This meta-analysis examines the association between teacher support and students' academic emotions [both positive academic emotions (PAEs) and negative academic emotions (NAEs)] and explores how student characteristics moderate these relationships. We identified 65 primary studies with 58,368 students. The results provided strong evidence linking teacher support and students' academic emotions. Furthermore, students' culture, age, and gender moderated these links. The correlation between teacher support and PAEs was stronger for Western European and American students than for East Asian students, while the correlation between teacher support and NAEs was stronger for East Asian students than for Western European and American students. Also, the correlation between teacher support and PAEs was strong among university students and weaker among middle school students, compared to other students. The correlation between teacher support and NAEs was stronger for middle school students and for female students, compared to other students.
This meta-analysis of 57 primary studies with 73,933 students shows strong links between affective teacher—student relationships (TSRs) and students' externalizing behavior problems (EBPs). Moreover, students' culture, age, gender, and the report types of EBPs moderated these effects. The negative correlation between positive indicators of affective TSRs and students' EBPs was stronger (a) among Western students than Eastern ones, (b) for students in the lower grades of primary school than for other students, (c) when rated by teachers or parents than by students or peers, and (d) among females than among males. In contrast, the positive correlation between negative indicators of affective TSRs and students' EBPs was stronger (a) among Eastern students than Western ones, (b) for students in the higher grades of primary school than for other students, and (c) when rated by students or peers than by teachers or parents.
We undertook a meta-analysis to explore the relationship between academic emotions (comprising positive high-arousal [PHA], positive low-arousal [PLA], negative high-arousal [NHA], and negative low-arousal [NLA] emotions) and academic performance among mainland Chinese students, and analyzed the moderating effects of regional location, age, achievement domain match, and gender on these associations. Included in the research were 35 primary studies with 17,548 participants. Results of the meta-analysis showed overwhelming support for the positive correlations between PHA, PLA, and academic achievement (r PHA = .312, r PLA = .376), and negative correlations between NHA, NLA, and academic achievement (r NHA =-.179, r NLA =-.371). Furthermore, moderation analyses suggested that these effects were influenced by regional location, age, achievement domain match, and gender. Practical and theoretical implications of the findings are discussed.
As past studies showed mixed results, this meta-analysis determined game-based learning’s overall effect on students’ critical thinking and tested for moderators, using 21 effect sizes from 20 empirical studies of 1,947 participants. The results showed that game-based learning had a significant positive overall effect on students’ critical thinking ( g = 0.863, k = 21) and showed significant heterogeneity among effect sizes. Among game types, role-playing games yielded the largest mean effect size ( g = 1.828, k = 5). The effect size of game-based learning was larger for critical thinking disposition ( g = 1.774, k = 4) than critical thinking skill ( g = 0.661, k = 17). Game-based learning also had a larger effect on students in collectivistic countries ( g = 1.282, k = 10) than those in individualistic countries ( g = 0.432, k = 10). Furthermore, this effect size was larger in later publication years. Lastly, the effect size of game-based learning on critical thinking was larger for studies published in journal articles ( g = 1.154, k = 13) than theses ( g = 0.378, k = 8).
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