1 Introduction
The present article introduces the Research Topic “Reviews in educational psychology,” part of the “Reviews in” series launched by Frontiers in Psychology. This initiative highlights the growing importance of synthesis studies in consolidating knowledge and advancing the maturity of the discipline (Campos et al., ; Jaramillo-Mediavilla et al., ).
Educational Psychology, as an applied field, has reached a stage where synthesizing accumulated evidence is not only valuable but necessary. This collection showcases the diversity of review formats—systematic, theoretical, scoping, meta-analytical—and includes a comprehensive systematic review of reviews, reflecting a shift toward second-order syntheses that integrate large bodies of prior research.
Although the focus is on reviews, a small number of original studies are also featured. These contributions, some based on expert consensus or large-scale data analysis, complement the review findings by offering empirical insights into key constructs and emerging research trends.
The distribution of articles by typology and year illustrates both the scope of contributions and the growing methodological variety in the field. Together, these works demonstrate how diverse approaches—qualitative, quantitative, and mixed—contribute to a cumulative, theory-informed understanding of psychological processes in education (DeCuir-Gunby and Schutz, ; Kumar and DeCuir-Gunby, ), as summarized in Figure 1.
Figure 1
2 Scientific contributions
2.1 Reviews
In a context where the number of systematic reviews and meta-analyses has grown exponentially, a new layer of synthesis is necessary to organize the accumulated knowledge. This is precisely the aim of Díaz-Burgos et al., who conducted a systematic review of reviews encompassing 392 review studies focused on digital education and the Sustainable Development Goals (SDGs). Their work not only identifies common review typologies, regional gaps, and emerging digital tools, but also highlights the relevance of structured strategies such as PICOC or SALSA in guiding transparent and rigorous synthesis processes. By mapping current trends and research voids, this study reinforces the value of second-order syntheses as essential tools to support inclusive policies and sustainable educational practices.
Following this, several systematic reviews address key psychological constructs from diverse perspectives. Kuznetsova et al. synthesized 104 studies on giftedness, identifying cognitive, physiological, and psychological traits—especially strong performance in motivation and executive functioning—that distinguish gifted students. Taking a more experimental focus, Wang S et al. reviewed 53 studies on fixation in problem-solving and creativity, concluding that overcoming fixation substantially enhances performance in closed-ended tasks. In another vein, Wu et al. examined 18 studies on student anxiety during the COVID-19 pandemic, showing that physical activity and mindfulness-based strategies are highly effective in reducing stress. Additionally, Yu synthesized 49 studies on foreign language anxiety, primarily in English as a Foreign Language (EFL) contexts, and emphasized the need for broader methodological and geographical diversity in future research.
Theoretical reviews in this issue contribute valuable conceptual advances. Bonilla-Sánchez explored neurodevelopmental disorders through qualitative neuropsychological assessment, offering a culturally sensitive alternative to traditional diagnostic models. Similarly, Stoltz et al. compared theories of consciousness development by Piaget, Vygotsky, and Steiner, integrating developmental, cultural, and holistic perspectives to enrich contemporary educational theory. In a more applied domain, Wang D and Li conducted a mini-review on career construction theory, highlighting assessment tools such as narrative methods, interviews, and digital interventions, with implications for increasingly personalized professional guidance.
Scoping reviews in this monograph examine structural and psychological aspects in doctoral experience. Hurtado et al. identified, across 32 studies, multiple factors influencing doctoral student retention—including individual, academic, socioeconomic, and institutional dimensions—proposing a multifactorial approach. In a related line, Wang Y and Li reviewed 30 studies on the impostor phenomenon among doctoral students, revealing its widespread prevalence and its impact on academic performance and psychological wellbeing. Both studies underscore the urgent need for tailored institutional support to ensure success in advanced academic stages.
Finally, the collection includes several meta-analyses that provide robust evidence on impactful educational interventions. Cochon Drouet et al. analyzed 43 studies on the Jigsaw method, identifying heterogeneous effects on achievement, motivation, and social relations, and offering context-sensitive implementation guidelines. Fan et al. conducted a meta-analysis of 30 studies examining parental involvement in student creativity, reporting a modest yet significant positive effect moderated by factors such as age and cultural background. Also focusing on learning processes, Shao et al. synthesized 46 studies on scaffolding in self-regulated learning (SRL), highlighting the effectiveness of composite tools and intelligent pedagogical agents. Zheng et al. explored the role of emotions in SRL through a meta-analysis of 23 studies, proposing a multimodal framework where positive emotions act as facilitators and negative emotions as barriers to effective self-regulation strategies. Finally, de la Fuente and Martínez-Vicente proposed a theoretical model linking stress and psychological wellbeing, outlining predictive, mediating, and functional components that may inform future intervention studies or theoretical syntheses (Table 1).
Table 1
| Paper | Year | Country | N | Construct | Objectives | Results | Add value |
|---|---|---|---|---|---|---|---|
| Systematic reviews of reviews | |||||||
| Díaz-Burgos et al. | 2025 | Spain, Portugal, USA, Taiwan | 392 reviews | Review methodology, digital education, SDGs | Synthesize review trends and gaps in educational psychology | Identifies typologies, regions, and digital evolution patterns | Supports inclusive and sustainable review-based research practices |
| Systematic reviews | |||||||
| Kuznetsova et al. | 2024 | Finland, Russia, Canada | 104 studies | Giftedness, intelligence, cognitive traits | Compare gifted vs. non-gifted children's characteristics | Gifted outperform peers in cognition, motivation, brain activity | Useful for developing assessments and gifted education programs |
| Wang S et al. | 2023 | Japan | 53 studies | Fixation in creativity/problem solving | Analyze fixation types, sources, and effective defixation methods | Fixation impedes closed problems; within-frame helps open problems | Encourages tailored strategies to overcome creativity blocks effectively |
| Wu et al. | 2023 | Malaysia, China | 18 studies | COVID-19 impact on student anxiety | Assess pandemic-induced anxiety and effectiveness of interventions | Physical activity and mindfulness effective; information reduces anxiety broadly | Encourages targeted coping strategies for sustained mental health interventions |
| Yu | 2024 | China | 49 studies | Foreign language anxiety (FLA) | Review trends, methodologies, and findings in FLA research | EFL context dominant; mainly quantitative and mixed methods; high Chinese representation | Suggests future focus on diverse contexts and qualitative explorations |
| Theoretical reviews | |||||||
| Bonilla-Sánchez | 2024 | Mexico | Not specific | Neurodevelopmental disorders and school learning | Present clinical cases of qualitative neuropsychological intervention | Qualitative assessment identifies strengths, weaknesses, and dynamic brain functions | Alternative to classical models using cultural–historical neuropsychology |
| Stoltz et al. | 2024 | Brazil, Germany | Not specific | Consciousness development | Compare educational models of consciousness development | Integrates developmental, cultural, holistic perspectives | Enriches educational theory with integrative theoretical models |
| Wang D and Li | 2024 | China | 22 studies | Career construction theory tools and interventions | Present assessment tools, interventions, and future trends for career counseling | Effective tools include interviews, narrative methods, digital counseling strategies | Proposes further research on digital interventions and standardization |
| Scoping reviews | |||||||
| Hurtado et al. | 2024 | Spain, Colombia | 32 studies | Doctoral student retention factors | Identify factors affecting doctoral student retention and dropout | Individual, academic, socioeconomic, institutional factors interact | Proposes multifactor approach for doctoral student permanence |
| Wang Y and Li | 2023 | China | 30 studies | Impostor Phenomenon among doctoral students | Review research on characteristics, impacts, measurement of impostor phenomenon | Impostor feelings prevalent, impact academic and psychological outcomes | Emphasizes need for targeted support and measurement refinement |
| Meta-analysis | |||||||
| Cochon Drouet et al. | 2023 | Switzerland | 43 studies | Achievement, motivation, social relations, self-esteem | Analyze effects of Jigsaw method on educational outcomes | Heterogeneous effects found across learning and social indicators | Provides implementation guidelines and identifies moderating variables |
| Fan et al. | 2024 | China | 30 studies | Parental involvement and student creativity | Analyze parental involvement's effect on creativity in students | Small but significant positive effect on creativity development | Highlights moderators like age, cultural background, and involvement type |
| Shao et al. | 2023 | China | 46 studies | Self-regulated learning, SSRL, scaffolding | Analyze effects of learning scaffolding on regulation and performance | Scaffolding improves strategies, composite tools most effective | Advises diverse scaffolding for SRL and collaborative learning |
| Zheng et al. | 2023 | USA, Canada | 23 studies | Emotions in self-regulated learning (SRL) | Investigate role of trait and state emotions in SRL framework | Proposes integrated framework; positive emotions facilitate effective SRL strategies | Recommends multimodal methods for deeper emotion–SRL relationship understanding |
| Hypothesis and theory | |||||||
| de La Fuente and Martínez-Vicente | 2024 | Spain | Not specific | Stress and psychological wellbeing | Propose conceptual model for stress and wellbeing management | Defines predictive, mediating and final functional model factors | Applicable across education, health, organizational and digital contexts |
| Original researches | |||||||
| López Martínez et al. | 2024 | Spain | 16 experts | Verbal creativity indicators in writing tasks | Identify valid indicators for assessing verbal creative thinking | Indicators include fluency, originality, elaboration, flexibility, refinement | Provides assessment criteria for verbal creativity in education |
| Romero-González et al. | 2023 | Spain | 54 participants | Home Literacy Environment, motivation, affective bonds | Assess effects of active Home Literacy Environment program | Program enhances reading, motivation, family relationships | Highlights importance of active family-school collaboration |
| Ünal et al. | 2024 | Finland | Not specific | Teacher values and emotions (rational/non-rational truth) | Examine relationships between values, truth types, and teacher emotions | Non-rational truth linked to anxiety; rational truth to self-direction/enjoyment | Highlights value-emotion link implications for teacher wellbeing |
| Wang et al. | 2024 | China | 1,638 articles | Early reading trends via dynamic topic modeling | Analyze early reading research trends and topic evolution over time | Identified 11 topics; foundational skills and autism notably increased | Highlights emerging research directions, aiding future academic inquiries |
Overview of Reviews in educational psychology.
Analyses were primarily conducted using the PRISMA methodology, with the exception of Theoretical Reviews, Hypothesis and Theory and Original Researches.
Although the main focus of this Research Topic lies in review studies, several original research articles have been included due to their strong thematic alignment with the constructs and challenges identified through synthesis work. López Martínez et al. employed a Delphi method with 16 international experts to identify key indicators of verbal creativity—such as fluency, originality, and elaboration—thus offering assessment criteria that can guide future empirical research and systematic inquiry. Similarly, Romero-González et al. evaluated an active Home Literacy Environment program for children aged 6 to 8, demonstrating significant improvements in reading motivation, family relationships, and academic outcomes. While not reviews, these studies contribute grounded, context-rich evidence to key educational psychology domains addressed in the broader collection.
Other original studies in the monograph provide conceptual or methodological contributions that complement the review-based focus. Ünal et al. examined Turkish teachers' personal values and emotional responses to rational and non-rational truths, offering novel insights with implications for teacher training and professional wellbeing. Wang T et al. conducted a large-scale bibliometric analysis of 1,638 articles using dynamic topic modeling to identify evolving themes in early reading research—an approach that, while empirical, serves to map trends typically targeted by scoping reviews.
3 Conclusions
Collectively, these contributions reflect the evolving and multifaceted landscape of educational psychology research, highlighting critical issues such as creativity, emotional regulation, literacy, teacher values, and mental health in education. Each study enriches our understanding and provides practical implications, ultimately guiding educators, researchers, and policymakers toward more informed and effective practices. This compilation underscores the necessity for ongoing interdisciplinary collaboration, robust research methodologies, and continuous innovation to address educational challenges in an ever-changing global context.
Statements
Author contributions
AD-B: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. JG-S: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. M-LÁ-F: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. JF: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. DK: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing. T-CH: Conceptualization, Data curation, Formal analysis, Funding acquisition, Investigation, Methodology, Project administration, Resources, Software, Supervision, Validation, Visualization, Writing – original draft, Writing – review & editing.
Funding
The author(s) declare that financial support was received for the research and/or publication of this article. This work has been co-financed by the Department of Education of Castilla y León and the European Social Fund Plus (ESF+) under the framework of the Predoctoral PR 2023 Call. PID2021-124011NB-I00, financed by MCIN/AEI/10.13039/501100011033/FEDER, UE. (Universidad de León). PID2022-136466NB-I00. Universidad de Navarra (Spain), financed by MICIN. AEI and European Social Fund. As well as own funds from the Universidad de León (Spain).
Conflict of interest
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision.
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References
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CamposD. G.FüttererT.GfrörerT.Lavelle-HillR.MurayamaK.KönigL.et al. (2024). Screening smarter, not harder: a comparative analysis of machine learning screening algorithms and heuristic stopping criteria for systematic reviews in educational research. Educ. Psychol. Rev.36:19. 10.1007/s10648-024-09862-5
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DeCuir-GunbyJ. T.SchutzP. A. (2024). The evolution of race-focused and race-reimaged approaches in educational psychology: future directions for the field. Educ. Psychol. Rev.36:30. 10.1007/s10648-024-09873-2
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Jaramillo-MediavillaL.Basantes-AndradeA.Cabezas-GonzálezM.Casillas-MartínS. (2024). Impact of gamification on motivation and academic performance: a systematic review. Educ. Sci.14:639. 10.3390/educsci14060639
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Summary
Keywords
reviews in educational psychology, systematic review of reviews, systematic reviews, scoping review, meta-analysis
Citation
Díaz-Burgos A, García-Sánchez JN, Álvarez-Fernández M-L, de la Fuente J, Kauffman DF and Hsu T-C (2025) Editorial: Reviews in educational psychology. Front. Psychol. 16:1647910. doi: 10.3389/fpsyg.2025.1647910
Received
16 June 2025
Accepted
10 July 2025
Published
04 August 2025
Volume
16 - 2025
Edited and reviewed by
Mei-Shiu Chiu, National Chengchi University, Taiwan
Updates
Copyright
© 2025 Díaz-Burgos, García-Sánchez, Álvarez-Fernández, de la Fuente, Kauffman and Hsu.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Alberto Díaz-Burgos adiab@unileon.esJesús N. García-Sánchez jn.garcia@unileon.esMaría-Lourdes Álvarez-Fernández mlalvf@unileon.es
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.