分类：SSCI论文发表 时间：2025-08-09 热度：659
在教育学领域，有一本期刊以其高影响力和严格的学术标准备受关注 ——《Educational Research Review》。作为 SSCI 收录的 Q1 区顶级期刊，它不仅是教育研究者展示成果的高地，更是全球教育研究趋势的风向标。如果你正计划投稿教育学综述类论文，这本期刊值得深入了解。
一、期刊概况
《Educational Research Review》创刊于 2006 年，由国际知名出版商 Elsevier 发行，每年出版 3 期，ISSN 号为 1747-938X(印刷版)和 1878-0385(电子版)。作为同时被 SCIE 和 SSCI 收录的期刊，它在教育学领域的地位举足轻重：中科院分区为教育学 1 区，JCR 分区稳居 Q1，2024 年影响因子高达 10.6，远超同类期刊，足见其在全球教育研究界的认可度。
这本期刊的定位清晰而独特：聚焦“教育研究的综述与评价”，面向所有关注教育领域研究进展的学者、机构和政策制定者。它不局限于特定教育阶段(从学前教育到高等教育均有覆盖)，也不限制学习场景(学校教育、企业培训、非正式学习环境等均在收录范围内)，只要是以综述方法解决教育研究问题的高质量论文，都在其接纳之列。
二、期刊特点
《Educational Research Review》最鲜明的特点，是对“综述类文章”的高度专注。它主要接受三类稿件：
主题综述：围绕某一教育研究主题(如“在线教育对学习效果的影响”“教育公平的全球实践”)，系统梳理现有成果并提出批判性见解;
方法论综述：聚焦教育研究方法的进展(如“混合研究方法在教育评估中的应用”)，分析方法优劣与未来改进方向;
元分析：通过定量整合多个相关研究的数据，对某一教育问题得出更具说服力的结论(如“不同教学干预对学生创造力提升的效果对比”)。
期刊的核心目标，是通过对现有研究的批判性评价，为教育领域的未来研究指明方向。因此，它不仅要求文章梳理全面，更强调“创新性”—— 要么提出新的理论框架，要么发现现有研究的空白，要么通过元分析修正此前的争议结论。这种定位使其成为教育研究者把握领域动态、寻找研究突破口的重要参考。
三、审稿与录用
作为顶刊，《Educational Research Review》的审稿流程严格且耗时，但效率在同类期刊中已属可观：
初审速度：官方标注初审约 9 天，主要审核稿件是否符合期刊范围、格式是否规范，这一步骤相对高效，能快速筛除明显不匹配的投稿;
整体周期：完整审稿流程通常需要半年以上，部分复杂的元分析稿件可能耗时更久，这是因为外审专家会对综述的全面性、方法的严谨性进行细致核查;
录用率：每年仅接受约 40 篇文章，而投稿量超过 1000 篇，录用率低于 5%，竞争激烈程度可见一斑。
不过，低录用率背后是对质量的极致追求 —— 一旦文章被录用，其学术影响力往往显著：高影响因子意味着论文被引用的概率更高，而顶刊背书也能为研究者的学术简历增色不少。
四、投稿建议
对于希望挑战这本期刊的研究者，以下建议或许能帮你少走弯路：
紧扣“综述”核心：确保稿件不是简单的文献罗列，而是有明确的研究问题、系统的分析框架和批判性的结论。元分析类稿件需特别注意数据筛选标准、效应量计算的严谨性，避免因方法漏洞被拒。
突出创新价值：在选题阶段就思考“这篇综述能为领域带来什么新东西”—— 是填补了某一细分主题的研究空白?还是通过方法论创新解决了此前的争议?创新点越清晰，越容易获得编辑青睐。
提前规划时间：鉴于审稿周期长，建议至少提前 1-2 年准备，避免因赶时间导致内容仓促。可先完成初稿后，请同行或导师进行预评审，重点检查文献覆盖的全面性、逻辑的严密性。
严格遵循格式规范：期刊官网(https://www.journals.elsevier.com/educational-research-review)有详细的“作者指南”，包括引用格式、图表要求、摘要结构等，务必逐条核对，避免因格式问题影响初审。
考虑开放获取选项：期刊默认非开放获取，但提供 Gold OA 选项(需支付版面费4780美元)，选择OA可提升论文的全球可见度，尤其适合希望扩大影响力的研究。
《Educational Research Review》或许不是最“好发”的期刊，但绝对是教育学SSCI期刊领域最值得挑战的平台之一。它对质量的坚持、对创新的追求，使其成为衡量教育研究水平的重要标尺。如果你有扎实的综述研究基础，且希望自己的成果能为领域发展提供实质贡献，不妨大胆尝试 —— 即使过程漫长，一旦成功，收获也必然丰厚。
《Educational Research Review》期刊2025年7月最新论文推送
1.《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
2.《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
3.《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
4.《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
5.《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
6.《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
7.《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
