Interventions for academically underachieving students: A systematic review and meta-analysis

被引：17

作者：

Snyder, Kate E. ^{[1
]}

Fong, Carlton J. ^{[2
]}

Painter, Jackson Kai ^{[3
]}

Pittard, Caroline M. ^{[4
]}

Barr, Sebastian M. ^{[5
,6
]}

Patall, Erika A. ^{[7
]}

机构：

[1] Hanover Coll, Hanover, NH USA

[2] Texas State Univ, San Marcos, TX USA

[3] Univ Louisville, Louisville, KY 40292 USA

[4] Childrens Mercy Hosp, Kansas City, MO 64108 USA

[5] Cambridge Hlth Alliance, Cambridge, MA USA

[6] Harvard Med Sch, Boston, MA 02115 USA

[7] Univ Southern Calif, Los Angeles, CA 90007 USA

来源：

EDUCATIONAL RESEARCH REVIEW | 2019年 / 28卷

关键词：

Underachievement; Gifted; Intervention; Meta-analysis; Systematic review; ROBUST VARIANCE-ESTIMATION; SMALL-SAMPLE ADJUSTMENTS; GIFTED STUDENTS; SCHOOL-STUDENTS; HONG-KONG; ACHIEVEMENT; SCIENCE; ELEMENTARY; MODEL; IDENTIFICATION;

D O I：

10.1016/j.edurev.2019.100294

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Despite decades of research on interventions for academically underachieving students, no clear answers have emerged. Synthesizing across existing intervention efforts can help in understanding not only the overall effectiveness for these interventions, but also the factors that may moderate such effectiveness. In the current study, we conducted a systematic review and meta-analysis to examine the effectiveness of interventions for academically underachieving students, exploring effects on achievement and psychosocial outcomes. Overall, findings from 53 studies revealed that interventions are moderately effective in improving achievement and psychosocial outcomes. Moderator analyses revealed that intervention effectiveness varied by grade level. Implications for research and practice are discussed, particularly the need for rigorous evaluations of well-designed interventions that consider the fit between students' unique reasons for underachievement and the makeup of the intervention.

引用

页数：22

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