教育心理学评论是一个国际论坛，用于发表经过同行评审的综合评论文章、特殊主题问题、对先前研究或新研究方向的反思或评论、访谈、复制和干预文章——所有这些都与教育心理学领域有关。所有出版物都提供了适合教育心理学广泛读者的广泛报道，以及足够的深度为该领域的专家提供信息。

The Educational Psychology Review is an international forum dedicated to publishing peer-reviewed comprehensive review articles, special issue topics, reflections or comments on previous research or new research directions, interviews, replication studies, and intervention articles—all related to the field of educational psychology. The publications aim to provide a wide range of information suitable for a broad audience in educational psychology, while also offering sufficient depth to inform experts in the field.

《Educational Psychology Review》是一个国际性论坛，专注于发表经过同行评审的综合评论文章、特殊主题问题、对先前研究或新研究方向的反思与评论、访谈、复制研究和干预文章，所有内容均与教育心理学领域相关。期刊的出版物旨在为教育心理学的广泛读者提供丰富的信息，同时也为该领域的专家提供足够的深度分析。

Educational Psychology Review

Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher–student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.

Jantine L. Spilt

Helma M. Y. Koomen

Jochem T. Thijs

Educ Psychol Rev

Teacher Wellbeing: The Importance of Teacher–Student Relationships

教师幸福感：师生关系的重要性

Elena Florit

Kate Cain

The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?

阅读的简单观点：它对不同类型的字母文字体系有效吗？

Abstract Spatial skills can predict mathematics performance, with many researchers investigating how and why these skills are related. However, a literature review on spatial ability revealed a multiplicity of spatial taxonomies and analytical frameworks that lack convergence, presenting a confusing terrain for researchers to navigate. We expose two central challenges: (1) many of the ways spatial ability is defined and subdivided are often not based in well-evidenced theoretical and analytical frameworks, and (2) the sheer variety of spatial assessments. These challenges impede progress in designing spatial skills interventions for improving mathematics thinking based on causal principles, selecting appropriate metrics for documenting change, and analyzing and interpreting student outcome data. We offer solutions by providing a practical guide for navigating and selecting among the various major spatial taxonomies and instruments used in mathematics education research. We also identify current limitations of spatial ability research and suggest future research directions.

Kelsey E. Schenck

Mitchell J. Nathan

Navigating Spatial Ability for Mathematics Education: a Review and Roadmap

数学教育中的空间能力导航：回顾与路线图

Jessica E. Kilday

Allison M. Ryan

The Intersection of the Peer Ecology and Teacher Practices for Student Motivation in the Classroom

课堂中同伴生态与教师实践对学生学习动机的交叉影响

Danielle Wall

Sarah Foltz

Anne Kupfer

Arthur M. Glenberg

Embodied Action Scaffolds Dialogic Reading

Xiaoyu Ren

Ningyu Liu

Peng Peng

Yingfei Lu

Yuxuan Chen

Jia Li

Sha Tao

What Works for Reading Interventions in Chinese Children at Risk for Reading Difficulties? A Systematic Review and Meta-analysis of Findings in Recent Three Decades

中文儿童阅读困难高风险干预措施的有效性研究：近三十年研究成果的系统综述与元分析

Carlton J. Fong

Semilore F. Adelugba

Melissa Garza

Giovanna Lorenzi Pinto

Cassandra Gonzales

Pedram Zarei

Christopher S. Rozek

A Scoping Review of the Associations Between Sense of Belonging and Academic Outcomes in Postsecondary Education

高等教育中归属感与学业成果关联性的范围综述

Héfer Bembenutty

Anastasia Kitsantas

Maria K. DiBenedetto

Allan Wigfield

Jeffrey A. Greene

Ellen L. Usher

Mimi Bong

Timothy J. Cleary

Ernesto Panadero

Carol A. Mullen

Peggy P. Chen

Harnessing Motivation, Self-Efficacy, and Self-Regulation: Dale H. Schunk’s Enduring Influence

利用动机、自我效能和自我调节：戴尔·H·舒恩的持久影响

Shan Zhang

Chris Palaguachi

Marcin Pitera

Chris Davis Jaldi

Noah L. Schroeder

Anthony F. Botelho

Jessica R. Gladstone

Correction to: Semi-automating the Scoping Review Process: Is It Worthwhile? A Methodological Evaluation

更正：半自动化范围审查流程：是否值得？方法学评估

Abstract Belonging is personal and political. As a fundamental human need, belonging is about self-acceptance and about feeling “accepted” by others. And yet, this process of acceptance is inextricably tied to structures of power that work to include and exclude. Structures of whiteness within higher education systems, for example, relegate low-income, first-generation-to-college students of color to the margins and undermine their capacity and desire to belong. This makes the task of developing institutional practices that foster belonging complex. Such a task prompts important questions about what “acceptance” looks like. For example, in what ways can practices of acceptance attend to existing power structures? Under what conditions can acceptance occur so as not to solely expect students to assimilate or to silence important parts of themselves? How can practices of acceptance recognize the diverse belonging needs of marginalized students and the politics surrounding those needs? To answer these questions, I utilize frameworks that reveal the paradoxes of belonging—the push and pull of being accepted in spaces that marginalize the self. Specifically, drawing from a place-belongingness and politics of belonging framework, I first provide a foundation for understanding the personal and political components of belonging for marginalized students. I then review harmful institutional practices of “acceptance” and discuss more transformative practices that sustain students’ cultural identities. Illuminating the personal and political facets of what it means to be accepted provides a pathway for reimaging who can, wants, and gets to belong.

Rebecca Covarrubias

On Being Accepted: Interrogating How University Cultural Scripts Shape Personal and Political Facets of Belonging

被接纳：探究大学文化脚本如何塑造归属感的个人与政治层面

Abbreviation	Educ Psychol Rev
Journal Impact	9.91
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q1)

ISSN	1040-726X, 1573-336X
h-index	142
Top Journals	Yes

Publication Information	Publisher: Springer New York，Publishing cycle: 4 issues per year，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1989，Proportion of original research papers: 50.00%，Self Citation Rate:7.90%， Gold OA Rate: 48.65%

Educational Psychology Review

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