Advancing Research Syntheses in Educational Psychology to Drive Evidence-Based Developments
Year: 2025
Type: article
Abstract: In recent decades, educational research has witnessed a remarkable growth in primary studies investigating the prerequisites and processes of learning and teaching.Especially in a field such as educational psychology, where learning environments, populations, and interventions are highly diverse across studies, research syntheses (e.g., systematic reviews, meta-analyses, or mixed-methods syntheses) have a high potential.They provide a thematically focused overview, and systematically identify patterns, assess the robustness and generalizability of findings, and with this have the potential to meaningfully inform educational theory, research, practice, and policy.With this topical issue, we contribute to the field in two respects.First, we highlight methodological developments that enhance the transparency, rigor, and responsiveness of research synthesis processes, thus laying the groundwork for more efficient and impactful evidence use in educational contexts.Second, and equally important, we bring together topical research syntheses on pressing issues in educational psychology that conform with advanced methodological standards.While Burgard et al. (2025, this issue) and Farrell and Seidel (2025, this issue) share insights into current methodological practices of research syntheses, Asiedu et al. (2025, this issue), Song et al. (2025, this issue), and Munk et al. (2025, this issue) provide topical syntheses addressing key challenges in educational psychology.
Source: Zeitschrift für Psychologie
Authors: Tanja Burgard, Doris Holzberger
Language: English
Subfield: Statistics, Probability and Uncertainty
Field: Decision Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4413042605