The COVID-19 pandemic prominently hit almost all the aspects of our life, especially in routine education. For public health security, online learning has to be enforced to replace classroom learning. Thus, it is a priority to clarify how these changes impacted students. We built a random-effect model of a meta-analysis to pool individual effect sizes for published articles concerning the attitudes and performance towards online learning. Databases included Google Scholar, PubMed and (Chinese) CNKI repository. Further, a moderated analysis and meta-regression were further used to clarify potential heterogenous factors impacting this pooled effect. Forty published papers (n = 98,558) were screened that were eligible for formal analysis. Meta-analytic results demonstrated that 13.3% (95% CI: 10.0–17.5) of students possessed negative attitudes towards online learning during the COVID-19 pandemic. A total of 12.7% (95% CI: 9.6–16.8) students were found to report poor performance in online learning. Moderated analysis revealed poor performance in online learning in the early pandemic (p = 0.006). Results for the meta-regression analysis showed that negative attitudes could predict poor learning performance significantly (p = 0.026). In conclusion, online learning that is caused by COVID-19 pandemic may have brought about negative learning attitudes and poorer learning performance compared to classroom learning, especially in the early pandemic.

Creativity serves as a fountain for social and scientific development. As one of the most crucial human capabilities, creativity has been believed to be supported by the core component of higher cognitive functions—working memory capacity (WMC). However, the evidence supporting the association between WMC and creativity remains contradictory. Here, we conducted a meta-analysis using random-effects models to investigate the linear association between WMC and creativity by pooling the individual effect size from the previous literature. Further, a subgroup analysis was performed to examine whether such association is specific for different WMC categories (i.e., verbal WMC, visual–spatial WMC and dual-task WMC). The main meta-analytic results showed a significantly positive association between WMC and creativity (r = .083, 95% CI: .050–.115, p < .001, n = 3,104, k = 28). The subgroup analysis demonstrated consistent results by showing a significantly positive association between them, irrespective of WMC category. We also found that cultural environments could moderate this association, and we identified a strong correlation in participants from an Asian cultural context. In conclusion, this study provides the evidence to clarify the positive association between WMC and creativity, and implies that the Asian cultural context may boost such an association.