Most direct SRL promotion targeted cognitive capabilities and rarely mentioned the benefit of strategy use¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2024 · checked against its sources 2026-10-19 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? The most common SRL capability promoted was cognitive (56.1%), followed by metacognitive (22%) and motivational (14.2%), with only two instances of affective capability promotion. → Vosniadou 2024 q2 i? In three-quarters of direct strategy promotion instances there was no mention of benefit of use, and explanations focused on subject content rather than learning benefits. → Vosniadou 2024 (2)

Evidence¶

Vosniadou 2024¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Across the 1,126 coded direct promotion instances, the article reports "The most common SRL capability promoted was cognitive (56.1%)," with few resource management and just two affective instances; most promotions were domain general and direct verbal.

"The most common SRL capability promoted was cognitive (56.1%), followed by meta- cognitive (22%) and motivational (14.2%). There were a few instances of resource man- agement promotion and just two instances of the promotion of affective capabilities."

Vosniadou 2024 (2)¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Benefit-of-use coding of direct strategy promotion instances showed most lacked any mention of benefit; explanations centered on subject content, and transfer mentions were very few.

"In three-quarters of the instances of direct strategy promotion there was no mention of benefit of use. When teachers did provide explanations, they mostly focused on explaining the subject content being taught rather than the benefit of the strategy, and very few mentioned how the strategy being promoted could transfer to different situations."

Discussion¶

Related Claims¶

• Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare — related
• AI's direct impact on SRL concentrates on metacognitive and cognitive aspects while motivation remains underexplored — related
• SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact — related
• The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — related
• Self-regulation limits supported a targeted teacher role: many students rarely thought before asking AI or could not tell when an AI explanation was wrong — related
• SRL interventions for pre-service teachers unevenly cover SRL areas: cognition (n = 62) and metacognition (n = 55) dominate, while emotion (8 interventions) and context regulation (n = 6) are rare — related
• Zimmerman's (2000) model was the most frequently cited SRL model (74%) and Pintrich's (2000) model followed (67.4%), with model choice not affecting the areas promoted — related
• Contemporary SRL models largely omit the broader social context and implicitly assume all learners are available to learn — related