The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation)¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2020 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The combined condition improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation). → Broadbent 2020

Evidence¶

Broadbent 2020¶

Broadbent, J., Panadero, E. & Fuller-Tyszkiewicz, M. (2020). Effects of mobile-app learning diaries vs online training on specific self-regulated learning components. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09781-6

q3 · i? · causal · r?

Outcome results from the randomised control study of 73 university students, in which the combined condition (training with diaries) improved more than other conditions. The article names the improved components; no effect sizes are printed in the available text.

"Specifically, they improved on SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation and critical thinking), and resources management strategies (time-management and effort regulation)."

Discussion¶

Learner Variables¶

• Executive Function — outcome: instruction changes it
• Metacognition — outcome: instruction changes it

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it
• With peer feedback groups added to web-based SRL training (Group TDP), students showed statistically significant gains in self-motivation, volition and reflection, beyond the planning and metacognition gains also seen in Group TD; goal-setting and elaboration gains stayed non-significant — related
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• In a randomised control study, university students in the combined condition (online SRL training with mobile-app diaries) improved more than participants in the other conditions — a broader claim this one bears on
• Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — related
• SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32) — related
• Web-based SRL training interventions produced statistically significant group by time interactions on the SRL subscales planning, self-motivation, volition, elaboration and metacognition, but not on goal-setting or reflection — related
• Training in metacognitive regulation combined with a cognitive learning strategy transfers to better metacognitive regulation of mental effort (far transfer), with small effect sizes — related
• Students in differentiated classes grow significantly more on elaboration, critical thinking, metacognitive self-regulation and effort regulation — related
• Neither GenAI intervention outperformed standard ChatGPT control on effort, domain-specific knowledge, or elaboration-based strategy use — related