Online peer assessment (OPA) has been increasingly adopted to develop students' higher‐order thinking (HOT). However, there has not been a synthesis of research findings on its effects. To fill this gap, 17 papers (published from 2000 to 2022) that reported either a comparison between a group using OPA ( n = 7; k = 22) and a control group or a pre–post comparison ( n = 10; k = 17) were reviewed in this meta‐analysis. The overall effect of OPA on HOT was significant ( g = 0.76). Furthermore, OPA exerted more significant effects on convergent HOT (eg, critical thinking, reasoning and reflective thinking; g = 0.97) than on divergent HOT (eg, creativity and problem‐solving; g = 0.38). Reciprocal roles and anonymity were found to positively moderate the impacts of OPA on HOT, although their moderating effects were not statistically significant because of small sample size of studies in the analysis. The results of the meta‐analysis reinforce the arguments for regarding OPA as a powerful learning tool to facilitate students' HOT development and reveal important factors that should be considered when adopting OPA to enhance students' HOT. Practitioner notes: What is already known about this topic Online peer assessment (OPA) has significant positive impacts on learning achievement. OPA has been regarded as a potential approach to cultivating students' higher‐order thinking (HOT) but has not been proved by meta‐analysis. OPA should be carefully designed to maximise its effectiveness on learning. What this paper adds OPA has been proved to significantly positively influence students' HOT via meta‐analysis. OPA exerted more significant effects on convergent HOT than on divergent HOT. The potential of reciprocal roles and anonymity for moderating the impacts of OPA on HOT should not be underestimated. Implications for practice and/or policy OPA could be a wise choice for practitioners when they help students to achieve a balanced development of HOT dispositions and skills. Students' divergent HOT can be encouraged in their uptake of peer feedback and by allowing them autonomy in deciding assessment criteria. OPA with design elements of reciprocal roles and anonymity has great potential to promote students' HOT.

Effective use of feedback improves student achievement, showing a large effect size of .70 (Hattie's 2017 meta-analyses of 80,000 independent studies). Recently, Wisniewski et al. (2020) meta-analy...

Parents are key stakeholders in education and their support is pivotal to policy implementation. Through a large-scale survey, the present study investigated the validity of a structural model describing the relationship between attitude, knowledge, and perceived social norm among parents of children with special needs. Results revealed that knowledge and perceived social norm were powerful predictors of parents’ attitudes towards inclusion and the two predictors were intercorrelated. Exploratory analyses on the effect of demographic variables on parents’ attitudes demonstrated that male parents exhibited more positive attitudes towards inclusion than female parents; and parents of children at a higher grade level indicated less positive attitudes. Cultural issues of parents’ concerns about inclusive practice are discussed.

This research examines the cross-cultural differences on triarchic model of grit (TMG) dimensions (i.e., perseverance of effort, consistency of interests, and adaptability to situations) and the associations of grit with academic engagement in Math and Science among secondary school students in one secondary school in Hong Kong (n = 101; M age = 12.44; SD = .60), nine secondary schools in Philippines (n = 575; Mage = 14.66; SD = .83), and two secondary schools in mainland China (n = 710; Mage = 13.39; SD = .56). Result of structural equation modeling via maximum likelihood estimation approach demonstrated that although all TMG dimensions were related to higher engagement in Math and Science, adaptability served as the strongest predictor of these outcomes even after controlling for the participants' cultural settings and conscientiousness. Consistency served as the weakest correlate of engagement outcomes. Conscientiousness, settings, and TMG dimensions explained 46% and 50% of the variance in Math and Science academic engagement respectively. These results provide additional evidence regarding the generalizability of TMG in non-Western societies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).