This systematic analysis examines effectiveness research on online and blended learning from schools, particularly relevant during the Covid-19 pandemic, and also educational games, computer-supported cooperative learning (CSCL) and computer-assisted instruction (CAI), largely used in schools but with potential for outside school. Eight research databases were searched. Studies which were non-school, before 2000, not in English, without data and duplicates were removed, leaving 1355 studies: online 7%, blended 13%, CSCL 7%, games 26% and CAI 47%. Overall, digital technology was more effective (better) than regular instruction in 85% of studies, 8% the same and 3% worse. Blended learning was considerably better than online learning. CAI was

Introduction. High school students' self-efficacy beliefs about their ability to successfully obtain a first postsecondary destination in employment, education or training, and the learning sources of these beliefs were examined. Method. Factor analysis of an inventory administered to 1044 high school students (573 males and 471 females) who attended six urban schools identified five factors. Results. ANOVA indicated that students living in areas of higher deprivation reported significantly lower levels of positive postsecondary destination self-efficacy belief, and less experience of vicarious career success. Males reported less personal experience of career success than females but higher levels of positive postsecondary destination self-efficacy belief (particularly at higher levels of deprivation). Males reported greater experience of positive career-related emotional arousal. Discussion and Conclusion. These results may contribute to an explanation of why failure to obtain a positive postsecondary destination is more prevalent in young people living in areas of greater social deprivation, and in males rather than females. The implications for practice, policy and future research are discussed.

Introduction.  High school students’ self-reports about their perception of barriers, optimism and attachments in relation to the postsecondary transition were examined.Method. Factor analysis of an inventory administered to 1044 high school students (573 males and 471 females) who attended six urban schools identified three factors.Results.  ANOVA indicated that students living in areas of higher deprivation reported perception of more career barriers and fewer career scaffolding attachments. Males were more optimistic about their career prospects but reported fewer career scaffolding attachments. There was an interaction between deprivation and gender with regard to career optimism.Discussion and Conclusion.  These results contribute to an explanation of why failure to obtain a positive postsecondary destination is more prevalent in young people living in areas of greater social deprivation, and in males rather than females.  The implications for practice, policy and future research are discussed.