Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students who kept the learning diary and received further information on self-regulation showed increases in strategy use and self-efficacy. → Fabriz 2014
Evidence¶
Fabriz 2014¶
Fabriz, S., Dignath-van Ewijk, C., Poarch, G., Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. Eur J Psychol Educ, 29, 239–255. https://doi.org/10.1007/s10212-013-0196-z
q2 · i? · causal · r1
In the four-course pre–post comparison, the combined condition (structured learning diary plus weekly course intervention on self-regulated learning) showed gains in both strategy use and self-efficacy; the article reports "increases in their strategy use and their self-efficacy." No effect sizes are printed.
"Students who kept the learning diary and at the same time received further information on self-regulation showed increases in their strategy use and their self-efficacy."
Discussion¶
Related Claims¶
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Proximal goals and ability attributional feedback for early learning raise self-efficacy more than distant goals and effort feedback, by a review's report of earlier studies — the general claim this finding bears on, with the studies behind it
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Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it
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Strategy Instruction Improves Academic Performance — the general claim this finding bears on, with the studies behind it
- Keeping a structured learning diary without further intervention did not improve university students' self-regulation — 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
- 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 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
- 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
- Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics focus score, the last of which Group TD did not show — related
- Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — related
- Self-regulated learning abilities improved significantly in the GPT-feedback VR group, supporting self-reflection, goal setting, and strategy adjustment — related
- Students who only kept learning diaries showed a decrease in their motivation — related
- Strategy Instruction Improves Learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
diary-plus-srl-instruction-raises-strategy-use-self-efficacy |
title |
Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy |
description |
Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2014 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — fabriz-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.