Effects of school-based immersive virtual reality interventions on learning in the K-6 range: A systematic literature review

Immersive virtual reality (IVR) is a rapidly evolving technology that has the potential to enhance learning. Recent experimental studies report higher learning gains in IVR environments compared to other VR types or analog teaching methods. However, effect sizes vary significantly, suggesting that IVR's effectiveness may be constrained by moderators related to IVR affordances (presence and agency), underlying motivational and cognitive factors, individual characteristics (age, prior knowledge of curriculum content), and IVR instructional setting. To address this issue, we conducted a PRISMA-guided systematic review of randomized controlled and quasi-experimental studies with K–6 learners across four databases (PsycINFO, PubMed, Web of Science, ERIC). Twenty-four studies were included. We analyzed IVR's effects on content-dependent knowledge acquisition and transfer, considering IVR affordances of agency and presence, underlying motivational and cognitive factors, and potential differential effects related to individual characteristics and IVR instructional setting (e.g. scaffolding measures). Results suggest that IVR can effectively enhance knowledge acquisition and transfer for K-6 learners, outperforming both analog teaching methods and non-immersive VR. These gains appear to be partially driven by increased agency and presence, as well as modulations in motivational and cognitive factors. However, contrary to previous evidence, individual characteristics such as age and prior knowledge do not consistently moderate IVR's effects on learning. Preliminary evidence further highlights the importance of instructional settings, particularly the inclusion of reflective activities and scaffolding measures. To maximize the potential of IVR in education, further research should systematically examine the individual and interactive effects of IVR affordances, cognitive and motivational factors, and instructional design

Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades

Background Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature. Aims The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text. Sample The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms. Method The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS). Results Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group. Conclusions The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning

Second Language Trajectories in Immigrant Children: Latent Class Growth Analysis

The present study aims to investigate whether there are different second language trajectories among immigrant children and what influences these trajectories. This longitudinal study included 443 children all learning German as a second language (49.9% girls). On average, at T1, the children were 3;6; at T2, 4;9; at T3, 6;2; and at T4, 7;3 years old. Discontinuous piecewise latent class growth analysis revealed four classes: improvement to low-level proficiency, improvement to medium-level proficiency, improvement to high-level proficiency, and permanent high-level proficiency. Class membership was predicted by early childcare attendance, the duration of the parents’ residence in Switzerland, contact with German speakers, the child’s cognitive abilities, and the parental socioeconomic status

How drinking motives mediate associations between sexual orientation and indicators of alcohol use – a study among young Swiss men

BACKGROUND: Individuals with a minority sexual orientation have consistently been found to face a greater risk of mental health problems and problematic substance use than heterosexual individuals. The present study examined whether differences in alcohol use or alcohol use disorder (AUD) symptoms across the spectrum of sexual orientations could be explained by drinking motives (i.e. enhancement, social, coping and conformity motives). METHOD: A non-self-selective sample of non-abstinent, young Swiss men (N = 5,139; mean age = 25.4, SD = 1.25) completed a self-reporting questionnaire on sexual orientation (on a five-point attraction scale: heterosexual, mostly-heterosexual, bisexual, mostly-homosexual, homosexual), drinking motives, alcohol use indicators (e.g. heavy episodic drinking, Alcohol Use Disorders Identification Test-Consumption [AUDIT-C]), and AUD symptoms. Structural equation modelling was used to test whether drinking motives mediated the associations between dummy-coded sexual orientation (with heterosexual men as the reference) and alcohol use indicators or AUD symptoms. RESULTS: Mostly-heterosexual men exhibited higher scores on alcohol use indicators than heterosexual men, with almost full mediation through their drinking motives, specifically higher enhancement motives. They also reported more AUD symptoms, partially mediated through drinking motives, with comparable contributions from enhancement and coping motives. Homosexual men, however, displayed similar or lower scores for alcohol use indicators and AUD symptoms than heterosexual men, but these differences were not mediated by drinking motives. Indeed, homosexual men exhibited greater coping motives than heterosexual men. No significant results or discernible patterns emerged for bisexual or mostly-homosexual men. DISCUSSION: These findings highlight the importance of considering the full spectrum of sexual orientations in healthcare and of broadening the focus on drinking motives beyond coping. Understanding the varied motives for alcohol use across the spectrum of sexual orientations facilitates tailored prevention strategies

Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland

Introduction: While teachers’ individual and collective efficacy has been extensively studied with regard to promoting students’ academic success, teachers’ collective efficacy regarding inclusive practices has been largely neglected thus far, especially from an international perspective. International comparisons are of particular interest to any country or school system, respectively, as they can help to identify alternative approaches and opportunities for inclusive school development. The scale examined in this paper is ascertaining teachers’ collective efficacy with regard to inclusive education (TEIP-C) and is derived from a scale measuring (individual) Teachers’ Efficacy for Inclusive Practices (TEIP). This scale comprises three subscales termed Inclusive Instruction, Managing Behavior and Collaboration. Our major aim was to validate the tripartite structure of the original TEIP scale for the new TEIP-C scale and to demonstrate measurement invariance of the latter employing an international sample. Methods: The sample comprised 897 teachers from Canada, Germany and Switzerland. Different Confirmatory Factor Analysis (CFA) models were combined with Exploratory Structural Equation Models (ESEM). Measurement invariance across countries was examined by means of a multiple group confirmatory factor analysis (MGCFA) approach. Afterwards, the variables gender, age and teaching experience were included simultaneously as predictors of collective teaching efficacy to specify a multiple indicator multiple cause model (MIMIC). Results: We successfully validated the tripartite structure of the original TEIP scale for the new TEIP-C scale and demonstrated its measurement invariance employing samples from Canada, Germany, and Switzerland. Based on similar validations, it now appears possible for researchers to freely combine either of the six subscales focusing on teachers’ individual or collective efficacy with regard to inclusive education in their questionnaires in future studies. While the three country samples did not differ regarding Inclusive Instructions, significant differences in favor of Canadian teachers became apparent for Collaborations (compared to both, Switzerland and Germany) as well as Managing Behavior (Germany). Discussion: Overall, the results underline the comparably high standards of inclusive teaching in Canada. Additional differences on the basis of the two subscales just mentioned pointed to somewhat lower ratings of collective teacher efficacy with respect to inclusive education by female teachers in Canada and Germany and older teachers in Switzerland

Lower Secondary Students’ Well-Being Profiles: Stability, Transitions, and Connections with Teacher–Student, and Student–Student Relationships

Background: Classroom relationships are known to be one of the most important yet complex predictors of student well-being. However, this complexity is frequently not considered, and it remains unclear whether students with different well-being profiles and their transitions are impacted differently by teacher-student and student–student relationships. Objective: This study aims to examine secondary school students’ well-being profiles, their transitions over time, and their connection to teacher-student and student–student relationships. Methods: Participants included 757 Swiss secondary school students from grade 7 (47.8% female; Mage = 13.12, SDage =.60) to grade 8 (44.6% female; Mage = 13.92, SDage =.81). Latent profile analysis was conducted to classify students based on a multidimensional construct of student well-being, encompassing positive and negative emotions and cognitions toward school. To examine profile stability and transitions over time, latent transition analysis was used, and relationships with teacher-student closeness and conflict as well as student–student cohesion were analyzed. Results: Four well-being profiles emerged: flourishing, perfectionist, worried, and ambivalent. Profiles varied in the composition of well-being dimensions, with school worries prevalent across all profiles. Students with high positive emotions transitioned to profiles with lower well-being, while those with high negative emotions remained in less favorable profiles. Teacher-student closeness and student–student cohesion supported favorable transitions, whereas teacher-student conflict hindered positive changes. Conclusions: The identification of four distinct well-being profiles highlights individual differences in well-being and the interplay of positive and negative emotions. Teachers may play a pivotal role in preventing transitions to less favorable profiles, emphasizing the importance of fostering supportive classroom relationships

Collaborative or distributed? Exploring the context-dependent variations in leadership after-school programs

Introduction: Switzerland is complex and heterogenous. Since ASP have developed over the past decades without neither national guidelines nor a clear purpose, the services and programs differ considerably. Furthermore, the delineation of leadership styles, the roles and responsibilities of leaders in ASP remain ambiguous. Methods: This empirical study describes the relationship between the organizational context of ASPs and different leadership styles. A newly developed framework of context-dependent leadership in ASP serves as a tool to interpret the commonalities between the experiences of five different ASP leaders. Results: The findings show that the broader municipal context shapes the way ASP leaders navigate their inter- and intra-organizational leadership role. The results indicate that ASP leaders must be flexible in their leadership styles according to the context and responsibilities. Discussion: The results point to important nuances of collaborative and distributed leadership styles which characterize leadership in ASP and call for ASP specific leadership development strategies that account for context-dependent variations

Stimulating career planning reflection in students' works through an online intervention

Context: The transition from school to work requires adolescents to make significant career decisions during a phase of ongoing identity development. In Switzerland, vocational and academic pathways are well established, and career guidance is part of the school curriculum. Yet such guidance often focuses more on aligning students with available options than on fostering deeper self-reflection. Reflective self-awareness — the ability to critically examine one’s beliefs, goals, and influences — is key to enabling meaningful, informed career planning and long-term adaptability. Approach: This study evaluates a four-year intervention (2021–2025) involving 1,748 students from grades 9 to 11 in reflective tasks using the online platform www.digibe.ch. It offers selfdirected reflection tasks aimed at fostering reflective self-awareness in career planning. Using linear mixed-effects models, we analysed associations between task-induced self-reflection, task completion, and metacognitive outcomes—criticality, insight, and self-clarity— accounting for individual and class-level variance. Motivation was controlled for and later included as a moderator in follow-up analyses. Findings: Task-induced reflection was positively associated with criticality, insight, and selfclarity. Baseline dispositions strongly predicted follow-up outcomes. However, the number of tasks completed showed a complex relationship: motivated students benefited from completing more tasks, while less motivated students showed diminishing returns. Variation was mostly at the individual level, underscoring the personalized nature of career planning. Conclusions: Reflective tasks can effectively promote key aspects of reflective self-awareness in career planning, especially when students are motivated. Digital tools like www.digibe.ch offer promising support for fostering deeper self-reflection in school settings. Future efforts should focus on integrating reflective practices into career education and supporting teachers in guiding students beyond immediate placement to long-term career development

High self-control individuals prefer meaning over pleasure

The link between self-control and success in various life domains is often explained by people avoiding hedonic pleasures, such as through inhibition, making the right choices, or using adaptive strategies. We propose an additional explanation: High self-control individuals prefer spending time on meaningful activities rather than pleasurable ones, whereas the opposite is true for individuals with high trait hedonic capacity. In Studies 1b and 1b, participants either imagined (N = 449) or actually engaged in activities (N = 231, pre-registered) during unexpected free time. They then rated their experience. In both studies, trait self-control was positively related to the eudaimonic experience (e.g., meaning) of activities and unrelated to their hedonic experience (e.g., pleasure). The opposite was true for trait hedonic capacity. Study 2 (N = 248) confirmed these findings using a repeated-choice paradigm. The preference for eudaimonic over hedonic experiences may be a key aspect of successful long-term goal pursuit