Whether an SRL component correlates with GPA depends on how it is assessed: cognition via a strategy knowledge test, motivation via questionnaire, metacognition via an open-ended microanalytic question¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2021 · checked against its sources 2026-10-19 (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? The cognitive component correlates with GPA when measured by the strategy knowledge test, the motivational component when measured by questionnaire, and the metacognitive component when measured by an open-ended microanalytic question; GPA is reverse coded, so negative correlations support criterion validity. → Laura Dörrenbächer-Ulrich 2021
Evidence¶
Laura Dörrenbächer-Ulrich 2021¶
Laura Dörrenbächer-Ulrich, Marie Weißenfels, Lea Russer, Franziska Perels. (2021). Multimethod assessment of self-regulated learning in college students: different methods for different components? Instructional Science. https://doi.org/10.1007/s11251-020-09533-2
q2 · i? · associational · r1
Correlational analysis against GPA of the college entrance diploma in 70 college students. Table 8 prints strategy knowledge test–cognition −0.33**, questionnaire–motivation −0.24, and open-ended microanalysis–metacognition −0.26; "As GPA in Germany is reverse coded, negative correlations speak in favor of the criterion validity." The trace-data count of highlighted auxiliary words also correlated with GPA (0.29*), in the direction of poorer grades. These are correlations with a prior grade, not evidence that any component causes achievement.
"We found several correlations of moderate size (i.e., for the cognitive component assessed via strategy knowledge test, for the motivational component assessed via questionnaire, and the metacognitive component assessed via one open-ended microanalytic question)."
Discussion¶
Related Claims¶
- SRL components show moderate correlations within one assessment level but no correlations across different assessment methods within one component — a broader claim this one bears on
- The only significant cross-method correlation within one SRL component is motivation assessed by questionnaire and closed-ended microanalytic questions — related
- The SKT-SRL shows low, mostly non-significant correlations with SRL microanalysis (online measure) — related
- A multimethod approach provides a richer portrayal of young children's performance than any single measure. — related
- SKT-SRL scores did not correlate significantly with high school GPA in the pilot and validation studies — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
different-methods-different-srl-components-achievement |
title |
Whether an SRL component correlates with GPA depends on how it is assessed: cognition via a strategy knowledge test, motivation via questionnaire, metacognition via an open-ended microanalytic question |
description |
Whether an SRL component correlates with GPA depends on how it is assessed: cognition via a strategy knowledge test, motivation via questionnaire, metacognition via an open-ended microanalytic question |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — laura-dörrenbächer-ulrich-2021 |
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