Daily SR of students is positively associated with their perceived daily academic success at the within-person level¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an intensive longitudinal study, 4th and 5th grade students' daily SR was positively associated with their perceived daily academic success. → Theobald 2026

Evidence¶

Theobald 2026¶

Theobald, M., Kerner auch Koerner, J., Breitwieser, J., Buhr, L., Karbach, J., Könönen, T., Nobbe, L., Reinelt, T., Schaaf, M., Schmiedek, F., Wieland, L. M., & Blume, F. (2026). Executive Functions, Metacognition, Self-Regulation, and Self-Regulated Learning – What are We Talking About? A Review and Introduction of the EMERGE Model. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10157-0

q2 · i? · review · r2

The review reports, citing Blume and colleagues 2022, a within-person association between daily SR and perceived daily academic success in 4th and 5th grade students. The review attributes the finding; no effect size is printed.

"For example, Blume and colleagues 2022 found that the daily SR of 4th and 5th grade students was positively associated with their perceived daily academic success."

Discussion¶

Related Claims¶

• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. — a broader claim this one bears on
• Within-person change in perceived fairness mediates the longitudinal association between trust and learning motivation — related
• Fifth-grade self-efficacy is associated with later math and reading growth (.15 and .19 standardized units per SD), mediating ELL status's indirect negative association with growth — related