Research on teachers' SRL knowledge is methodologically dominated by cross-sectional quantitative designs with non-standardized measures¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of the 33 studies, 27 used cross-sectional designs and 23 used quantitative methods, with only 6 longitudinal or intervention-based designs. → Yves Karlen · Charlotte Dignath 2026

Evidence¶

Yves Karlen · Charlotte Dignath 2026¶

Yves Karlen · Charlotte Dignath. (2026). A Systematic Review of Teachers' Knowledge of Self-Regulated Learning and its Assessment. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10171-2

q3 · i? · review · r2

Descriptive synthesis of study characteristics in the review's Results section, reporting design and method counts across the 33 included studies. The abstract notes that "non-standardized assessment approaches further constrained the synthesis of findings".

"Regarding methodological approaches, most studies employed cross-sectional designs ( n = 27), while a smaller number used longitudinal or intervention-based designs ( n = 6). Quantitative methods predominated ( n = 23), although a substan tial proportion of studies employed qualitative or mixed-methods designs ( n = 10)"

Discussion¶

Related Claims¶

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