EDUCATIONAL PSYCHOLOGY REVIEW教育心理学评论
EDUCATIONAL PSYCHOLOGY REVIEW(英文缩写 EDUC PSYCHOL REV),ISSN 1040-726X,eISSN 1573-336X,中文译名:教育心理学评论 是一本学术期刊。本页汇总该期刊的最新影响因子、分区信息以及最新收录于 PubMed 的文献,帮助您快速了解期刊全貌。
发文量统计区间：2025-11-01 至 2026-10-31，按本站收录文献的发表日期统计。
期刊介绍
历年影响因子趋势
| JCR 数据年份 | 影响因子 | JCR 分区 |
|---|---|---|
| 2021 | 8.240 | Q1 |
| 2022 | 10.100 | Q1 |
| 2023 | 10.100 | Q1 |
| 2024 | 8.800 | Q1 |
| 2025 | 11.900 | Q1 |
EDUCATIONAL PSYCHOLOGY REVIEW 最新收录文献
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1. A Conceptual Framework to Integrate Research Programs on Self-Regulation in Education.
1. 整合教育中自我调节研究项目的概念框架PMID:日期:2026-08-10Self-regulation (SR) has emerged as a pivotal construct in educational research, yet its diverse theoretical accounts often lack comprehensive integration. This paper addresses this by proposing an integrative conceptual framework that consolidates four core research traditions on SR in educational settings, each emphasizing distinct underlying mechanisms: (1) Stable Dispositions (e.g., personality traits; Matthews et al., 2009; Roberts et al., 2007; Song et al., 2020), (2) Limited Resources (e.g., working memory capacity and executive functioning; Friedman & Miyake, 2017; Paas et al., 2003; Sweller, 1994), (3) Driving Forces (e.g., motivation, interest, and affect; Eccles & Wigfield, 2002; Hidi & Renninger, 2006; Trautwein et al., 2019), and (4) Learning Activities (e.g., self-regulated learning, cognitive and metacognitive strategies; Winne & Hadwin, 1998; 2008; Zimmerman, 2000). By synthesizing these perspectives, our framework positions SR as a dynamic, interdependent system, emphasizing how interactions and compensatory mechanisms explain individual differences and influence learning outcomes. We further argue for an integrative methodological toolkit, leveraging advanced machine learning and computational models, to capture the multi-level, temporal, and social dynamics inherent in SR. This holistic approach is crucial for advancing a comprehensive and ecologically valid understanding of SR in educational contexts.
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2. A Mixed-methods Study of How to Improve Primary-secondary Transitions in England: Combining Academic Research with Policy and Practice Consultation.
2. 一项关于如何改善英格兰中小学衔接的混合方法研究：将学术研究与政策和实践咨询相结合PMID:日期:2026-07-04[中文摘要] 中小学过渡期是儿童教育和情感发展的关键阶段，这一阶段对学业成绩不佳、出勤率低、社会适应困难以及心理健康问题的风险更高，对弱势儿童而言尤为如此。然而，由于缺乏明确的法定指导，英国学校难以应对这一时期出现的多重挑战。政府报告一致将过渡期视为系统性薄弱环节，而从教人员报告称对应优先处理哪些事项感到不确定，导致各地提供的支持差异极大且各自为政。因此，重要的是在研究、政策和实践证据的基础上制定最佳实践指南，为英格兰制定循证过渡策略提供依据。为缩小这一差距，本研究采用探索性序贯混合方法设计，三角互证多方利益相关者视角和多学科证据，以制定循证框架并提出政策建议。首先进行了系统性文献综述，以探索现有研究中确定的关键优先领域。在此基础上，开展了10场圆桌讨论，汇集了全国教育实践、研究和政策领域52位专家的多学科视角。数据采用主题框架分析法进行分析，以识别实施高质量中小学过渡支持中的障碍和促进因素，以及国家战略应纳入哪些关键优先领域。随后进行元推断，制定了一个循证框架，概述了五项政策建议，并提出了每项建议在实践中如何实施的方案。本研究提供了概念基础以为政策提供参考，并可能对指导高质量研究和实践具有实用价值。文中还考虑了在英格兰引入法定过渡策略相关的实践和情境挑战。
[英文摘要] Primary-secondary school transitions are critical periods in children's educational and emotional development, which pose heightened risk for poor attainment, attendance, social adjustment, and mental health, particularly for vulnerable children. Yet, the multiple challenges presented during this time remain difficult for English schools to manage without clear statutory guidance. Government reports consistently identify transitions as a systemic weakness, while practitioners report uncertainty about what to prioritise, resulting in highly variable, locally interpreted provision. It is important that best practice guidance is developed, drawing on evidence from research, policy, and practice, to inform an evidence-informed transitions strategy in England. To narrow this gap, the present research takes an exploratory sequential mixed-methods design, triangulating multiple stakeholder perspectives and multidisciplinary evidence to develop an evidence-based framework with policy recommendations. A systematic literature review was first conducted to explore key priority areas identified within existing research. Building on these insights, 10 round-table discussions were conducted to aggregate multi-disciplinary perspectives of 52 experts within educational practice, research, and policy, nationwide. Data were analysed using Thematic Framework Analysis, to identify barriers and facilitators in implementing high-quality primary-secondary school transitions provision, and what key priority areas should be included in national strategy. Meta-inferences were then drawn to develop an evidence-based framework outlining five policy recommendations, with implementation proposals of how each might be enacted in practice. This research offers a conceptual foundation to inform policy and could have practical utility for informing high-quality research and practice. Practical and contextual challenges associated with introducing a statutory transitions strategy in England are considered.
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3. The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms.
3. 将多层面、整合性动机干预嵌入课堂的理由PMID:日期:2026-06-11Motivation scholars have grown increasingly interested in the application of motivation theory to educational practice. We provide an overview of various approaches to supporting students' motivation and then focus specifically on the potential benefits of multifaceted interventions that integrate across theoretical perspectives and are embedded in classrooms to support students' motivation. We also discuss how multifaceted interventions can be guided by an understanding of complex dynamic systems (CDS) and present a brief overview of how CDS can be applied to understanding motivation and education. We then discuss in detail two multifaceted, theoretically integrated motivation intervention programs embedded in classrooms that have been successfully implemented. The first focused on reading motivation and engagement and was implemented at both the elementary and middle school levels. The second focused on science motivation and engagement at the middle school level. We close with a discussion of the challenges and promises of implementing embedded motivation interventions that integrate across theories and use a CDS framework.
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4. Developing Digital Self-Regulation in Adolescence: A Developmental Self-Determination Model of Digital Self-Regulation.
4. 青少年数字自我调节能力的发展：数字自我调节的发展性自我决定模型PMID:日期:2026-06-08[中文摘要] 数字技术，如社交媒体、即时通讯、游戏和新兴人工智能平台，已深度嵌入青少年的日常生活，并在不同情境中塑造其学习、社会关系、娱乐和身份发展。面对关于分心、心理健康和学业投入的担忧，学校和政策制定者日益强调对数字使用的限制性措施，包括智能手机禁令和使用权限限制。尽管此类政策可能减少短期暴露，但往往忽视了青少年正在发展的自我调节能力以及对自主性、胜任感和归属感的基本心理需求。本文基于自我决定理论和发展科学，提出数字自我调节的发展性自我决定模型（DSMDS），这一概念框架将数字调节重新概念化为一个发展性的能力建设过程，而非暴露控制问题。在DSMDS中，数字素养能力被界定为数字自我调节的知识与意义建构基础，而调节策略则是将这种理解在各类设备、平台和活动中付诸实施的行为与情境策略。该模型进一步理论化了同伴、家庭、学校和政策情境中的自主支持性实践如何在执行功能持续发展时期为调节提供支架，以及这些支持在有利条件下如何随时间被内化。重要的是，DSMDS将这种进展视为有条件而非必然的，强调素养发展的不均衡、问题性参与和情境压力作为重要的边界条件。该框架为旨在促进青少年更有意图、更具情境敏感性和自主导向地参与数字技术的研究、政策和教育实践提供了以发展为基础的行动路线图。
[英文摘要] Digital technologies, such as social media, messaging, gaming, and emerging AI platforms, are deeply embedded in adolescents' daily lives and shape their learning, social relationships, recreation, and identity development across contexts. In response to concerns about distraction, mental health, and academic engagement, schools and policymakers have increasingly emphasized restrictive approaches to digital use, including smartphone bans and access limitations. Although such policies may reduce short-term exposure, they often overlook adolescents' developing self-regulatory capacities and basic psychological needs for autonomy, competence, and relatedness. Drawing on Self-Determination Theory and developmental science, this article introduces the Developmental Self-Determination Model of Digital Self-Regulation (DSMDS), a conceptual framework that reconceptualizes digital regulation as a developmental, capacity-building process rather than a problem of exposure control. Within DSMDS, digital literacy competence is defined as the knowledge and meaning-making foundation of digital self-regulation, whereas regulatory strategies are the behavioral and contextual tactics through which that understanding is enacted across devices, platforms, and activities. The model further theorizes how autonomy-supportive practices across peer, family, school, and policy contexts may scaffold regulation during periods of ongoing executive function development and how these supports may, under favorable conditions, be internalized over time. Importantly, DSMDS treats such progression as contingent rather than inevitable, emphasizing uneven literacy development, problematic engagement, and contextual pressures as important boundary conditions. The framework provides a developmentally grounded roadmap for research, policy, and educational practice aimed at fostering adolescents' more intentional, context-sensitive, and self-directed engagement with digital technologies.
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5. Peer Mindset Culture as a Developmental Context for Belonging.
5. 同伴心态文化作为归属感的发展情境PMID:日期:2025-10-30Over the past decade, mindset research has increasingly moved beyond the individual, examining how beliefs about ability are shaped and reinforced by the broader social context. This paper extends that work by focusing on peers, a powerful but underexplored influence in adolescent development. We introduce a theoretical framework for understanding peer mindset culture: the shared beliefs that peers hold and communicate about whether ability is fixed or can grow. We argue that fixed mindset peer cultures can erode students' sense of belonging by (a) triggering identity threats (e.g., stereotype threat, perceived mismatch with peers' beliefs, or social contagion of fixed norms), and (b) weakening social connection (e.g., peer selection and low support). We argue that these dynamics are especially consequential for students from minoritized backgrounds, those who are struggling academically, and those who personally endorse a growth mindset. Finally, we outline principles for designing peer-focused mindset interventions. Our goal is to provide avenues for future research and practical strategies to support all students in developing a strong sense of belonging in their learning environments.
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6. The Role of Teachers' Emotions and Their Assessment in Professional Development Research: A Systematic Review.
6. 教师情绪及其评估在专业发展研究中的作用：一项系统综述PMID:日期:2025-07-12Professional development (PD) both influences and is influenced by teachers' emotions, yet emotions remain unaddressed in PD frameworks. This study pursues three objectives: (1) to offer a theoretical framework illustrating how PD processes influence and are influenced by teachers' emotions, (2) to systematically review how empirical studies have assessed teacher emotions in PD, and (3) to synthesize recommendations on how teacher educators can attend to emotions in PD. The literature review identified 25 studies, most of which assessed emotions as secondary outcomes (e.g., general emotional experiences) without a consistent theoretical framework. Assessments predominantly relied on interviews and focused on emotions related to implementation objects or general job experiences. Emotions were typically captured as current or retrospective emotions, with limited focus on prospective emotions. Key recommendations included promoting emotional awareness, supportive environments, and collaboration. For future directions, we propose a more systematic approach to theorizing and measuring teacher emotions in PD.
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7. Cognitive Load and Challenges in Self-regulation: An Introduction and Reflection on the Topical Collection.
7. 自我调节中的认知负荷与挑战：专题文集导论与反思PMID:日期:2025-06-27The effort monitoring and regulation (EMR) model integrates self-regulated learning and cognitive load theory to examine how students monitor, regulate, and optimize effort during learning. Since its introduction in 2020, it has inspired research that explores how to correct learners' misinterpretations of effort and metacognitive biases and how instructional interventions can improve learning strategies. The current topical collection titled includes seven empirical papers, two review papers, one meta-analysis, and a discussion paper. These contributions build on the EMR model by testing its assumptions, linking it to motivation, and refining our understanding of the basis of effort ratings in learning. Among other findings, the findings in the topical collection (1) show that feedback valence can affect participants' perceived task effort and their willingness to invest effort via feelings of challenge and threat, (2) provide the first evidence of far metacognitive transfer, and (3) propose a novel categorization of effort based on the underlying psychological sources when experiencing and allocating mental effort. In this editorial introduction, we summarize the topical collection papers, connect their findings to the EMR model, and finally reflect on how these novel insights can further develop the model.
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8. The Brilliance-Belonging Model: How Cultural Beliefs About Intellectual Ability Undermine Educational Equity.
8. 才华-归属模型：关于智力能力的文化信念如何削弱教育公平PMID:日期:2025-06-25As societies worldwide grapple with substantial educational inequities, understanding their underlying causes remains a priority. Here, we introduce the Brilliance-Belonging Model, a novel theoretical framework that illuminates how cultural beliefs about exceptional intellectual ability create inequities through their impact on students' sense of belonging. The model identifies two types of widespread cultural beliefs about ability: field-specific ability beliefs (FABs) and brilliance stereotypes. FABs are cultural beliefs about the extent to which success in an educational context requires exceptional intellectual ability or "brilliance" (e.g., math more so than language). In contrast, brilliance stereotypes are cultural beliefs that associate exceptional intellectual ability with some groups more than others (e.g., individuals from high vs. low socioeconomic status backgrounds). According to the Brilliance-Belonging Model, students from groups targeted by negative brilliance stereotypes are perceived-by themselves and others-as not belonging in contexts where brilliance-oriented FABs are common. These perceptions compromise students' psychological safety and lead to disempowering treatment by others, resulting in persistent gaps in achievement and representation. Such effects are amplified by the competitive climates to which brilliance-oriented FABs give rise, where pressure to demonstrate intellectual superiority creates particular challenges for students from intellectually stigmatized groups, who often value cooperation over competition. By revealing how cultural beliefs about intellectual ability shape educational outcomes through their effects on belonging, the Brilliance-Belonging Model provides a roadmap for interventions aimed at fostering a sustained sense of belonging among diverse students.
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9. How Similar Are Students' Aggregated State Emotions to Their Self-Reported Trait Emotions? Results from a Measurement Burst Design Across Three School Years.
9. 学生的聚合状态情绪与其自我报告的特质情绪有多相似？来自跨越三个学年的测量爆发设计的结果PMID:日期:2025-03-13Students' emotions in the classrom are highly dynamic and thus typically strongly vary from one moment to the next. Methodologies like experience sampling and daily diaries have been increasingly used to capture these momentary emotional states and its fluctuations. A recurring question is to what extent aggregated state ratings of emotions over a longer period of time are similar to self-reported traits of emotions. Thus, this study aims to investigate the extent of similarity between students' aggregated emotional states and self-reported traits over a two-week period in three consecutive school years ( = 149, average age = 15.64 years). Six discrete emotions (enjoyment, anger, pride, anxiety, shame, and boredom) were assessed in German, English, French, and mathematics classes. We investigated similarity in terms of convergence, mean-level differences, long-term stability, and incremental predictive validity of aggregated states and self-reported traits. Results indicated substantial convergence between aggregated states and self-reported traits, with both showing similar long-term stability. However, aggregated states did not demonstrate superior predictive validity compared to self-reported traits for academic outcomes, while momentary assessments offer insights into short-term emotional fluctuations, on a person-aggregated level aggregated states and self-reported traits behave rather similarly. This suggests that both can be used interchangeably to study students' trait-related research questions, like interindividual differences or long-term emotional processes in educational settings. The online version contains supplementary material available at 10.1007/s10648-025-09995-1.
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10. How do Students Regulate Their Use of Multiple Choice Practice Tests?
10. 学生如何调节他们对多项选择练习题的使用？PMID:日期:2023-03-30Multiple-choice practice tests are beneficial for learning, and students encounter multiple-choice questions regularly. How do students regulate their use of multiple-choice practice testing? And, how effective is students' use of multiple-choice practice testing? In the current experiments, undergraduate participants practiced German-English word pairs. Students started with an initial study trial for each pair. Then, they had the options to restudy an item, take a practice test, or remove it from further practice. For comparison to students' use of multiple-choice practice questions, we included a second self-regulated group that had access to cued-recall practice questions. Participants chose to complete multiple-choice questions until they correctly answered each item about one time during practice, similar to students' use of cued-recall questions. We also included experimenter-controlled groups in which participants completed practice tests until they reached a higher number of correct answers during practice. As compared to the experimenter-controlled groups, participants who regulated their use of multiple-choice questions scored lower on final tests but also spent less time practicing items. Thus, when considering final test performance in relation to time spent practicing, students' choices to use multiple-choice practice questions to about one correct answer per item was comparatively effective. The online version contains supplementary material available at 10.1007/s10648-023-09761-1.