【SSCI】教育学顶刊《Educational Research Review》最新论文推送（2025年07月）

《Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023》

《社交机器人对儿童语言发展影响的元分析：来自 2003-2023 年 20 年研究的启示》

作者： Xinghua Wang · Linlin Li · Qiyun Wang · Baichang Zhong · Yaqian Xu

英文摘要： Robotics technologies powered by artificial intelligence are revolutionizing language learning, particularly for children who are at critical stages of language development. With the increasingly prevalent use of social robots in children's language acquisition, however, a comprehensive understanding of their effectiveness in this regard remains lacking. To address this gap, this study conducted a meta-analysis of 27 empirical publications spanning two decades from 2003 to 2023, involving 70 effect sizes and 1544 participants. The results revealed a moderate to large positive effect of social robots on children's language learning, especially for the affective dimension in social robot-assisted language learning (SRALL). The influence of social robots on language learning was moderated by the demographical factor (school levels), research designs (social robots' roles, language skills, intervention duration, language types, and control conditions), and social robot characteristics. For instance, older learners achieved higher cognitive outcomes, while younger learners showed greater affective gains. Moderately extended exposure to social robots could lead to increased effectiveness, although the impact varied depending on robot roles and the language skills targeted. Social robots were particularly useful for the improvement of speaking and mixed skill sets. While SRALL did not significantly outperform the control conditions in the cognitive dimension, it demonstrated significant advantages in the affective dimension. Additionally, anthropomorphic robots showed a higher effect size than cartoon-like robots. These findings contribute to child-robot interaction research and practice by informing the design of social robots and the development of pedagogy in supporting children's language learning.

中文摘要： 由人工智能驱动的机器人技术正在革新语言学习，特别是对于处于语言发展关键阶段的儿童。然而，随着社交机器人在儿童语言习得中的应用越来越普遍，人们对其在儿童语言习得中的作用还缺乏全面的了解。为了弥补这一不足，本研究对 2003-2023 年间的 27 篇实证文献进行了元分析，涉及 70 个效应量和 1544 名参与者。结果表明，社交机器人对儿童的语言学习有中等到较大的积极影响，特别是在社交机器人辅助语言学习的情感维度上。社交机器人对语言学习的影响受到人口统计学因素 (学校层次)、研究设计 (社交机器人的角色、语言技能、干预时间、语言类型和控制条件) 和社交机器人特征的调节。例如，年长的学习者获得了更高的认知成果，而年轻的学习者表现出更大的情感收获。适度延长接触社交机器人的时间可以提高效率，尽管影响因机器人的角色和目标语言技能而异。社交机器人在提高说话和混合技能方面特别有用。Sral 在认知维度上没有显著优于控制条件，但在情感维度上显示出显著的优势。此外，拟人机器人表现出更高的效果大小比卡通类机器人。这些发现有助于儿童与机器人互动的研究和实践，为社交机器人的设计和支持儿童语言学习的教学法的发展提供参考。

https://doi.org/10.1016/j.edurev.2025.100702

《The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review》

《教育活动对社会科学与人文学科职业认同形成的影响：一个范围述评》

作者： Joram Pach · Malou Stoffels · Linda Schoonmade · Erik van Ingen · Rashmi A. Kusurkar

英文摘要： Higher education programs increasingly emphasize professional identity formation (PIF) within their curricula, particularly in fields such as medicine and teacher education. Programs in social sciences and humanities (SSH) also increasingly recognize their role in preparing students for professional futures, yet knowledge on PIF in these disciplines is less integrated into the body of literature. This scoping review synthesizes knowledge regarding the impact of various educational activities on PIF within SSH programs. A comprehensive search identified 63 relevant studies. Educational activities within SSH programs were observed to contribute to PIF across three settings: classrooms and coursework, real-life projects, and internships. Three student outcomes emerged through which these activities impact PIF: formation of images of professions, experiential learning in professional contexts, and self-reflection on professional positioning. However, the fact that SSH disciplines typically are less clearly connected to specific professions, compared to medical and teaching education, complicates PIF. Furthermore, substantial variation between disciplines exists within SSH disciplines as well. The article presents a model that helps to understand how the relationship between activities enhancing professional identity (PI) and student outcomes depends on context. The model builds on the assumption that the application and effects of PI-enhancing activities can be assessed using four parameters: learning environment, student role, relevance of knowledge and support. These parameters are embedded within configurations connecting education and professional field that vary according to discipline, educational stage, professional requirements, faculty attributes, and individual student conditions. This preliminary model warrants validation through further research and holds potential to inform research and curriculum design.

中文摘要： 高等教育项目越来越强调职业认同形成 (PIF) 在他们的课程，特别是在领域，如医学和教师教育。社会科学和人文学科 (SSH) 的课程也越来越认识到它们在为学生的职业前途做准备方面的作用，然而这些学科中有关 PIF 的知识在文献中的整合程度较低。这个范围审查综合了关于 SSH 项目中各种教育活动对 PIF 的影响的知识。全面检索确定了 63 项相关研究。SSH 项目中的教育活动被观察到在三种情况下对 PIF 有贡献：课堂和课程作业、真实生活项目和实习。这些活动对 PIF 产生影响的三个学生成果是：职业形象的形成、职业背景下的经验学习和对职业定位的自我反思。然而，与医学和教学教育相比，SSH 学科通常与特定职业的联系不那么明确，这一事实使得 PIF 更加复杂。此外，SSH 学科内部也存在学科之间的实质性差异。本文提出了一个模型，有助于理解增强职业认同的活动 (PI) 与学生成果之间的关系如何依赖于情境。该模型建立在这样一个假设之上： pi 增强活动的应用和效果可以通过四个参数进行评估：学习环境、学生角色、知识的相关性和支持。这些参数嵌入在连接教育和专业领域的配置中，这些配置根据学科、教育阶段、专业要求、教师属性和学生个人情况而变化。这个初步的模型需要通过进一步的研究来验证，并且具有为研究和课程设计提供信息的潜力。

https://doi.org/10.1016/j.edurev.2025.100704

《The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis》

《教师自我效能感与学生学业成绩的关系：系统综述与元分析》

作者： Kang Ma · Michael Cavanagh · Junhua Zhang · Muhammad Chutiyami

英文摘要：This meta-analysis includes 71 studies representing 254619 teachers and the academic performance of their students. The results indicate significant but small effect sizes for overall TSE constructs on academic performance, r from 0.063 to 0.192. The two largest effect sizes are between overall TSE for subject teaching and overall TSE, outperforming the personal and general efficacy (Gibson & Demo, 1984). Effect sizes of TSE for instructional strategies and classroom management outperformed that for student engagement. The strength between these two constructs does not change with the grade taught and that based on objective academic scores as student outcomes tend to have higher correlation coefficients associated with overall TSE and personal TSE. Limitations and implications are discussed.

中文摘要：这项荟萃分析包括 71 项研究，代表 254619 名教师及其学生的学业表现。结果表明，总体 TSE 结构对学业成绩有显著但较小的影响，r 从 0.063 到 0.192。两个最大的效果大小是介于整体 TSE 之间的科目教学和整体 TSE，超过个人和一般效能 (吉布森和 Demo，1984)。TSE 对教学策略和课堂管理的影响大于对学生参与的影响。这两个结构之间的强度不会随着教学年级的变化而变化，并且基于客观学业成绩的学生结果往往与整体 TSE 和个人 TSE 有更高的相关系数。局限性和影响进行了讨论。

https://doi.org/10.1016/j.edurev.2025.100701

《From Teacher Motivation to Teaching Behaviour: A Systematic Review of the Mediating Processes》

《从教师动机到教学行为：中介过程的系统综述》

作者： Rebecca Lazarides · Ulrich Schiefele · Martin Daumiller · Markus Dresel

英文摘要：Teacher motivation plays a key role in achieving a high instructional quality. However, there is a clear need for more detailed research on the underlying mechanisms that link teacher motivation to high-quality instruction. In this systematic literature review, we synthesize existing empirical work examining the intrapersonal processes mediating the relations between teacher motivation and teaching behaviour. Our review includes empirical work referring to core teacher motivation theories (social cognitive theory, situated expectancy-value theory, self-determination theory, and achievement goal theory). Following PRISMA guidelines, literature research in PsycINFO, Web of Science, and Scopus yielded an initial sample of 1607 records. After screening all records, 16 studies remained as eligible. Results of the review show that mediational processes between teacher motivation and teaching behaviour have not yet been addressed sufficiently. Studies focus more on teachers' self-efficacy and goals and the processes linking these to teaching behaviours rather than on teachers' value beliefs. Based on this review, we propose a heuristic model explaining how and why different components of teacher motivation relate to specific teaching behaviours. This model and the underlying findings are of practical relevance, as they indicate that teachers’ self-efficacy and goals foster important cognitive (e.g., setting of evaluation standards), emotional (e.g., experience of certain emotions), and behavioural (e.g., engagement) processes relating to teaching behaviour. This implies that teacher education and training should focus simultaneously on these processes and the underlying competence beliefs and goals to enhance teaching quality.

中文摘要：教师的教学动机是影响教学质量的重要因素。然而，显然有必要对教师动机与高质量教学之间的潜在机制进行更详细的研究。在这篇系统的文献综述中，我们综合了已有的实证研究，检验了教师动机和教学行为之间的内在过程。我们的综述包括参考核心教师动机理论 (社会认知理论、情境期望价值理论、 self-determination theory 和成就目标理论) 的实证研究。根据 PRISMA 的指导方针，PsycINFO、 Web of Science 和 Scopus 中的文献研究产生了 1607 条记录的初始样本。筛选所有记录后，仍有 16 项研究符合条件。审查结果表明，教师动机和教学行为之间的中介过程尚未得到充分解决。研究更多地关注教师的自我效能和目标，以及将这些与教学行为联系起来的过程，而不是教师的价值信念。在此基础上，我们提出了一个启发式模型来解释教师动机的不同组成部分如何以及为什么与具体的教学行为相关。该模型及其基本发现具有实践意义，因为它们表明教师的自我效能感和目标促进了与教学行为相关的重要认知过程 (如评价标准的设定)、情感过程 (如某些情绪的体验) 和行为过程 (如参与)。这意味着教师教育和培训应同时关注这些过程和潜在的能力信念和目标，以提高教学质量。

https://doi.org/10.1016/j.edurev.2025.100703

《Measuring Spelling Skills: A Meta-Analysis of the Convergence of Dictation and Error Detection Tasks》

《拼写技能测量：听写任务与错误检测任务融合的元分析》

作者： Darius Endlich · Wolfgang Lenhard · Peter Marx · Tobias Richter

英文摘要：Accurate spelling is essential for academic and professional achievement. Developing cost-effective assessments to provide early support for children experiencing difficulties with spelling is crucial. In the past, dictations have been the primary method for measuring spelling skills. However, given that reading and spelling rely on shared orthographic knowledge, detecting spelling errors might serve as a more efficient assessment approach. Recently, passive formats have gained prominence such as error identification tests or multiple-choice formats, which can be administered digitally. This study aimed to examine the relationship between active and passive methods of spelling assessment in a meta-analysis while examining potential moderators. A multilevel meta-analysis was conducted, utilizing 27 studies with 69 samples and 113 correlations. A strong positive overall correlation of = .77, 95 % CI [.74, .80] was found. Stimulus material and various forms of active and passive methods for assessing spelling skills significantly influenced the relationship as moderators, whereas grade level had no impact. No evidence of publication bias was detected. The positive relationship between active and passive methods of spelling assessment supports their interchangeable use in practice. As the number of primary studies increases, future meta-analyses could explore further moderators that may influence the strong overall correlation.

中文摘要：正确的拼写对于学术和专业成就至关重要。开展具有成本效益的评估，为遇到拼写困难的儿童提供早期支助至关重要。在过去，听写一直是衡量拼写技能的主要方法。然而，鉴于阅读和拼写依赖于共享的拼写知识，检测拼写错误可能是一种更有效的评估方法。近年来，被动测试格式得到了重视，如错误识别测试或多项选择题格式，这些格式可以通过数字方式进行管理。本研究旨在通过元分析探讨拼写评估的主动和被动方法之间的关系，同时考察潜在的调节变量。我们进行了一个多水平的荟萃分析，利用了 27 个研究，69 个样本和 113 个相关性。强烈的正相关性 = .77,95% CI [.74，.80] 被发现。刺激材料和各种形式的主动和被动的方法评估拼写技能显着影响的关系作为调节剂，而年级水平没有影响。没有发现发表偏倚的证据。主动和被动的拼写评估方法之间的积极关系支持它们在实践中的互换使用。随着初步研究数量的增加，未来的荟萃分析可以进一步探讨可能影响强相关性的调节因子。

https://doi.org/10.1016/j.edurev.2025.100706

《Active Learning Strategies in Video Learning: A Meta-Analysis》

《视频学习中主动学习策略的元分析》

作者： Yi Zhang · Rongna Li · Zhongling Pi · Jiumin Yang

英文摘要： Active learning strategies embedded in video content have become increasingly prominent tools for enhancing learners' educational experiences. However, the literature offers varied results concerning their effectiveness. In this research, we conducted a series of meta-analyses to assess the influence of active learning strategies on learners' motivation, cognitive load, and learning performance. On the basis of our criteria, 46 articles were included, encompassing 54 studies comparing active strategies with passive video watching. Most of these studies (74 %) were conducted between 2019 and 2025 and focused primarily on adults (93 %) and STEM disciplines (75 %), with embedded questions being the most common strategy (46 %). The meta-analysis results revealed that active learning strategies had a significant positive effect on learning performance, including retention (k = 24, g = 0.33), comprehension (k = 33, g = 0.28) and transfer (k = 24, g = 0.43), and increased motivation (k = 8, g = 0.15) and cognitive load (k = 19, g = 0.19). Additionally, our moderator analysis revealed that learners’ characteristics (i.e., age) and video attributes (i.e., pace, setting) significantly influenced the outcomes associated with active learning strategies. This research, grounded in various theoretical frameworks, highlights the potential of active learning strategies to increase the efficiency and quality of video-based education.

中文摘要： 嵌入在视频内容中的主动学习策略已经成为增强学习者教育体验的日益突出的工具。然而，文献提供了关于其有效性的不同结果。在本研究中，我们进行了一系列的元分析来评估主动学习策略对学习者的学习动机、认知负荷和学习成绩的影响。根据我们的标准，纳入了 46 篇文章，包括 54 项比较主动策略和被动视频观看的研究。这些研究大部分 (74%) 是在 2019 年至 2025 年期间进行的，主要集中在成人 (93%) 和 STEM 学科 (75%) ，嵌入式问题是最常见的策略 (46%)。元分析结果显示，主动学习策略对学习成绩有显著正向影响，包括保持 (k = 24，g = 0.33)、理解 (k = 33，g = 0.28) 和迁移 (k = 24，g = 0.43) ，动机 (k = 8，g = 0.15) 和认知负荷 (k = 19，g = 0.19) 增加。此外，我们的调节器分析显示，学习者的特征 (如年龄) 和视频属性 (如节奏、设置) 显著影响与积极学习策略相关的结果。本研究以各种理论框架为基础，强调主动学习策略在提高视频教育效率和质量方面的潜力。

https://doi.org/10.1016/j.edurev.2025.100708

《The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review》

《高等教育目标设置与目的导向的概念化：一个系统的文献综述》

作者： Kõue Heintalu · Katrin Saks · Natalia Edisherashvili · Izaak Dekker

英文摘要：Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2×2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.

中文摘要：学生目标在高等教育的实践和理论中都起着至关重要的作用，尤其是在理解和提高学生的学习动机方面。然而，在概念层面上，目标是通过单独和孤立的框架来研究的，这使得从业人员和研究人员有效结合两种学术流派的见解的能力变得复杂。本系统综述旨在全面考察和描述 2018 年以来高等教育背景下目标设置与目的导向研究所使用的框架 (198 项研究)、概念区别与特征 (48 项研究)。入选分析的研究必须讨论学生的学习过程、目标设定和目的导向，并以英文发表在学术期刊上。目标设定理论是最常用的目标设定概念，而成就目标理论 (2 × 2 模型) 则是最常用的目的导向。总结性内容分析表明，目标设置框架主要强调目标本身的概念，包括目标的结构、目标承诺、实施意图以及实现目标的过程。相比之下，目的导向框架更深入地挖掘了驱动目标追求的潜在动机，探索了相关的态度，解决了具体的教育目标和策略，情感因素，以及个人为其结果设定的详细标准。由于这些理论的互补性，我们提出了一个整合的目标设置与定向理论 (IGSO) ，它有助于研究和理解目标追求动机与目标设置、监控和评估之间的关系。

https://doi.org/10.1016/j.edurev.2025.100709

《Characteristics of Interprofessional Collaboration Between Educational Psychological Services and Schools: A Scoping Review》

《教育心理服务与学校跨专业合作特征研究述评》

作者： Helene Hallaråker · Elisabeth Hesjeda · Christian Brandmo

英文摘要： Interprofessional collaboration is the preferred working approach for supporting children with special educational needs. Furthermore, educational psychology services (EPS) have been identified as a significant means of realizing the ideals of inclusive education for at-risk children. However, the literature on interprofessional collaboration is highly dominated by research in healthcare context with limited focus on educational settings. To address this gap, this scoping review provides an overview of research on interprofessional collaborations in educational settings, specifically between EPS and primary and lower secondary schools. A systematic search was conducted in the PsycINFO, Pro Quest, and Web of Science databases yielding 1212 references. After screening, 156 references were reviewed in full text and 46 records were included in the final sample. These records included a wide range of methodologies (qualitative, quantitative, and mixed methods) and document types (articles, doctoral theses, and handbook chapters). After extraction and analysis, our results revealed inconsistent terminology related to interprofessional collaboration and identified three levels of rationale for collaboration: individual, systemic, and a combination of both. Organizational issues were the most commonly reported challenges. Notably, few studies incorporated the perspectives of children and caregivers, and there was limited exploration of student outcomes. We conclude this review by providing implications for future research.

中文摘要： 跨专业合作是支持有特殊教育需要的儿童的首选工作方式。此外，教育心理服务 (EPS) 已被确定为实现高危儿童全纳教育理想的重要手段。然而，关于跨专业合作的文献主要集中在医疗保健方面的研究，而对教育环境的关注有限。为弥补这一差距，本范围审查提供了关于教育环境中跨专业合作的研究概述，特别是 EPS 与小学和初中之间的合作。在 PsycINFO、 proquest 和 Web of Science 数据库中进行了系统搜索，产生了 1212 个参考文献。筛选后，156 篇参考文献被全文复习，46 篇记录被纳入最终样本。这些记录包括广泛的方法 (定性、定量和混合方法) 和文档类型 (文章、博士论文和手册章节)。经过提取和分析，我们的结果揭示了与跨专业合作相关的不一致的术语，并确定了合作的三个基本层次：个人、系统和两者的结合。组织问题是最常见的挑战。值得注意的是，很少有研究纳入了儿童和照顾者的观点，而且对学生结果的探索有限。我们通过提供对未来研究的启示来总结这篇综述。

https://doi.org/10.1016/j.edurev.2025.100707

《Understanding the use of physical computing in K-12 education: A systematic literature review》

《理解物理计算在 k-12 教育中的应用：一个系统的文献综述》

作者： Katherine Vergara · Pedro O. Rossel · Valeria Herskovic

英文摘要：Physical computing is a field that involves the use of sensors, actuators, and microcontrollers to build systems that interact with the environment. This approach has been used in education, particularly to teach computer science, programming, computational thinking, and design concepts. This systematic review explores the use of physical computing in K-12 education, with a focus on what educational interventions are like, how they are assessed, their effects, and how students experience them. We included 43 scientific studies that describe the methodology and assessment process used in the intervention. We found that physical computing interventions have three types of expected educational outcomes: to learn physical computing itself, to improve other learning outcomes, or to improve attitudinal variables. The interventions use a variety of educational methods to achieve their goals; as well as a variety of instruments to measure outcomes. A common lesson structure has emerged, widely adopted across classrooms, including a short lecture followed by a hands-on phase, usually including teamwork to foster collaboration. Further comparative and long-term studies are needed to understand how physical computing interventions affect students, especially those who are underrepresented.

中文摘要：物理计算是一个涉及使用传感器、执行器和微控制器来构建与环境交互的系统的领域。这种方法已经被用于教育，特别是教授计算机科学，编程，计算思维和设计概念。本系统综述探讨了物理计算在 k-12 教育中的应用，重点是教育干预是什么样的，如何评估它们，它们的效果，以及学生如何体验它们。我们纳入了 43 项描述干预方法和评估过程的科学研究。我们发现，物理计算干预有三种预期的教育结果：学习物理计算本身，改善其他学习结果，或改善态度变量。这些干预措施使用各种教育方法来实现其目标，并使用各种工具来衡量结果。一个共同的课程结构已经出现，广泛采用的教室，包括一个简短的讲座后，动手阶段，通常包括团队合作，以促进协作。需要进一步的比较和长期研究，以了解物理计算干预如何影响学生，特别是那些代表性不足的学生。

https://doi.org/10.1016/j.edurev.2025.100705

《Navigating the Double-Edged Sword: A Meta-analysis of the Effect of Digital Games on 21st Century Skills》

《双刃剑的航行：数字游戏对 21 世纪技能影响的元分析》

作者： Cheng Chao · Katy Ieong Cheng Ho Weatherly

英文摘要：Digital games are a double-edged sword; while they may pose potential negative effects for players, they are also recognized as valuable tools for fostering 21st century skills. Although 21st century skills have been widely promoted, this is the first meta-analysis to examine the effect of digital games on players’ 21st century skills, specifically focusing on all 4C skills: critical thinking, creativity, collaboration, and communication. Drawing on 50 effect sizes from 37 publications, the results indicate: (a) digital games have a positive, medium overall effect on 21st century skills (g = 0.55); (b) digital games have a large effect on critical thinking (g = 0.85), a medium effect on communication (g = 0.77), and small effects on collaboration (g = 0.41) and creativity (g = 0.37); (c) moderator analysis has identified factors including targeted disciplines, game type, online status, experimental design, sample size, grade level, and type of control group as moderators of the effect of digital games on 21st century skills. This study highlights the importance of integrating digital games into education, suggesting that game design should prioritize critical thinking and communication as key objectives, while also incorporating activities that promote collaboration and creativity. It further underscores the urgent need for a unified scale to assess 21st century skills.

中文摘要：数字游戏是一把双刃剑；虽然它们可能对玩家造成潜在的负面影响，但它们也被认为是培养 21 世纪技能的宝贵工具。虽然 21 世纪的技能得到了广泛的推广，但这是第一次通过荟萃分析来检验数字游戏对玩家 21 世纪技能的影响，特别关注所有 4c 技能：批判性思维、创造力、协作和沟通。研究结果表明： (1) 数字游戏对 21 世纪技能具有正向、中等程度的总体影响；(2) 数字游戏对批判性思维的影响较大，对沟通的影响中等，对协作和创造力的影响较小；(3) 调节变量分析发现，目标学科、游戏类型、在线状态、实验设计、样本量、年级水平和控制组类型等因素对数字游戏影响 21 世纪技能具有调节作用。这项研究强调了将数字游戏融入教育的重要性，建议游戏设计应该优先考虑批判性思维和沟通作为关键目标，同时也包括促进协作和创造力的活动。它进一步强调迫切需要一个统一的标准来评估 21 世纪的技能。

https://doi.org/10.1016/j.edurev.2025.100710

《Meta–analyzing the impacts of social robots for children's language development: Insights from two decades of research from 2003 to 2023》

《社交机器人对儿童语言发展影响的元分析：来自 2003-2023 年 20 年研究的启示》

作者： Xinghua Wang · Linlin Li · Qiyun Wang · Baichang Zhong · Yaqian Xu

英文摘要：Robotics technologies powered by artificial intelligence are revolutionizing language learning, particularly for children who are at critical stages of language development. With the increasingly prevalent use of social robots in children's language acquisition, however, a comprehensive understanding of their effectiveness in this regard remains lacking. To address this gap, this study conducted a meta-analysis of 27 empirical publications spanning two decades from 2003 to 2023, involving 70 effect sizes and 1544 participants. The results revealed a moderate to large positive effect of social robots on children's language learning, especially for the affective dimension in social robot-assisted language learning (SRALL). The influence of social robots on language learning was moderated by the demographical factor (school levels), research designs (social robots' roles, language skills, intervention duration, language types, and control conditions), and social robot characteristics. For instance, older learners achieved higher cognitive outcomes, while younger learners showed greater affective gains. Moderately extended exposure to social robots could lead to increased effectiveness, although the impact varied depending on robot roles and the language skills targeted. Social robots were particularly useful for the improvement of speaking and mixed skill sets. While SRALL did not significantly outperform the control conditions in the cognitive dimension, it demonstrated significant advantages in the affective dimension. Additionally, anthropomorphic robots showed a higher effect size than cartoon-like robots. These findings contribute to child-robot interaction research and practice by informing the design of social robots and the development of pedagogy in supporting children's language learning.

中文摘要：由人工智能驱动的机器人技术正在革新语言学习，特别是对于处于语言发展关键阶段的儿童。然而，随着社交机器人在儿童语言习得中的应用越来越普遍，人们对其在儿童语言习得中的作用还缺乏全面的了解。为了弥补这一不足，本研究对 2003-2023 年间的 27 篇实证文献进行了元分析，涉及 70 个效应量和 1544 名参与者。结果表明，社交机器人对儿童的语言学习有中等到较大的积极影响，特别是在社交机器人辅助语言学习的情感维度上。社交机器人对语言学习的影响受到人口统计学因素 (学校层次)、研究设计 (社交机器人的角色、语言技能、干预时间、语言类型和控制条件) 和社交机器人特征的调节。例如，年长的学习者获得了更高的认知成果，而年轻的学习者表现出更大的情感收获。适度延长接触社交机器人的时间可以提高效率，尽管影响因机器人的角色和目标语言技能而异。社交机器人在提高说话和混合技能方面特别有用。Sral 在认知维度上没有显著优于控制条件，但在情感维度上显示出显著的优势。此外，拟人机器人表现出更高的效果大小比卡通类机器人。这些发现有助于儿童与机器人互动的研究和实践，为社交机器人的设计和支持儿童语言学习的教学法的发展提供参考。

https://doi.org/10.1016/j.edurev.2025.100685

《The impact of educational activities on professional identity formation in social sciences and humanities: a scoping review》

《教育活动对社会科学与人文学科职业认同形成的影响：一个范围述评》

作者： Joram Pach · Malou Stoffels · Linda Schoonmade · Erik van Ingen · Rashmi A. Kusurkar

https://doi.org/10.1016/j.edurev.2025.100686

《The association between teacher self-efficacy and student academic performance: A systematic review and meta-analysis》

《教师自我效能感与学生学业成绩的关系：系统综述与元分析》

作者： Kang Ma · Michael Cavanagh · Junhua Zhang · Muhammad Chutiyami

https://doi.org/10.1016/j.edurev.2025.100688

《From Teacher Motivation to Teaching Behaviour: A Systematic Review of the Mediating Processes》

《从教师动机到教学行为：中介过程的系统综述》

作者： Rebecca Lazarides · Ulrich Schiefele · Martin Daumiller · Markus Dresel

英文摘要： Teacher motivation plays a key role in achieving a high instructional quality. However, there is a clear need for more detailed research on the underlying mechanisms that link teacher motivation to high-quality instruction. In this systematic literature review, we synthesize existing empirical work examining the intrapersonal processes mediating the relations between teacher motivation and teaching behaviour. Our review includes empirical work referring to core teacher motivation theories (social cognitive theory, situated expectancy-value theory, self-determination theory, and achievement goal theory). Following PRISMA guidelines, literature research in PsycINFO, Web of Science, and Scopus yielded an initial sample of 1607 records. After screening all records, 16 studies remained as eligible. Results of the review show that mediational processes between teacher motivation and teaching behaviour have not yet been addressed sufficiently. Studies focus more on teachers' self-efficacy and goals and the processes linking these to teaching behaviours rather than on teachers' value beliefs. Based on this review, we propose a heuristic model explaining how and why different components of teacher motivation relate to specific teaching behaviours. This model and the underlying findings are of practical relevance, as they indicate that teachers’ self-efficacy and goals foster important cognitive (e.g., setting of evaluation standards), emotional (e.g., experience of certain emotions), and behavioural (e.g., engagement) processes relating to teaching behaviour. This implies that teacher education and training should focus simultaneously on these processes and the underlying competence beliefs and goals to enhance teaching quality.

中文摘要： 教师的教学动机是影响教学质量的重要因素。然而，显然有必要对教师动机与高质量教学之间的潜在机制进行更详细的研究。在这篇系统的文献综述中，我们综合了已有的实证研究，检验了教师动机与教学行为之间的内在过程。我们的综述包括参考核心教师动机理论 (社会认知理论、情境期望价值理论、 self-determination theory 和成就目标理论) 的实证研究。根据 PRISMA 的指导方针，PsycINFO、 Web of Science 和 Scopus 中的文献研究产生了 1607 条记录的初始样本。筛选所有记录后，仍有 16 项研究符合条件。审查结果表明，教师动机和教学行为之间的中介过程尚未得到充分解决。研究更多地关注教师的自我效能和目标，以及将这些与教学行为联系起来的过程，而不是教师的价值信念。在此基础上，我们提出了一个启发式模型来解释教师动机的不同组成部分如何以及为什么与具体的教学行为相关。该模型及其基本发现具有实践意义，因为它们表明教师的自我效能感和目标促进了与教学行为相关的重要认知过程 (如评价标准的设定)、情感过程 (如某些情绪的体验) 和行为过程 (如参与)。这意味着教师教育和培训应同时关注这些过程和潜在的能力信念和目标，以提高教学质量。

https://doi.org/10.1016/j.edurev.2025.100687

《Measuring Spelling Skills: A Meta-Analysis of the Convergence of Dictation and Error Detection Tasks》

《拼写技能测量：听写任务与错误检测任务融合的元分析》

作者： Darius Endlich · Wolfgang Lenhard · Peter Marx · Tobias Richter

英文摘要： Accurate spelling is essential for academic and professional achievement. Developing cost-effective assessments to provide early support for children experiencing difficulties with spelling is crucial. In the past, dictations have been the primary method for measuring spelling skills. However, given that reading and spelling rely on shared orthographic knowledge, detecting spelling errors might serve as a more efficient assessment approach. Recently, passive formats have gained prominence such as error identification tests or multiple-choice formats, which can be administered digitally. This study aimed to examine the relationship between active and passive methods of spelling assessment in a meta-analysis while examining potential moderators. A multilevel meta-analysis was conducted, utilizing 27 studies with 69 samples and 113 correlations. A strong positive overall correlation of 𝑟 ‾ = .77, 95 % CI [.74, .80] was found. Stimulus material and various forms of active and passive methods for assessing spelling skills significantly influenced the relationship as moderators, whereas grade level had no impact. No evidence of publication bias was detected. The positive relationship between active and passive methods of spelling assessment supports their interchangeable use in practice. As the number of primary studies increases, future meta-analyses could explore further moderators that may influence the strong overall correlation.

中文摘要： 正确的拼写对于学术和专业成就至关重要。开展具有成本效益的评估，为遇到拼写困难的儿童提供早期支助至关重要。在过去，听写一直是衡量拼写技能的主要方法。然而，鉴于阅读和拼写依赖于共享的拼写知识，检测拼写错误可能是一种更有效的评估方法。近年来，被动测试格式得到了重视，如错误识别测试或多项选择题格式，这些格式可以通过数字方式进行管理。本研究旨在通过元分析探讨拼写评估的主动和被动方法之间的关系，同时考察潜在的调节变量。我们进行了一个多水平的荟萃分析，利用了 27 个研究，69 个样本和 113 个相关性。强烈的正相关性 R ̅ = .77,95% CI [.74，.80] 被发现。刺激材料和各种形式的主动和被动的方法评估拼写技能显着影响的关系作为调节剂，而年级水平没有影响。没有发现发表偏倚的证据。主动和被动的拼写评估方法之间的积极关系支持它们在实践中的互换使用。随着初步研究数量的增加，未来的荟萃分析可以进一步探讨可能影响强相关性的调节因子。

https://doi.org/10.1016/j.edurev.2025.100689

《Active Learning Strategies in Video Learning: A Meta-Analysis》

《视频学习中主动学习策略的元分析》

作者： Yi Zhang · Rongna Li · Zhongling Pi · Jiumin Yang

https://doi.org/10.1016/j.edurev.2025.100690

《The conceptualisation of goal setting and goal orientation in higher education: A systematic literature review》

《高等教育目标设置与目的导向的概念化：一个系统的文献综述》

作者： Kõue Heintalu · Katrin Saks · Natalia Edisherashvili · Izaak Dekker

英文摘要： Student goals play a crucial role in both practice and theory in higher education, particularly for understanding and enhancing student motivation. However, on a conceptual level, goals are studied through separate and isolated frameworks, which complicates the ability of practitioners and researchers to combine insights from both streams of scholarship effectively. This systematic review aimed to comprehensively examine and describe the frameworks (198 studies), and conceptual distinctions and characteristics (48 studies) used in research on goal setting and goal orientation in the context of higher education since 2018. The studies selected for analysis had to discuss students’ learning process, address goal setting and goal orientation, and be published in academic journals in English. Goal-setting theory was the most frequently used for the goal-setting concept, while achievement goal theory (2×2 model) dominated for goal orientation. Summative content analysis revealed that goal-setting frameworks primarily emphasised the concept of the goal itself, including its structure, goal commitment, implementation intentions, and the processes leading to goal achievement. In contrast, goal orientation frameworks delved deeper into the underlying motivations driving goal pursuit, exploring related attitudes, addressing specific educational objectives and strategies, emotional factors, and the detailed standards individuals set for their outcomes. Because these theories are complementary, we propose an integrated goal setting and orientation (IGSO) theory, which can help in studying and understanding how motivation for goal pursuit is connected with the setting, monitoring and evaluation of goals.

中文摘要： 学生目标在高等教育的实践和理论中都起着至关重要的作用，尤其是在理解和提高学生的学习动机方面。然而，在概念层面上，目标是通过单独和孤立的框架来研究的，这使得从业人员和研究人员有效结合两种学术流派的见解的能力变得复杂。本系统综述旨在全面考察和描述 2018 年以来高等教育背景下目标设置与目的导向研究所使用的框架 (198 项研究)、概念区别与特征 (48 项研究)。入选分析的研究必须讨论学生的学习过程、目标设定和目的导向，并以英文发表在学术期刊上。目标设定理论是最常用的目标设定概念，而成就目标理论 (2 × 2 模型) 则是最常用的目的导向。总结性内容分析表明，目标设置框架主要强调目标本身的概念，包括目标的结构、目标承诺、实施意图以及实现目标的过程。相比之下，目的导向框架更深入地挖掘了驱动目标追求的潜在动机，探索了相关的态度，解决了具体的教育目标和策略，情感因素，以及个人为其结果设定的详细标准。由于这些理论的互补性，我们提出了一个整合的目标设置与定向理论 (IGSO) ，它有助于研究和理解目标追求动机与目标设置、监控和评估之间的关系。

https://doi.org/10.1016/j.edurev.2025.100698

《Characteristics of Interprofessional Collaboration Between Educational Psychological Services and Schools: A Scoping Review》

《教育心理服务与学校跨专业合作特征研究述评》

作者： Helene Hallaråker · Elisabeth Hesjeda · Christian Brandmo

https://doi.org/10.1016/j.edurev.2025.100700

《Understanding the use of physical computing in K-12 education: A systematic literature review》

《理解物理计算在 k-12 教育中的应用：一个系统的文献综述》

作者： Katherine Vergara · Pedro O. Rossel · Valeria Herskovic

https://doi.org/10.1016/j.edurev.2025.100699

《Navigating the Double-Edged Sword: A Meta-analysis of the Effect of Digital Games on 21st Century Skills》

《双刃剑的航行：数字游戏对 21 世纪技能影响的元分析》

作者： Cheng Chao · Katy Ieong Cheng Ho Weatherly

https://doi.org/10.1016/j.edurev.2025.100676

《Robotic roles in education: A systematic review based on a proposed framework of learner-robot relationships》

《机器人在教育中的角色：基于学习者 - 机器人关系框架的系统综述》

作者： Weiqi Xu · Fan Ouyang

英文摘要：With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework based on two dimensions (i.e., learner agency, robotic interactivity) and reviewed 92 empirical studies from 2010 to 2023 to clarify four categories of robotic roles, namely learning about robotics, learning through robotics, learning from robotics, and learning with robotics. In learning about robotics, educational robotics are merely the learning objects or contents by learners. In learning through robotics, educational robotics serve as the learning tools or assists, and learners can take their agency to operate or design robotics. In learning from robotics, educational robotics act as tutors to convey and deliver knowledge and information to learners. In learning with robotics, educational robotics serve as the peers or companions of learners and collaborate with learners to provide emotional supports, solve problems and construct knowledge. Furthermore, this study examined the applied educational contexts (i.e., educational domain, educational level) and learning effects of the four robotic roles. Overall, the future development of robotics education highlights both learner agency and robotic interactivity to achieve the goal of a learner-centered, robot-friendly learning.

中文摘要：随着计算机和信息技术的发展，机器人技术教育为重塑教育系统中的教学和学习过程提供了可能。从教育系统的角度来看，了解机器人技术在教育中的作用以及它们与学习者的关系是至关重要的。具体而言，本系统综述提出了一个基于两个维度 (即学习者能动性、机器人交互性) 的概念框架，并回顾了 2010 年至 2023 年间的 92 项实证研究，以阐明机器人角色的四种类型，即学习机器人技术、通过机器人技术学习、从机器人技术中学习以及与机器人技术一起学习。在机器人学习中，教育机器人只是学习者的学习对象或学习内容。在通过机器人学习的过程中，教育机器人作为学习工具或辅助手段，学习者可以利用他们的机构来操作或设计机器人。在向机器人学习的过程中，教育机器人充当导师的角色，向学习者传递知识和信息。在机器人学习中，教育机器人作为学习者的同伴或伙伴，与学习者合作，提供情感支持，解决问题和构建知识。此外，本研究还考察了四种机器人角色的应用教育背景 (即教育领域、教育层次) 和学习效果。总的来说，机器人教育的未来发展强调学习者能动性和机器人交互性，以实现以学习者为中心，机器人友好型学习的目标。

https://doi.org/10.1016/j.edurev.2025.100677

《Effective but Not a Silver Bullet: A Systematic Review and Meta-Analysis on Designing Digital Learning Prompts》

《有效但不是灵丹妙药：数字化学习提示设计的系统综述与元分析》

作者： Herbert Thomann · Viola Deutscher

英文摘要： We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement (d = .394), though adjustment for publication bias yielded a more conservative estimate (d = .220). Their effectiveness is largely moderated by prompt design features. Based on meta-regression models, we find the highest efficacy for action-based prompts (rule-based AI) (d = .465), prompts designed for specific learner groups (d = .513), and combinations of generic and directed prompts (d = .571). Regional differences were pronounced, with studies from East Asia showing substantially larger effects than European settings. The effectiveness of learning prompts is further moderated by the learning domain and target group. Our findings reveal that prompts are not a universal solution but require thoughtful implementation. We recommend implementing action-based prompts triggered by learner behavior, using log data to tailor prompts to expertise levels. Designers should keep prompts concise to minimize cognitive load. We advise combining generic and directed prompts based on learning goals. Finally, it is essential to ensure learners are familiar with prompt use. These evidence-based guidelines can help optimize digital learning prompts to support diverse learner needs.

中文摘要： 我们目前的结果从元分析的 68 个实验研究的数字学习提示，检查什么特点构成了一个有效的学习成就提示。首先，系统综述揭示了不同研究中使用的提示的不同特征。其次，使用随机效应模型的定量荟萃分析显示，数字提示显着提高了学习成绩 (d = .394) ，尽管对发表偏倚的调整产生了更保守的估计 (d = .220)。它们的有效性在很大程度上受到快速设计特性的调节。基于元回归模型，我们发现基于行动的提示 (基于规则的 AI)(d = .465) ，为特定学习者群体设计的提示 (d = .513) 以及通用和定向提示的组合 (d = .571)。区域差异明显，来自东亚的研究显示出比欧洲环境更大的影响。学习领域和目标群体进一步调节了学习提示的有效性。我们的研究结果表明，提示并不是一个通用的解决方案，而是需要经过深思熟虑的实施。我们建议实施由学习者行为触发的基于行动的提示，使用日志数据来定制专业水平的提示。设计者应该保持提示简洁，以减少认知负荷。我们建议根据学习目标结合使用通用和定向提示。最后，必须确保学习者熟悉及时使用。这些基于证据的指导方针可以帮助优化数字化学习提示，以支持不同的学习者需求。

https://doi.org/10.1016/j.edurev.2025.100678

《When Personal Becomes Relational: A Meta-Analysis and Narrative Review on Personality Traits and Children’s Affective Relationships with Adults》

《当个人变成关系：人格特质与儿童与成人情感关系的元分析与叙事述评》

作者： Qingqing Du · Debora L. Roorda · Helma M. Y. Koomen · Suzanne Jak · Marjolein Zee

英文摘要： In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (k = 39), we examined the associations of children's and parents' personality traits with parent–child relationship quality. Due to a limited number of available studies, associations between personality traits and teacher–child relationships (k = 8) and between personality similarity and adult–child relationships (k = 4) were explored through a narrative review. The meta-analytic findings indicated that children's agreeableness, conscientiousness, extraversion, and openness were positively associated with positive parent–child relationships (e.g., warmth) and negatively associated with negative parent–child relationships (e.g., conflict). In contrast, children's neuroticism was negatively associated with positive parent–child relationships and positively associated with negative parent–child relationships. Comparable patterns were found for parents' personality traits; however, parents' openness was not significantly associated with either positive or negative parent–child relationships. Furthermore, the narrative review suggested that personality traits of both children and teachers may be associated with teacher–child relationships, especially for relational positivity. Finally, preliminary evidence indicated that personality similarity appeared to be positively associated with positive adult–child relationships. Although the results we found were small to medium in magnitude, these findings suggest that focusing on personality may be a promising way to better understand children's affective relationships with adults in various contexts (e.g., family, school).

中文摘要： 本研究采用元分析和叙事回顾的方法，探讨了儿童和成人 (父母和教师) 的人格特质以及人格相似性是否与成人 - 儿童二元关系的情感质量有关。我们按照 PRISMA 指南进行了系统的文献检索。通过定量元分析 (k = 39) ，我们检验了儿童和父母的人格特质与亲子关系质量的关系。由于现有研究数量有限，本研究通过叙事回顾的方式探讨了人格特质与师幼关系 (k = 8)、人格相似性与成人 - 儿童关系 (k = 4) 之间的关系。元分析结果表明，儿童的宜人性、尽责性、外向性和开放性与积极的亲子关系 (如温暖) 正相关，与消极的亲子关系 (如冲突) 负相关。相反，儿童的神经质与积极的亲子关系呈负相关，与消极的亲子关系呈正相关。父母的性格特征也有类似的模式，但是父母的开放性与积极或消极的亲子关系都没有显著的联系。此外，叙事回顾表明，儿童和教师的人格特质可能与师幼关系有关，尤其是关系积极性。最后，初步证据表明，人格相似性似乎与积极的成人 - 儿童关系有正相关。虽然我们发现的结果是中小规模的，这些发现表明，关注人格可能是一个有希望的方式，以更好地理解儿童与成人在各种情况下 (如家庭，学校) 的情感关系。

https://doi.org/10.1016/j.edurev.2025.100679

《The Stability of Students’ Academic Achievement in School: A Meta-Analysis of Longitudinal Studies》

《学生在校学业成绩稳定性：基于追踪研究的元分析》

作者： Vsevolod Scherrer · Moritz Breit · Franzis Preckel

英文摘要： Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity of using academic achievement for diagnostic purposes, near-perfect stability may indicate insufficient educational mobility. However, the rank-order stability of school achievement is very rarely studied explicitly. Therefore, we know little about the conditions under which this stability is higher or lower. The present meta-analysis of longitudinal studies reports the rank-order stability of teacher-assigned school marks and school achievement tests. A total of 1990 test-retest correlation coefficients were compiled, involving 740,610 individual participants from 363 longitudinal studies. The mean rank-order stability, estimated for Grade 5 and a test-retest interval of two years, was ρ = .70 (95 % CI: .69, .72). Stability was lower for school marks (ρ = .67) than achievement tests (ρ = .72). Stability remained relatively constant across grade levels and decreased with increasing test-retest interval. The decrease in stability with increasing interval was greater for school marks than for achievement tests: Both indicators were comparably stable in very short intervals, but achievement test results were much more stable in the long-term. The stabilities of school marks and achievement tests varied between both school domains and countries.

中文摘要： 学校成绩评估在教育中起着核心作用。例如，它们被用于教育诊断，为长期安置决策提供信息，并且是大规模教育监测中的一个重要标准。学生学业成绩位序稳定性的研究结果与教育研究和实践具有高度相关性。虽然低稳定性破坏了利用学业成就进行诊断的有效性，但近乎完美的稳定性可能表明教育流动性不足。然而，学业成绩的秩次稳定性很少被明确地研究。因此，我们对这种稳定性高或低的条件知之甚少。目前的元分析的纵向研究报告的等级秩序稳定性教师指定的学校成绩和学业成就测验。共有 1990 个重测相关系数被编制，涉及来自 363 个纵向研究的 740,610 个个体参与者。平均秩次稳定性，估计为 5 级和两年的重测间隔，为 ρ = .70 (95% CI: .69，.72)。学校成绩的稳定性 (ρ = .67) 低于成绩测试 (ρ = .72)。稳定性在各年级保持相对稳定，随着重测间隔的增加而降低。随着时间间隔的增加，学习成绩的稳定性下降幅度大于学业成绩测试：两项指标在很短的时间间隔内都比较稳定，但学业成绩测试的结果在长期内稳定得多。学校成绩和成绩测验的稳定性在不同学校和国家之间存在差异。

https://doi.org/10.1016/j.edurev.2025.100681

《Supportive School Strategies for Sexually and Gender Diverse Students: A Meta-Analysis of the Associations with Bullying-Victimization Experiences and Feelings of School Safety》

《不同性别学生的学校支持策略：欺凌受害经历与学校安全感关系的元分析》

作者： Richard van Vliet · Rozemarijn van der Ploeg · Tina Kretschmer · Wouter J. Kiekens · Laura Baams

英文摘要： Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine who benefits most from these strategies and how differences in study characteristics affect findings. We used a multivariate meta-analytic model with an approximated variance-covariance matrix to investigate the associations between LGBTQ-targeted school-based strategies and both outcomes: students’ bullying-victimization experiences and school safety feelings. Our findings showed that students in secondary schools with LGBTQ-targeted strategies reported lower bullying-victimization and higher feelings of school safety, although the associations were modest. While these strategies seemed to benefit sexually and gender diverse students more and thus seem to help reduce the disparities, students of color seemed to benefit less. Furthermore, compared to research reports, peer-reviewed studies showed more variability across multiple outcomes, such as types of victimization or student sub-groups. A notable research gap exists regarding the role of school-staff training in relation to these outcomes.

中文摘要： 性别和性别多样化的中学生比他们的异性恋、顺性别同龄人更容易受到欺凌，在学校感到不安全。因此，澄清各种针对 lgbtq 的校本策略 (列举的政策、学校员工培训、包容性课程、 gsa) 与这些学校经验之间的联系是至关重要的。此外，确定谁从这些策略中获益最多以及研究特征的差异如何影响研究结果也很重要。我们使用了一个多变量元分析模型和一个近似的方差 - 协方差矩阵来调查 lgbtq 的校本策略和两个结果之间的关系：学生的欺凌 - 受害经历和学校的安全感。我们的研究结果表明，采取针对 lgbtq 策略的中学生报告欺凌受害率较低，学校安全感较高，尽管这种联系并不显著。虽然这些策略似乎更有利于性别和性别多样化的学生，因此似乎有助于减少差异，有色人种的学生似乎受益较少。此外，与研究报告相比，同行评议的研究显示了多种结果的更多变异性，例如受害类型或学生分组。在学校教职工培训对这些结果的作用方面存在着明显的研究差距。

https://doi.org/10.1016/j.edurev.2025.100680

《The effect of problem-based learning approach on learning outcomes: A second-order meta-analysis study》

《问题导向学习对学习效果的影响：一项二阶 meta 分析研究》

作者： Ayhan KOÇOĞLU · Sedat Kanadlı

英文摘要： The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective learning outcomes. In addition, the effect of the method on learning outcomes was examined in terms of moderators such as study type, study quality, and subject area. The effect sizes obtained from the primary meta-analyses were interpreted through a second-order meta-analysis method covering a 30-year period. A total of 36 datasets from 22 primary meta-analysis studies were included in the analysis within the scope of inclusion and exclusion criteria. The mean effect of studies combined under a random-effects model in the study was calculated as g = 0.726, 95 % CI [0.587; 0.865]. This result means that problem-based learning has a greater effect on students' cognitive and affective learning outcomes than other methods. In addition, the results indicate that study quality is a significant moderator, with low-quality studies producing a larger effect size.

中文摘要： 多年来，问题导向学习教学法对学习成果的影响已有多项研究。事实上，在文献中有许多关于这个主题的荟萃分析需要确定该方法如何影响认知和情感学习结果。因此，本研究旨在揭示问题导向学习教学法对学生认知和情感学习效果的影响。此外，还从学习类型、学习质量、学科领域等调节变量考察了该方法对学习效果的影响。从主要荟萃分析中获得的效应大小通过涵盖 30 年期间的二阶荟萃分析方法进行解释。共有来自 22 个主要荟萃分析研究的 36 个数据集被纳入纳入和排除标准范围内的分析。在随机效应模型下研究的平均效应计算为 g = 0.726,95% CI [0.587; 0.865]。这一结果意味着问题导向学习比其他方法对学生的认知和情感学习结果有更大的影响。此外，研究质量是一个显著的调节变量，低质量的研究会产生更大的效应量。

https://doi.org/10.1016/j.edurev.2025.100664

《TOWARDS EVIDENCE-BASED MUSIC TEACHING AND LEARNING: A META-ANALYSIS》

《走向循证音乐教学的元分析研究》

作者： Daniela G. Valache · Marian D. Ilie · Paul Sârbescu · Paula I. Cazan

英文摘要：This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles that met the inclusion criteria in the effect size calculation, resulting in 25 effect sizes. MTLAs have an overall medium and heterogeneous effect (d = .56, p < .001) on both music literacy and sight reading (d = .54, p < .01) as well as performance and aural skills (d = .51, p < .001). The effects of MTLAs can vary depending on the teaching methodology used, the category of musical-artistic outcomes targeted, and the educational level of the participants. No publication bias was identified.

中文摘要：这个元分析调查了音乐教与学活动 (MTLAs) 对音乐艺术成果的影响。它打算作为在这一领域促进循证教育做法的一个起点，这一需要近年来日益受到重视。从在线搜索引擎查询的 93,291 篇文章开始，我们只包含了 20 篇文章的结果，这些文章符合效应大小计算中的纳入标准，从而产生了 25 个效应大小。Mtla 对音乐素养和视力阅读 (d = .54，p < .01) 以及表演和听力技能 (d = .51，p < .001) 具有整体中等和异质性效应 (d = .56，p < .001)。Mtla 的效果取决于所使用的教学方法、所针对的音乐艺术成果类别以及参与者的教育水平。未发现发表偏倚。

https://doi.org/10.1016/j.edurev.2025.100668

《A Scoping Review of the Factors Contributing to a Sense of Belonging in Early Career Teachers》

《职业生涯早期教师归属感影响因素研究述评》

作者： Ebony Melzak · Kelly‐Ann Allen · Rajesh Jain · Marc Pruyn

英文摘要：Teacher burnout and attrition present critical challenges for education systems globally, with up to 50 % of early career teachers (ECTs) leaving the profession within their first five years. While research has linked teacher belonging to increased resilience, job satisfaction, and organisational commitment, limited systematic understanding exists regarding how to foster belonging specifically among ECTs who face unique transitional challenges into the profession. This scoping review aims to synthesise findings regarding the factors that positively contribute to ECTs’ sense of belonging in their workplaces applying a socio-ecological lens. Four comprehensive electronic database searches yielded 4998 studies that were systematically reviewed to identify relevant research. The PRISMA-ScR guidelines were used, yielding 31 studies that met eligibility requirements. Forty-one factors were identified as contributing to sense of belonging in ECTs. Thematic analysis generated four key themes regarding the factors that contribute to ECTs belonging to their workplace. Key findings suggest that teacher collaboration, relationships with colleagues, supporting ECTs through their early-career journey, and getting ECTs involved in school decision making are critical areas to boost sense of belonging. These findings provide a starting point for future research to explore the empirical relationships between these factors and teacher belonging to guide interventions, strategies, and policies that can address teacher burnout and attrition rates globally.

中文摘要：教师职业倦怠和自然减员是全球教育系统面临的严峻挑战，高达 50% 的职业生涯早期教师 (ECTs) 在头五年内离职。虽然研究已经将教师归属感与增强的适应力、工作满意度和组织承诺联系起来，但是对于如何在面临独特的职业转型挑战的 ECTs 中培养归属感的系统理解仍然有限。本范围审查旨在从社会生态学的角度综合有关积极促进 ECTs 在其工作场所归属感的因素的调查结果。四个全面的电子数据库检索产生了 4998 项研究，这些研究得到了系统的审查，以确定相关的研究。使用 PRISMA-ScR 指南，产生了 31 项符合资格要求的研究。41 个因素被确定为有助于在 ECTs 的归属感。专题分析产生了四个关键主题，涉及促成工作场所电子技术治疗的因素。主要发现表明，教师合作、与同事的关系、在职业生涯早期支持 ECTs，以及让 ECTs 参与学校决策是增强归属感的关键领域。这些发现为未来研究探索这些因素与教师归属感之间的实证关系提供了一个起点，从而为全球范围内解决教师职业倦怠和流失率问题提供了指导性的干预措施、策略和政策。

https://doi.org/10.1016/j.edurev.2025.100666

《Meta-analysis of Associations between Digital Parenting and Children’s Digital Wellbeing》

《数字化教养与儿童数字幸福感关系的元分析》

作者： Cheng Yong Tan · Na Xu · M H Liang · Li Li

英文摘要： The present study is contextualized in the rapidly digitalizing world where many parents struggle to maximize their children's online learning opportunities and protect the latter against online risks. It employed three-level meta-analysis to synthesize findings from 88 primary studies (2008–2024) on associations between digital parenting (positive mediation, negative mediation, co-use, general digital parenting) and children's digital wellbeing (positive, negative, digital use). The study is original in the comprehensive examination of associations between the different types of digital parenting and children's digital wellbeing. There are three sets of results. First, digital parenting was negatively associated with children's negative digital wellbeing. The magnitude of association between digital parenting and children's negative digital wellbeing was the largest for co-use, followed by positive and negative mediation. Second, digital parenting was not associated overall with children's positive digital wellbeing or digital use. However, the association between digital parenting and children's positive digital wellbeing was stronger for positive mediation than negative mediation or co-use. Types of digital parenting did not moderate the association between digital parenting and children's digital use. Third, there were some significant moderator effects for children's sex, geographical regions, data sources for digital parenting and children's digital wellbeing, and cross-sectional/longitudinal research designs. The study advances theory by providing evidence that there is no one-size-fits-all approach to digital parenting for comprehensively enhancing children's digital wellbeing. It also emphasizes the need for researchers to differentiate among different types of children's digital wellbeing that are influenced by digital parenting.

中文摘要： 本研究的背景是迅速数字化的世界，许多家长努力最大限度地提高其子女的在线学习机会，并保护后者免受在线风险。该研究采用三水平荟萃分析方法，综合 88 项初级研究 (2008-2024 年) 关于数字育儿 (积极中介，消极中介，共同使用，一般数字育儿) 与儿童数字幸福感 (积极，消极，数字使用) 之间关系的研究结果。这项研究首次全面考察了不同类型的数字育儿方式与儿童数字幸福感之间的关系。有三组结果。首先，数字育儿与儿童的负面数字幸福感呈负相关。数字育儿与儿童消极数字幸福感之间的关联程度在共同使用时最大，其次是积极和消极调节。其次，数字育儿与孩子积极的数字幸福感或数字使用没有总体关系。然而，数字育儿与儿童积极数字幸福感之间的关系在积极中介作用下比在消极中介作用或共同使用作用下更强。数字育儿的类型并没有调节数字育儿和儿童数字使用之间的关系。第三，儿童性别、地理区域、数字化教养的数据来源和横向 / 纵向研究设计对儿童数字化幸福感有显著的调节作用。这项研究通过提供证据证明没有一种放之四海而皆准的数字育儿方法可以全面提高儿童的数字幸福感，从而推进了理论的发展。它还强调，研究人员需要区分不同类型的儿童的数字健康受数字父母的影响。

https://doi.org/10.1016/j.edurev.2025.100665

《A Systematic Review of Evidence-based Design and Pedagogical Principles in Educational Virtual Reality Environments》

《教育虚拟现实环境中的循证设计与教学原则系统综述》

作者： Adurangba V. Oje · Nathaniel Hunsu · Logan Fiorella

英文摘要： As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.

中文摘要： 随着虚拟现实技术越来越多地融入到教育环境中，研究人员正在利用多媒体和生成性学习理论来加强教学虚拟现实的设计和实施，以获得有效的教育体验。本系统综述探讨将循证多媒体设计及教学原则应用于虚拟现实教育的研究现况。共有 48 份报告，包括 63 个独立的研究进行了分析，以评价这些原则的学习效果。沉浸式学习成为研究最为广泛的学习原则，而预训练在设计原则中表现出最大的虚拟现实学习效果。此外，将概述等生成性学习活动融入虚拟现实教育活动中，可以观察到中等到较大的学习效果。审查还确定了可能减缓这些原则的学习效果的潜在边界条件。这项系统综述强调了现有的知识差距，并为虚拟现实教育的实践和未来研究提供了宝贵的启示。

https://doi.org/10.1016/j.edurev.2025.100667

《Technology-enhanced content and language integrated learning: A systematic review of empirical studies》

《科技强化的内容与语言整合学习：实证研究系统综述》

作者： Dongpin Hu · Juanjuan Chen · Li Yan · Minhong Wang

英文摘要： Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014–2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

中文摘要： 内容与语言整合学习 (CLIL) ，即用非母语学习学科内容，作为对外英语教学的一种创新方法，已经得到了广泛的推广。最近，技术被集成到 CLIL 程序中。鉴于技术增强型语料库的研究日益增多以及以往研究的局限性，本文对技术增强型语料库的实证研究进行了系统综述梳理。本文基于 2014-2023 年发表在 SSCI (Social 科学引文索引) 期刊上的 20 篇文献，总结了 TECLIL 实证研究的主要特征、 TECLIL 项目中应用的技术类型、 TECLIL 研究中报告的学习成果，以及 TECLIL 设计与实施的典型案例。七种类型的技术应用在 TECLIL 程序被确定。远程协作工具是最常用的，其次是在线学习平台、多媒体、虚拟学习环境、社交网络应用程序、语言工具和智能对话工具。TECLIL 项目所探索的语言技能侧重于生产性技能 (如口语和写作) ，而不是接受性技能 (如听力和阅读)。TECLIL 研究通常评估学科知识和语言技能方面的认知学习结果，较少关注情感结果。总体而言，技术的使用对内容知识的习得产生了微小的影响 (效应大小 = 0.29) ，但对语言成绩没有实质性的影响 (效应大小 = 0.16)。虽然有越来越多的研究机构的 TECLIL，需要更多的实证研究，以确定有效的设计的 TECLIL 方案和影响的认知和情感的结果。

《Evaluating Methodological Quality of Meta-analyses; A Case Study of Meta-analyses on Associations between Parental Involvement and Students’ Learning Outcomes》

《元分析方法学质量评价：父母参与与学生学习结果关系的元分析案例研究》

作者： Cheng Yong Tan · Lin Gao

英文摘要： The present study employs an umbrella review of methodological quality in 41 meta-analyses examining associations between parental involvement and students’ learning outcomes. It develops a comprehensive methodology framework for evaluating the methodological quality of meta-analyses. The framework includes different aspects from aims and conceptualization to reporting of results in meta-analyses, addressing advanced methodological topics in meta-analysis, and considering methodological reflections on limitations and suggestions for future research from meta-analysts themselves. Application of the framework to the 41 meta-analyses enables us to identify various methodological strengths and areas for improvement. The strengths comprised clear definitions of problem, comprehensive search for primary studies, reliable coding, attending to methodological quality of primary studies, reporting magnitude and variation of effect sizes, and investigating publication bias. The areas for improvement pertained to conceptual and operational definitions of key variables, transparency in searching and coding primary studies, clarifying model assumptions, handling dependent effect sizes and missing data, investigating statistical outliers, determining statistical power, use of meta-regression, providing summary tables for primary studies, and interpreting effect sizes. The study is significant in pointing the way forward for enhancing the methodological rigor of meta-analyses on parental involvement and for providing a comprehensive evaluation framework that can be used to similarly identify strengths and areas for improvement in meta-analyses in other fields.

中文摘要： 本研究对 41 个元分析的方法学质量进行了综述，探讨了父母参与和学生学习成果之间的关系。它开发了一个综合的方法学框架，用于评价荟萃分析的方法学质量。该框架包括从元分析的目标和概念化到结果报告的不同方面，涉及元分析中的先进方法论主题，并考虑元分析师自身对未来研究的局限性和建议的方法学思考。应用该框架对 41 个荟萃分析，使我们能够确定各种方法的优势和领域的改进。优势包括明确的问题定义，全面搜索初级研究，可靠的编码，注意初级研究的方法学质量，报告效应量的大小和变化，以及调查发表偏倚。需要改进的领域涉及关键变量的概念和操作定义，搜索和编码主要研究的透明度，澄清模型假设，处理因变量效应大小和缺失数据，调查统计异常值，确定统计功效，使用元回归，为主要研究提供汇总表，并解释效应大小。这项研究具有重要意义，它为加强父母参与荟萃分析的方法学严谨性指明了前进的道路，并提供了一个全面的评价框架，可用于同样地确定其他领域荟萃分析的优势和需要改进的领域。

《Interdisciplinary Knowledge Diffusion of Educational Research, 2002-2021》

《教育研究的跨学科知识扩散： 2002-2021》

作者： Ying Tang · Ying Liu · Yixin Jin · Chenwei Zhang · Xiaojuan Zhang

英文摘要： Since considered as an independent discipline, education has become more interdisciplinary by absorbing insights from various disciplines. However, there is a gap in understanding how educational knowledge diffuses to other academic fields. Our study seeks to bridge this gap with three specific objectives: 1) Mapping the landscape of literature in the interdisciplinary knowledge diffusion process, 2) Investigating the characteristics of how educational knowledge has diffused to non-educational disciplines, and 3) Examining the non-educational topics that have referenced educational studies. We further delve into secondary disciplines within education for a more in-depth and comprehensive analysis. To achieve these aims, we reviewed primary educational literature published between 2002 and 2021 along with how these sources were cited in non-educational publications. The analysis was structured in three phases accordingly, including descriptive analysis, calculation of interdisciplinary knowledge diffusion metrics, and AI-assisted keyword identification. Our findings point to a growing interdisciplinary influence of education on other fields, as evidenced by various indicators such as the volume, distribution, breadth, diversity, and intensity of knowledge diffusion. The significance of our study lies in its novel research focus, the integration of quantitative and qualitative methodologies, and the extensive volume of publications covered.

中文摘要： 自从教育被认为是一门独立的学科以来，通过吸收各种学科的见解，教育已经变得更加跨学科。然而，在理解教育知识如何扩散到其他学术领域方面存在差距。本研究试图通过三个具体目标来弥合这一鸿沟： 1) 绘制跨学科知识扩散过程中的文献图景；2) 考察教育知识如何向非教育学科扩散的特征；3) 考察引用教育研究的非教育主题。我们进一步深入研究教育中的中学学科，以便进行更深入和全面的分析。为了实现这些目标，我们回顾了 2002 年至 2021 年期间出版的小学教育文献，以及这些资料如何在非教育出版物中被引用。分析过程分为描述性分析、跨学科知识扩散度量计算和人工智能辅助关键词识别三个阶段。我们的研究结果表明，教育对其他领域的跨学科影响越来越大，这可以从知识传播的数量、分布、广度、多样性和强度等各种指标得到证明。我们的研究意义在于其新颖的研究重点，定量和定性方法的整合，以及广泛的论文数量覆盖。

《Effectiveness of L1 and Pictures in Multimedia Conditions on Learning Second-Language Vocabulary: A Meta-analysis》

《多媒体环境下母语和图片对第二语言词汇学习效果的元分析》

作者： Caihui Zhang · Giovanni Sala · Fernand Gobet

英文摘要： Multimedia inputs have been often used in second language (L2) vocabulary learning; however, the effective elements in multimedia inputs for L2 vocabulary learning have hardly been established. This study aims to identify the effective element(s) and further clarifies the meaning of different “domains” in multimedia L2 vocabulary learning. Considering that the learning target (L2 vocabulary) belongs to the verbal domain, the meaningful inputs are then constructed as within-domain (i.e. L1-based), cross-domain (i.e. Picture-based), and mixed-domain (i.e. L1+picture-based) learning conditions. The present study firstly conducted an omnibus analysis and then three meta-analyses: (a) within-domain vs. cross-domain (20 studies, 51 effect sizes), (b) within-domain vs. mixed-domain (21 studies, 55 effect sizes), and (c) cross-domain vs. mixed-domain (9 studies, 27 effect sizes), for a total of 2056 participants. Both immediate and available delayed tests were used as dependent variables. Four moderators were used to identify potential predictors. The results indicate that, at the immediate tests, the mixed-domain condition consistently outperforms the within-domain condition (g = 0.334, p < 0.001) and cross-domain condition (g = 0.350, p = 0.001) in facilitating L2 vocabulary learning. However, at the delayed tests, the advantageous effect of the mixed-domain condition only marginally outperformed the cross-domain condition (g = 0.271, p = 0.067). No significant difference was found between the within-domain and cross-domain conditions in L2 vocabulary learning. No significant moderator was detected at either the immediate tests or the delayed tests. These findings highlight the benefit of incorporating both L1 words and pictures into L2 vocabulary learning.

中文摘要： 多媒体输入在第二语言词汇学习中得到了广泛的应用，但是多媒体输入对二语词汇学习的影响因素却鲜有研究。本研究旨在确定多媒体二语词汇学习中的影响因素，并进一步阐明不同 “域” 的含义。考虑到学习目标 (二语词汇) 属于言语领域，有意义的输入被构建为领域内 (即基于母语)、跨领域 (即基于图片) 和混合领域 (即基于母语 + 基于图片) 的学习条件。本研究首先进行了综合分析，然后进行了三项荟萃分析： (a) 域内与跨域 (20 项研究，51 个效应量) ，(b) 域内与混合域 (21 项研究，55 个效应量) 和 (c) 跨域与混合域 (9 项研究，27 个效应量) ，共有 2056 名参与者。立即和可用的延迟测试作为因变量。四个主持人被用来确定潜在的预测因子。结果表明，在即时测试中，混合领域条件在促进二语词汇学习方面始终优于领域内条件 (g = 0.334，p < 0.001) 和跨领域条件 (g = 0.350，p = 0.001)。然而，在延迟测试中，混合域条件的优势效应仅略优于交叉域条件 (g = 0.271，p = 0.067)。在二语词汇学习中，领域内条件和跨领域条件没有显著差异。无论是立即测试还是延迟测试都没有发现显著的调节剂。这些发现强调了将第一语言单词和图片同时纳入第二语言词汇学习的好处。

《The Effect of Preschool Vocabulary and Grammar on Early Reading Comprehension and Word Reading: A Systematic Review and Meta-analysis》

《学前词汇和语法对早期阅读理解和词汇阅读的影响：系统综述和元分析》

作者： Lana S. Jago · Padraic Monaghan · Katie Alcock · Kate Cain

英文摘要： The oral language skills of vocabulary and grammar are associated with early reading ability, but how they relate to different aspects of reading – comprehension, word reading, and pseudoword reading – has not been systematically compared. A meta-analysis of 72 longitudinal studies (comprising 499 correlations from 23,387 children) examined the predictive relationship between vocabulary and grammar in preschool and reading comprehension, word reading, and pseudoword reading in children at the start of formal schooling. Preschool vocabulary and grammar each had significant, moderate effects on all aspects of early reading. This relationship was not moderated by the nature of the preschool oral language assessment (receptive vs expressive; complexity of response), nor by the time interval between preschool measures of oral language and school-aged measures of early reading. The age of the onset of formal schooling (used as a proxy for the start of formal reading instruction) moderated the size of the effect between preschool vocabulary and school-age word reading, revealing a greater impact for earlier formal schooling. Preschool vocabulary and grammar thus have a direct influence on all aspects of early reading, highlighting the benefit of early oral language support, particularly when reading instruction begins early in children's formal schooling.

中文摘要： 词汇和语法的口语技能与早期阅读能力有关，但它们与阅读的不同方面 —— 理解、单词阅读和假词阅读 —— 之间的关系尚未得到系统的比较。对 72 项纵向研究 (包括来自 23387 名儿童的 499 个相关性) 的荟萃分析检验了学龄前儿童和阅读理解儿童的词汇和语法之间的预测关系，以及儿童在正规学校开始时的单词阅读和伪单词阅读。学前词汇和语法对早期阅读的各个方面都有显著的、适度的影响。这种关系不受学龄前口语评估的性质 (接受性 vs 表达性；反应的复杂性) 的调节，也不受学龄前口语测量和学龄前早期阅读测量之间的时间间隔的调节。开始接受正规教育的年龄 (作为开始接受正规阅读教育的替代指标) 调节了学龄前词汇和学龄期单词阅读之间的影响大小，揭示了较早接受正规教育的影响更大。因此，学前词汇和语法对早期阅读的各个方面都有直接影响，突出了早期口头语言支持的好处，特别是在儿童正规学校早期开始阅读教学时。

《Stimulating Teachers’ Equity Literacy through Drama and Theatre-Based Work Forms: A Systematic Review》

《通过以戏剧和戏剧为基础的工作形式激发教师的公平素养：系统综述》

作者： Alie Meedendorp · Marjolein Deunk

英文摘要： 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 teacher education to elicit critical reflection among teachers, as a means to prepare them for the diverse classroom. A comprehensive search in electronic databases resulted in 26 eligible articles that were analysed using Gorski's equity literacy approach (2016) as a framework. Various drama and theatre-based work forms emerged from the data. The drama and theatre-based work forms could be categorised as work forms focused on embodiment, prompted drama, stepping in, and collective play building. The equity-related outcomes for teachers involved skills and competences such as empathy, perspective-taking and collaboration, shifts in attitude regarding diversity and inclusion, as well as advocacy and willingness to teach for social justice. The findings suggest that drama and theatre-based work forms can enhance teachers' equity literacy skills, or prerequisites to those skills, and, consequently, can be applied in pre-service and in-service teacher professional development aiming at educational justice.

中文摘要： 随着课堂日益多样化，教师往往发现自己在为课堂上的每个学生提供平等机会的安全学习环境的倡议中处于突出地位。这需要为师范教育的多样性和包容性做好准备。本系统综述探讨在职前及在职教师教育中，如何运用戏剧及戏剧为本的工作形式，引发教师的批判性思考，以培养他们适应多元化课堂的能力。在电子数据库中进行的全面搜索产生了 26 篇符合条件的文章，使用 Gorski 的公平扫盲方法 (2016 年) 作为框架进行了分析。各种戏剧和基于戏剧的工作形式从数据中涌现出来。戏剧和以戏剧为基础的工作形式可以分为集中于具体化、促发戏剧、介入和集体戏剧建设的工作形式。对教师而言，与公平相关的成果涉及技能和能力，如同理心、观点采纳和合作，对多样性和包容性的态度转变，以及倡导和愿意为社会正义而教学。研究结果表明，以戏剧和戏剧为基础的工作形式能够提升教师的公平素养技能，或者说能够提升教师公平素养技能的先决条件，因此可以应用于以教育公平为目标的职前和在职教师专业发展。

《The Effects of Physical activity Interventions on Prereading, Early Word Recognition and Spelling Development in Children: A Systematic Review and Meta-Analysis》

《体力活动干预对儿童预读、早期单词识别和拼写发展的影响：系统综述和元分析》

作者： Owen Jensen · Anne‐Mette Veber Nielsen · Anne Kær Gejl · Rasmus Ahmt Rohde · Laurits Munk Højberg · Linn Damsgaard · Anne Sofie Bøgh Malling · Emma Stevnsborg · Anna Bugge · Mads Poulsen · Jacob Wienecke

英文摘要：Background Reading and spelling skills are important abilities to acquire for later success in school and therefore it is highly relevant to examine strategies of facilitating these academic skills. Physical activity integrated with the learning sessions or physical activity added but not integrated with the learning sessions has been identified as possible strategies. Objective To identify, categorize and examine the characteristics and effects of interventions investigating the effect of physical activity on children's early reading skills. Design This systematic review follows the PRISMA guidelines. Studies were separated into two categories based on whether physical activity integrates academic content or not, i.e., 1) low integration interventions or 2) high integration interventions. Additionally, high integration interventions were further subgrouped based on the congruency of the activity (i.e., whether the movement supported the learning content). Low integration interventions were subgrouped based on the complexity of the activity (i.e., if the physical activity was cognitively/coordinatively demanding or not). Study quality was assessed, and effects were summarized narratively for each category. Furthermore, a meta-analysis was conducted to quantify both types of interventions. Only studies involving children with an intervention investigating the long-term effects of physical activity on prereading, word recognition, and spelling skills were included. Data sources PubMed, Web of Science, PsychINFO, Linguistics and Language Behavior s, ERIC and SportDiscuss. Results Twenty-three studies were identified and categorized into two groups (thirteen high integration interventions and ten low integration interventions). Across outcome measures, eight of the thirteen high-integration intervention studies reported statistically significant effects on at least one measure of prereading, word recognition, or spelling skills favoring the intervention. In contrast, only two out of ten studies categorized as low integration interventions reported a statistically significant effect. Multilevel meta-analysis showed an insignificant average random-effects model size of Hedges’ g = 0.03 (95% CI: 0.02, 0.09) for low integration and a significant effect size of g = 0.69 (95% CI: 0.12, 1.26) for high integration interventions. The distinction between low and high complexity within the low integration group, and between levels of congruency in high integration interventions, revealed no significant differences between these subgroups. Conclusions Results from the present review and meta-analysis suggest that the integration of physical activity into the classroom, using activities with a close temporal connection to the academic task (i.e., high integration interventions), appears to be an effective strategy to improve children's word recognition and spelling skills. Due to the limited number and heterogeneity across studies included these findings call for additional studies to clarify specific characteristics of the physical activity needed to support the process of learning to read and spell for children.

中文摘要：背景阅读和拼写技能是以后在学校取得成功的重要能力，因此，研究促进这些学术技能的策略非常重要。与学习课程相结合的体力活动或与学习课程相结合但未结合的体力活动已被确定为可能的战略。目的确定、分类和检查干预措施的特点和效果，调查身体活动对儿童早期阅读技能的影响。设计本系统综述遵循 PRISMA 指南。根据身体活动是否整合学术内容，研究被分为两类，即 1) 低整合干预或 2) 高整合干预。此外，基于活动的一致性 (例如，运动是否支持学习内容) ，高度整合干预进一步分组。低整合干预根据活动的复杂性 (即，如果身体活动是认知 / 协调要求与否) 进行分组。研究质量进行了评估，并叙述性地总结了每个类别的影响。此外，进行了荟萃分析，以量化两种类型的干预。只有研究涉及儿童的干预调查身体活动的长期影响，预读，单词识别和拼写技能被包括在内。资料来源 PubMed，Web of Science，PsychINFO，语言学和语言行为，ERIC 和 SportDiscuss。结果 23 项研究被确定并分为两组 (13 项高整合度干预和 10 项低整合度干预)。十三项高度整合的干预研究中，有 8 项报告了至少一项有利于干预的预读、单词识别或拼写技能测试的统计学显著效果。相比之下，只有十分之二的低整合干预研究报告了统计学上显著的效果。多水平荟萃分析显示，对于低整合度，Hedges’g = 0.03 (95% CI: 0.02,0.09) 的平均随机效应模型大小不显着，对于高整合度干预，g = 0.69 (95% CI: 0.12,1.26)。低度一体化组内的低度和高度复杂性之间的区别，以及高度一体化干预措施的一致性水平之间的区别，显示这些亚组之间没有显著差异。结论本次审查和荟萃分析的结果表明，将身体活动融入课堂，使用与学业任务密切相关的活动 (即高度整合干预) ，似乎是提高儿童单词识别和拼写技能的有效策略。由于包括这些研究结果在内的研究数量有限且异质性，因此需要进行更多的研究，以澄清支持儿童学习阅读和拼写过程所需的体力活动的具体特征。

《Effects of Content and Language Integrated Learning at Primary School Level: A Multi-Level Meta-Analysis》

《小学阶段内容与语言整合学习效果的多层次元分析》

作者： Jang Ho Lee · Hansol Lee · Yuen Yi Lo

英文摘要：This meta-analysis synthesized the effects of content and language integrated learning (CLIL)—an approach in which non-language subjects are taught in a foreign language—on primary school students. The dataset comprised 28 samples (N = 214,103) drawn from 21 (quasi-)experimental studies that evaluated either foreign language (FL) or academic content learning. A multi-level meta-analysis revealed that CLIL was significantly more effective than non-CLIL for FL learning (d = 0.63, SE = 0.21, p = .003), with particularly strong effects observed concerning improving speaking skills (d = 1.24, SE = 0.24, p < .001) and smaller effects for improving other language domains (d = 0.48, SE = 0.18, p = .009). Additionally, publication year was significantly associated with the impact of CLIL on FL learning, with earlier studies reporting slightly stronger effect sizes than later ones, which demonstrated marginally weaker effects (β = −0.07, SE = 0.03, p = .04). In contrast, CLIL and non-CLIL approaches were comparable in terms of aiding academic content learning (d = −0.06, SE = 0.16, p = .72). Moderator analyses suggested that the observed effects of CLIL on content learning might be influenced by pre-existing differences between groups; studies with confirmed group homogeneity indicated a negative effect of CLIL on content learning (d = −0.22, SE = 0.13, p = .09), whereas studies without confirmation of group equivalence showed a positive effect (d = 0.31, SE = 0.22, p = .17).

中文摘要：本元分析综合了内容与语言整合学习 (CLIL) 对小学生的影响。数据集包括 28 个样本 (n = 214,103) 来自 21 个 (准) 实验研究，评估外语 (FL) 或学术内容的学习。多层次荟萃分析显示，CLIL 对 FL 学习的效果显着优于非 CLIL (d = 0.63，SE = 0.21，p = 0.003) ，特别是在提高口语技能方面观察到强烈的效果 (d = 1.24，SE = 0.24，p < 0.001) ，对改善其他语言领域的效果较小 (d = 0.48，SE = 0.18，p = 0.009)。此外，出版年份与 CLIL 对 FL 学习的影响显着相关，早期研究报告的效应大小略强于后来的研究，表现出稍弱的效应 (β = -0.07，SE = 0.03，p = 0.04)。相比之下，CLIL 和非 CLIL 方法在帮助学术内容学习方面具有可比性 (d =-0.06，SE = 0.16，p = .72)。调节变量分析表明，观察到的 CLIL 对内容学习的影响可能受到组间差异的影响；证实组间同质性的研究表明，CLIL 对内容学习有负面影响 (d =-0.22，SE = 0.13，p = 0.09) ，而未证实组间等效性的研究表明，CLIL 对内容学习有正面影响 (d = 0.31，SE = 0.22，p = 0.17)。

《Features of digital media which influence social interactions between adults and children aged 2 to 7 years during joint media engagement: a multi-level meta-analysis》

《数字媒体特征对 2 ~ 7 岁儿童与成人社会互动的影响：一项多层次的元分析》

作者： Sandra Mathers · Pınar Kolancalı · Fiona Jelley · Dhirendra Kumar Singh · Alex Hodgkiss · Sophie A. Booton · Lars‐Erik Malmberg · Victoria A. Murphy

英文摘要： This study reviewed research on the features of digital media (e.g. apps, e-books) which influence interactions between adults and children aged 2–7 years when using these media together. We focused on interactions which support child learning, particularly oral language development. We used robust variance estimation to conduct multilevel meta-analyses of 15 experimental studies (n = 627 parent–child pairs; k = 190 effects). Findings suggest that digital design can shape adult-child interactions (g = 0.56, k = 170), particularly the quality of parental language input (g = 1.1, k = 86). Embedding conversation prompts into e-books showed particular promise (g = 0.84–0.99, k = 58–74). Though small in scope, this study offers direction for media design and research and indicates promise for low-cost intervention via digital design. However, it also indicates a need for more robust and well-powered research to inform design, practice and policy. In particular, better evidence is needed to establish whether the benefits identified for adult-child interaction translate into benefits for wider child and adult outcomes.

中文摘要： 本研究回顾了数字媒体 (如应用程序、电子书) 的特征对 2-7 岁儿童与成人共同使用这些媒体时的互动影响的研究。我们专注于支持儿童学习的互动，特别是口头语言的发展。我们使用稳健的方差估计对 15 个实验研究 (n = 627 个亲子对；k = 190 个效应) 进行多水平荟萃分析。研究结果表明，数字设计可以塑造成人 - 儿童的互动 (g = 0.56，k = 170) ，特别是父母语言输入的质量 (g = 1.1，k = 86)。在电子书中嵌入对话提示显示出特别的前景 (g = 0.84-0.99，k = 58-74)。虽然研究范围较小，但本研究为媒体设计和研究提供了方向，并预示着通过数字设计进行低成本干预的前景。然而，它也表明需要更健全和强有力的研究来指导设计、实践和政策。特别是，需要更好的证据来确定已确定的成人 - 儿童互动的好处是否转化为更广泛的儿童和成人成果的好处。

《Teaching and Learning Challenges Due to the COVID-19 Pandemic: A Systematic Review》

《2019 冠状病毒疾病大流行给教与学带来的挑战：系统综述》

作者： Cheng Yong Tan · Sung Tae Jang · Si Man Lam · Aijun An · Ue Kiu Venus Lo

英文摘要： Teaching and learning in schools worldwide was severely disrupted due to COVID-19. Therefore, the present study aimed to understand the teaching and learning challenges that confronted schools due to the pandemic. It systematically reviewed the international literature involving 226 studies to elucidate a comprehensive range of teaching and learning challenges confronting schools due to the pandemic. Thematic analysis was used to derive patterns of challenges from the studies included in the systematic review. Results showed that the teaching and learning challenges were often inextricably linked to those affecting wellbeing and safety. They involved different stakeholders beyond school leaders – teachers, students, parents, and other members of the school community. They also pertained to the period of time corresponding to school closure during the pandemic and post-pandemic reopening. The analysis identified four themes on teaching and learning challenges schools were confronted with, namely schools' urgent need to respond to the challenging external environment, implementation and consequences of home-based online teaching and learning during the pandemic, need to do more with less, and deteriorating wellbeing of the school community during the pandemic. Our study contributes to the development of the leadership contingency opportunities theory in the context of teaching and learning challenges confronting schools due to COVID-19. Implications for policy and schools to enhance schools’ capacity to address teaching and learning challenges during future crises were discussed.

中文摘要： 由于 2019 冠状病毒疾病，世界各地学校的教与学都受到严重影响。因此，本研究旨在了解学校因疫情而面对的教与学的挑战。它系统地审查了涉及 226 项研究的国际文献，以阐明学校由于这一流行病而面临的一系列全面的教学和学习挑战。研究采用主题分析法，从系统综述所包含的研究中得出挑战的模式。结果表明，教学和学习方面的挑战往往与影响福祉和安全的挑战密不可分。除了学校领导人之外，还涉及到不同的利益相关者 —— 教师、学生、家长和学校社区的其他成员。它们还涉及大流行期间学校停课和大流行后重新开学的时间。分析确定了学校面临的教与学挑战的四个主题，即学校迫切需要应对具有挑战性的外部环境、疫情期间家庭在线教学的实施和后果、需要以更少的资源做更多的事情以及疫情期间学校社区的福祉恶化。我们的研究有助于领导权变机会理论在学校因 2019 冠状病毒疾病而面对的教与学挑战中的发展。会议讨论了对政策和学校的影响，以提高学校在未来危机中应对教与学挑战的能力。

《A Systematic Review of Evidence-based Design and Pedagogical Principles in Educational Virtual Reality Environments》

《教育虚拟现实环境中的循证设计与教学原则系统综述》

作者： Adurangba V. Oje · Nathaniel Hunsu · Logan Fiorella

英文摘要：As Virtual Reality (VR) becomes increasingly integrated into educational settings, researchers are leveraging multimedia and generative learning theories to enhance the design and implementation of instructional VR for effective educational experiences. This systematic review examines the current state of research on applying evidence-based multimedia design and pedagogical principles to VR in education. A total of 48 reports encompassing 63 independent studies were analyzed to evaluate the learning effects of these principles. Immersion emerged as the most extensively studied principle, while pretraining demonstrated the largest VR learning effects among the design principles. Additionally, medium-to-large learning effects were observed when generative learning activities, such as summarizing, were incorporated into VR educational activities. The review also identifies potential boundary conditions that may moderate the learning effects of these principles. This systematic review underscores existing knowledge gaps and provides valuable implications for both practice and future research in VR-based education.

中文摘要：随着虚拟现实越来越多地融入到教育环境中，研究人员正在利用多媒体和生成性学习理论来加强教学虚拟现实的设计和实施，以获得有效的教育体验。本系统综述探讨将循证多媒体设计及教学原则应用于虚拟现实教育的研究现况。共有 48 份报告，包括 63 个独立的研究进行了分析，以评价这些原则的学习效果。沉浸成为研究最广泛的原则，而预训练显示了最大的虚拟现实学习效果的设计原则。此外，将概述等生成性学习活动融入虚拟现实教育活动中，可以观察到中等到大的学习效果。审查还确定了可能减缓这些原则的学习效果的潜在边界条件。这项系统综述强调了现有的知识差距，并为虚拟现实教育的实践和未来研究提供了宝贵的启示。

《Technology-enhanced content and language integrated learning: A systematic review of empirical studies》

《科技强化的内容与语言整合学习：实证研究系统综述》

作者： Dongpin Hu · Juanjuan Chen · Li Yan · Minhong Wang

英文摘要：Content and language integrated learning (CLIL), i.e., learning subject content in a non-native language, has been widely promoted as an innovative way of teaching English as a foreign language. More recently, technology is integrated in CLIL programs. In view of the growing number of studies on technology-enhanced CLIL (TECLIL) and the limitations of previous reviews in this field, this paper presents a systematic review of empirical studies on TECLIL. Based on the findings from 20 articles published in Social Science Citation Index (SSCI) journals (2014–2023), this review summarizes the key characteristics of the empirical studies on TECLIL, the types of technology applied in TECLIL programs, the learning outcomes reported in TECLIL studies, and exemplary cases demonstrating the design and implementation of TECLIL in practice. Seven types of technology applied in TECLIL programs are identified. Telecollaboration tools are the most frequently used, followed by online learning platforms, multimedia, virtual learning environments, social network applications, language tools, and intelligent conversation tools. The language skills explored in TECLIL programs focus on productive skills (e.g., speaking and writing) rather than receptive skills (e.g., listening and reading). Cognitive learning outcomes in terms of subject knowledge and language skills are commonly assessed in TECLIL studies, with less attention to affective outcomes. Overall, the use of technology has yielded a small effect (effect size = 0.29) on content knowledge acquisition, but no substantial effect (effect size = 0.16) on language achievement. Although there is a growing body of research on TECLIL, more empirical studies are needed to determine effective design of TECLIL programs and the effects of TECLIL on both cognitive and affective outcomes.

中文摘要：内容与语言整合学习 (CLIL) ，即用非母语学习学科内容，作为对外英语教学的一种创新方法，已经得到了广泛的推广。最近，技术被集成到 CLIL 程序中。鉴于技术增强型语料库的研究日益增多以及以往研究的局限性，本文对技术增强型语料库的实证研究进行了系统综述梳理。本文基于 2014-2023 年发表在 SSCI (Social 科学引文索引) 期刊上的 20 篇文献，总结了 TECLIL 实证研究的主要特征、 TECLIL 项目中应用的技术类型、 TECLIL 研究中报告的学习成果，以及 TECLIL 设计与实施的典型案例。七种类型的技术应用在 TECLIL 程序被确定。远程协作工具是最常用的，其次是在线学习平台、多媒体、虚拟学习环境、社交网络应用程序、语言工具和智能对话工具。TECLIL 项目所探索的语言技能侧重于生产性技能 (如口语和写作) ，而不是接受性技能 (如听力和阅读)。TECLIL 研究通常评估学科知识和语言技能方面的认知学习结果，较少关注情感结果。总体而言，技术的使用对内容知识的习得产生了微小的影响 (效应量 = 0.29) ，但对语言成绩没有实质性的影响 (效应量 = 0.16)。尽管目前有关 TECLIL 的研究越来越多，但还需要更多的实证研究来确定 TECLIL 项目的有效设计以及 TECLIL 对认知和情感结果的影响。

《Evaluating Methodological Quality of Meta-analyses; A Case Study of Meta-analyses on Associations between Parental Involvement and Students’ Learning Outcomes》

《元分析方法学质量评价：父母参与与学生学习结果关系的元分析案例研究》

作者： Cheng Yong Tan · Lin Gao

中文摘要： 本研究对 41 个元分析的方法学质量进行了综述，探讨了父母参与和学生学习成果之间的关系。它开发了一个综合的方法学框架，用于评价荟萃分析的方法学质量。该框架包括从元分析的目标和概念化到结果报告的不同方面，涉及元分析中的先进方法论主题，并考虑元分析师自身对未来研究的局限性和建议的方法学思考。应用该框架对 41 个荟萃分析，使我们能够确定各种方法的优势和领域的改进。优势包括明确的问题定义，全面搜索初级研究，可靠的编码，注意初级研究的方法学质量，报告效应量的大小和变化，以及调查发表偏倚。需要改进的领域涉及关键变量的概念和操作定义，搜索和编码主要研究的透明度，澄清模型假设，处理因变量效应大小和缺失数据，调查统计异常值，确定统计效力，使用元回归，为主要研究提供汇总表，并解释效应大小。这项研究具有重要意义，它为加强父母参与荟萃分析的方法学严谨性指明了前进的道路，并提供了一个综合评价框架，可用于类似地确定其他领域荟萃分析的优势和需要改进的领域。

《Interdisciplinary Knowledge Diffusion of Educational Research, 2002-2021》

《教育研究的跨学科知识扩散： 2002-2021》

作者： Ying Tang · Ying Liu · Yixin Jin · Chenwei Zhang · Xiaojuan Zhang

英文摘要：Since considered as an independent discipline, education has become more interdisciplinary by absorbing insights from various disciplines. However, there is a gap in understanding how educational knowledge diffuses to other academic fields. Our study seeks to bridge this gap with three specific objectives: 1) Mapping the landscape of literature in the interdisciplinary knowledge diffusion process, 2) Investigating the characteristics of how educational knowledge has diffused to non-educational disciplines, and 3) Examining the non-educational topics that have referenced educational studies. We further delve into secondary disciplines within education for a more in-depth and comprehensive analysis. To achieve these aims, we reviewed primary educational literature published between 2002 and 2021 along with how these sources were cited in non-educational publications. The analysis was structured in three phases accordingly, including descriptive analysis, calculation of interdisciplinary knowledge diffusion metrics, and AI-assisted keyword identification. Our findings point to a growing interdisciplinary influence of education on other fields, as evidenced by various indicators such as the volume, distribution, breadth, diversity, and intensity of knowledge diffusion. The significance of our study lies in its novel research focus, the integration of quantitative and qualitative methodologies, and the extensive volume of publications covered.

中文摘要：自从被认为是一门独立的学科以来，教育通过吸收不同学科的见解而变得更加跨学科。然而，在理解教育知识如何扩散到其他学术领域方面存在差距。本研究试图通过三个具体目标来弥合这一鸿沟： 1) 绘制跨学科知识扩散过程中的文献图景；2) 考察教育知识如何向非教育学科扩散的特征；3) 考察引用教育研究的非教育主题。我们进一步深入中等学科的教育更深入和全面的分析。为了实现这些目标，我们回顾了 2002 年至 2021 年期间出版的小学教育文献，以及这些资料如何在非教育出版物中被引用。分析过程分为描述性分析、跨学科知识扩散度量计算和人工智能辅助关键词识别三个阶段。我们的研究结果表明，教育对其他领域的跨学科影响越来越大，这可以从知识传播的数量、分布、广度、多样性和强度等各种指标得到证明。我们的研究意义在于其新颖的研究重点，定量和定性方法的整合，以及广泛的出版物覆盖量。

《Effectiveness of L1 and Pictures in Multimedia Conditions on Learning Second-Language Vocabulary: A Meta-analysis》

《多媒体环境下母语和图片对第二语言词汇学习效果的元分析》

作者： Caihui Zhang · Giovanni Sala · Fernand Gobet

英文摘要：Multimedia inputs have been often used in second language (L2) vocabulary learning; however, the effective elements in multimedia inputs for L2 vocabulary learning have hardly been established. This study aims to identify the effective element(s) and further clarifies the meaning of different “domains” in multimedia L2 vocabulary learning. Considering that the learning target (L2 vocabulary) belongs to the verbal domain, the meaningful inputs are then constructed as within-domain (i.e. L1-based), cross-domain (i.e. Picture-based), and mixed-domain (i.e. L1+picture-based) learning conditions. The present study firstly conducted an omnibus analysis and then three meta-analyses: (a) within-domain vs. cross-domain (20 studies, 51 effect sizes), (b) within-domain vs. mixed-domain (21 studies, 55 effect sizes), and (c) cross-domain vs. mixed-domain (9 studies, 27 effect sizes), for a total of 2056 participants. Both immediate and available delayed tests were used as dependent variables. Four moderators were used to identify potential predictors. The results indicate that, at the immediate tests, the mixed-domain condition consistently outperforms the within-domain condition (g = 0.334, p < 0.001) and cross-domain condition (g = 0.350, p = 0.001) in facilitating L2 vocabulary learning. However, at the delayed tests, the advantageous effect of the mixed-domain condition only marginally outperformed the cross-domain condition (g = 0.271, p = 0.067). No significant difference was found between the within-domain and cross-domain conditions in L2 vocabulary learning. No significant moderator was detected at either the immediate tests or the delayed tests. These findings highlight the benefit of incorporating both L1 words and pictures into L2 vocabulary learning.

中文摘要：多媒体输入在第二语言词汇学习中得到了广泛的应用，但是多媒体输入对二语词汇学习的影响因素却鲜有研究。本研究旨在确定多媒体二语词汇学习中的有效成分，并进一步阐明不同 “域” 的含义。考虑到学习目标 (二语词汇) 属于言语领域，有意义的输入被构建为领域内 (即基于母语)、跨领域 (即基于图片) 和混合领域 (即基于母语 + 基于图片) 的学习条件。本研究首先进行了综合分析，然后进行了三项荟萃分析： (a) 域内与跨域 (20 项研究，51 个效应量) ，(b) 域内与混合域 (21 项研究，55 个效应量) 和 (c) 跨域与混合域 (9 项研究，27 个效应量) ，共有 2056 名参与者。立即和可用的延迟测试作为因变量。四个主持人被用来确定潜在的预测因子。结果表明，在即时测试中，混合领域条件在促进二语词汇学习方面始终优于领域内条件 (g = 0.334，p < 0.001) 和跨领域条件 (g = 0.350，p = 0.001)。然而，在延迟测试中，混合域条件的优势效应仅略优于交叉域条件 (g = 0.271，p = 0.067)。二语词汇学习的领域内条件和跨领域条件没有显著差异。无论是立即测试还是延迟测试都没有发现显著的调节剂。这些发现强调了将第一语言单词和图片同时纳入第二语言词汇学习的好处。

《The Effect of Preschool Vocabulary and Grammar on Early Reading Comprehension and Word Reading: A Systematic Review and Meta-analysis》

《学前词汇和语法对早期阅读理解和词汇阅读的影响：系统综述和元分析》

作者： Lana S. Jago · Padraic Monaghan · Katie Alcock · Kate Cain

英文摘要：The oral language skills of vocabulary and grammar are associated with early reading ability, but how they relate to different aspects of reading – comprehension, word reading, and pseudoword reading – has not been systematically compared. A meta-analysis of 72 longitudinal studies (comprising 499 correlations from 23,387 children) examined the predictive relationship between vocabulary and grammar in preschool and reading comprehension, word reading, and pseudoword reading in children at the start of formal schooling. Preschool vocabulary and grammar each had significant, moderate effects on all aspects of early reading. This relationship was not moderated by the nature of the preschool oral language assessment (receptive vs expressive; complexity of response), nor by the time interval between preschool measures of oral language and school-aged measures of early reading. The age of the onset of formal schooling (used as a proxy for the start of formal reading instruction) moderated the size of the effect between preschool vocabulary and school-age word reading, revealing a greater impact for earlier formal schooling. Preschool vocabulary and grammar thus have a direct influence on all aspects of early reading, highlighting the benefit of early oral language support, particularly when reading instruction begins early in children's formal schooling.

中文摘要：词汇和语法的口语技能与早期阅读能力有关，但它们与阅读的不同方面 —— 理解、单词阅读和假词阅读 —— 之间的关系尚未得到系统的比较。对 72 项纵向研究 (包括来自 23387 名儿童的 499 项相关性) 的荟萃分析检验了学龄前儿童和阅读理解儿童的词汇和语法之间的预测关系，以及正规学校教育开始时儿童的单词阅读和伪单词阅读。学前词汇和语法对早期阅读的各个方面都有显著的、适度的影响。这种关系不受学龄前口头语言评估的性质 (接受性 vs 表达性；反应的复杂性) 的调节，也不受学龄前口头语言测量和学龄前早期阅读测量之间的时间间隔的调节。开始接受正规教育的年龄 (作为开始接受正规阅读教育的替代指标) 调节了学龄前词汇和学龄期单词阅读之间的影响大小，揭示了较早接受正规教育的影响更大。因此，学前词汇和语法对早期阅读的各个方面都有直接影响，突出了早期口头语言支持的好处，特别是在儿童正规学校早期开始阅读教学时。

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