Thomas Lachmann
Dealing with text is crucial in modern societies. However, not everyone acquires sufficient literacy skills during school education. This systematic review summarizes and synthesizes research on adults with low literacy skills (ALLS) in alphabetic writing systems, includes results from behavioral and neurobiological studies, and compares these findings with those on developmental dyslexia given that
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Scientific Toys in Early Childhood Settings: Teaching and Learning About Light and Shadows Res. Sci. Educ. (IF 2.2) Pub Date : 2024-12-13 Glykeria Fragkiadaki, Eirini-Maria Frangedaki, Iro Zachariadi, Vasilia Christidou
A growing body of empirical studies in the field of early childhood science education suggests play as a dynamic means to engage young children with the natural world and create the conditions for children’s learning and development in science. Although our understanding of play in science as an activity deepens, we still do not know much about the dynamics of scientific toys in science teaching and
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Cripistemologies of Teacher Education: Centering Disabled Ways of Knowing in Learning to Teach J. Teach. Educ. (IF 3.1) Pub Date : 2024-12-13 Molly Baustien Siuty, Kathryn M. Meyer
Extant research demonstrates the deeply embedded intersections of racism and ableism in school systems. In response, researchers have proposed DisCrit Classroom Ecology as a framework for teaching and learning that rejects the deficit positioning of multiply-marginalized students and reimagines schooling to amplify their assets. However, little is known about the enactment of these pedagogies by disabled
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Fostering Knowledge and Awareness about Healthy Nutrition through Science-based Educational Escape Games Res. Sci. Educ. (IF 2.2) Pub Date : 2024-12-11 Miri Barak, Tal Yachin
The prevalence of diseases stemming from poor nutrition emphasizes the importance of educating people about healthy eating habits. One approach to achieving this is through educational escape games, which embody the features of a situated learning environment. Utilized the situated learning theory as a theoretical and methodological framework, the goal of our study was to examine the role of science-based
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School ACTIVE, brain active: A meta-analysis and meta-regression on chronic school physical activity effects on cognitive performance in children and adolescents Educ. Res. Rev. (IF 9.6) Pub Date : 2024-12-10 Júlio B. Mello, Rochelle Rocha Costa, Fernando Flores da Silva, Ricardo Martins, Carlos Cristi-Montero
To describe the chronic physical activity at school effects on children and adolescents' cognitive performance, examining different types of intervention in the school environment.
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Teaching via LLM-enhanced simulations: Authenticity and barriers to suspension of disbelief Internet High. Educ. (IF 6.4) Pub Date : 2024-12-10 Longwei Zheng, Fei Jiang, Xiaoqing Gu, Yuanyuan Li, Gong Wang, Haomin Zhang
As an innovative method in professional training, simulation-based learning (SBL) has been introduced into teacher education, providing pre-service teacher candidates with experiential learning opportunities. This study explores the efficacy of SBL using large language models (LLMs) to enhance teacher training, focusing on learners' suspension of disbelief (SoD). As a highly advanced form of generative
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Sent out, Kept In: Detainment-Based Discipline in a Public High School Sociol. Educ. (IF 3.3) Pub Date : 2024-12-07 Karlyn J. Gorski
Exclusionary discipline receives considerable scholarly attention, but the concept homogenizes practices that rely on the physical detainment of youth, such as in-school suspension, and practices that do not, such as out-of-school suspension. In this article, I argue that school discipline should be evaluated not only on the basis of whether it is exclusionary but also whether it is detainment-based
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A Scoping Review of the Associations Between Sense of Belonging and Academic Outcomes in Postsecondary Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-12-02 Carlton J. Fong, Semilore F. Adelugba, Melissa Garza, Giovanna Lorenzi Pinto, Cassandra Gonzales, Pedram Zarei, Christopher S. Rozek
Given the theorized importance of college belonging for academic success, we conducted a scoping review of studies examining relationships between sense of belonging and academic achievement and persistence for postsecondary students. In our scoping review, we included 69 reports (78 unique samples) published between 2003 and 2023. We observed an unexpected level of heterogeneity among the associations
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Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-12-02 Héfer Bembenutty, Anastasia Kitsantas, Maria K. DiBenedetto, Allan Wigfield, Jeffrey A. Greene, Ellen L. Usher, Mimi Bong, Timothy J. Cleary, Ernesto Panadero, Carol A. Mullen, Peggy P. Chen
This tribute celebrates the unwavering dedication and contributions of Dale H. Schunk to educational psychology. His research has fundamentally transformed how school-based practitioners support student learning. By pioneering effective teaching strategies and interventions, he has called educators to create dynamic learning environments that cultivate students’ self-efficacy beliefs and self-regulated
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Analysing the Quality of Risk-Focused Socio-Scientific Arguments on Nuclear Power Using a Risk-Benefit Oriented Model Res. Sci. Educ. (IF 2.2) Pub Date : 2024-11-28 Jong-Uk Kim, Da Yeon Kang, Chan-Jong Kim
Literature has emphasised the need for SSI education to systematically address the risks produced by modern society. This study examines the quality of risk-focused, socio-scientific arguments generated by 22 elementary students in South Korea, concerning nuclear power. Participants read two articles with opposing views on the nuclear phase-out policy and constructed written arguments to justify their
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Information flow solipsism in canvas: An exploration of student privacy awareness Internet High. Educ. (IF 6.4) Pub Date : 2024-11-29 Meghan L. Dowell, Spencer P. Greenhalgh
The proliferation of learning analytics (LA) in higher education has relied on data from learning management systems (LMS) like Canvas and Blackboard. Despite widespread LMS usage, students often lack clarity on what specific data is collected and who has access to it. This study explores undergraduate students' understanding of data collection practices within the Canvas LMS. We analyzed survey responses
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Scaling up online professional development through institution-initiated blended learning programs in higher education Internet High. Educ. (IF 6.4) Pub Date : 2024-11-28 Jingjing Zhang, Yicheng Huang, Fati Wu, Wei Kan, Xudong Zhu
The impact of Covid-19 has significantly accelerated the digital transformation in higher education worldwide. This study investigates how digital transformation changes the instructional design and implementation of large-scale blended learning programs for better learner experiences. It emphasizes the significance of diverse stakeholders' engagement in institution-initiated blended programs to promote
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Month of Birth, Early Academic Achievement, and Parental Expectations of University Completion: A New Test on Sticky Expectations Sociol. Educ. (IF 3.3) Pub Date : 2024-11-26 Fabrizio Bernardi, Manuel T. Valdés
Previous studies have shown that educational expectations of individuals with high socioeconomic status (SES) are relatively unaffected by low academic performance, a phenomenon called “sticky expectations.” However, this result might be biased by endogeneity and reverse causality between academic achievement and educational expectations. Using data from the Trends in International Mathematics and
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Deciding (not) to Become a STEM Teacher: Career Changers’ Perspectives on Student Behaviour, Teacher Roles, Teacher Education, and the Social Value of the Profession Res. Sci. Educ. (IF 2.2) Pub Date : 2024-11-25 Erin Siostrom
Ongoing shortages of science, technology, engineering, and mathematics (STEM) teachers have prompted policy aimed at recruiting career change teachers as a solution. However, little is known about what deters career changers from becoming STEM teachers. This gap is explored through interviews with nine career changers who contemplated, but decided against a career change to STEM teaching. Inductive
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The Role of Schooling in Equalizing Achievement Disparity by Migrant Background Sociol. Educ. (IF 3.3) Pub Date : 2024-11-21 Giampiero Passaretta, Jan Skopek
Does schooling equalize achievement disparities among students with and without a migrant background? This question remains largely unanswered in sociology. We hypothesized that children of migrants would benefit more from schooling, thereby making schools engines of educational integration. Our study tests this hypothesis in the context of German primary schooling using data from the National Educational
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On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-11-19 Rebecca Covarrubias
Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling “accepted” by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins
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Promoting university students' situational engagement in online learning for climate education Internet High. Educ. (IF 6.4) Pub Date : 2024-11-19 Elisa Vilhunen, Veli-Matti Vesterinen, Mikko Äijälä, Janne Salovaara, Joula Siponen, Jari Lavonen, Katariina Salmela-Aro, Laura Riuttanen
Disengagement in online learning is known to pose a risk to student learning and wellbeing. In this paper, we first introduce the development and implementation process of a set of online university climate education courses aimed at enhancing student situational engagement through diverse learning activities. Second, engagement (conceptualized here as the co-occurrence of interest, skill, and challenge
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Enhancing student engagement in online collaborative writing through a generative AI-based conversational agent Internet High. Educ. (IF 6.4) Pub Date : 2024-11-17 Wanqing Hu, Jirong Tian, Yanyan Li
Promoting student engagement in online collaborative writing (OCW) activities has been a critical concern for educators. Previous research has attempted to design conversational agents (CAs) utilizing retrieval-based models to engage students in collaborative learning. However, few studies have yet explored the design of CAs for OCW based on generative AI (GAI) models. Researchers are calling for investigations
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Data literacy of principals in K–12 school contexts: A systematic review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-11-16 Jihyun Lee, Dennis Alonzo, Kim Beswick, Cherry Zin Oo, Daniel W.J. Anson, Jan Michael Vincent Abril
This systematic review aims to clarify the concept of principals' data literacy and its various components. After examining 56 empirical studies, we have defined principals' data literacy and identified 63 specific indicators, organized into seven dimensions. Our findings highlight the complex tasks and responsibilities principals undertake to effectively lead with data. Although some data-related
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Linking Disparate Strands: A Critical Review of the Relationship Between Creativity and Education Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-11-15 Bruce S. Rawlings, Sarah J. Cutting
Whether schools help or hinder creativity is a topic of vibrant, international debate. Some contend that the focus on structure, rote learning and standardised assessments associated with formal education stifles children’s creativity. Others argue that creativity, much like numeracy or literacy, is a skill that can be taught, and educational settings provide optimal contexts for children to learn
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What Matters For Mentors As Knowledge Mobilizers: Are They Easy Riders? J. Teach. Educ. (IF 3.1) Pub Date : 2024-11-15 Lily Orland-Barak, Cheryl J. Craig, Valerie Hill-Jackson
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The paradox of self-efficacy and technological dependence: Unraveling generative AI's impact on university students' task completion Internet High. Educ. (IF 6.4) Pub Date : 2024-11-14 Ling Zhang, Junzhou Xu
In the era of proliferating artificial intelligence (AI) technology, generative AI is reshaping educational landscapes, prompting a critical examination of its influence on students' learning processes and their self-efficacy amid concerns over growing technological dependence. This study investigates the nuanced relationship between generative AI use and university students' self-efficacy and technological
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Complicating the “Suburban Advantage”: Examining Racial and Gender Inequality in Suburban and Urban School Settings Sociol. Educ. (IF 3.3) Pub Date : 2024-11-14 Emily E. N. Miller, Alejandro Schugurensky
This article investigates the racial and gender dynamics of educational inequality in suburban public schools in the United States during an era of rapid demographic change. As suburban schools transition from predominantly White enclaves to more diverse settings, it is unclear to what extent the popular narrative of “suburban advantage” holds for newcomers. Using a longitudinal data set of majority
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Exploring the Nature-Creativity Connection Across Different Settings: A Scoping Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-11-12 Dianne A. Vella-Brodrick, Kelsey J. Lewis, Krystina Gilowska
The widespread benefits of creativity have become more salient in recent years. This has led to scholarly interest in finding ways to foster creativity. Nature immersion may be one way to enhance creativity, particularly as many individuals involved in creative pursuits have found nature to be a source of inspiration and a haven for restoration. Using the Preferred Reporting Items for Systematic Reviews
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Using learning progress monitoring to promote academic performance? A meta-analysis of the effectiveness Educ. Res. Rev. (IF 9.6) Pub Date : 2024-11-12 Amelie Fuchs, Anika Radkowitsch, Daniel Sommerhoff
Individualised learner-centred teaching requires the continuous monitoring of students’ individual learning progress. A promising approach that uses recurrent short tests to measure individual learning progress and report the progress to teachers (and students) is learning progress monitoring (LPM). Although some findings suggest that LPM may positively impact student performance, there is also a large
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Conceptualization, measurement, predictors, outcomes, and interventions in digital parenting research: A comprehensive umbrella review Educ. Res. Rev. (IF 9.6) Pub Date : 2024-11-12 Cheng Yong Tan, Qianqian Pan, Sisi Tao, Qianru Liang, Min Lan, Shihui Feng, Hoi Shan Cheung, Dian Liu
Digital parenting is being enacted in a rapidly digitalized context and it impacts different children's outcomes. The present study employs an umbrella review involving 31 reviews to derive insights on different aspects of relationships between digital parenting and child development. Results showed that digital parenting had been conceptualized as comprising three dimensions (parental mediation, parents'