Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of 1,126 instances of direct SRL promotion, the most frequent types were implicit strategy, metacognitive support, and metacognitive reflection (each around 30%), while only 3.4% involved explicit strategy promotion. → Vosniadou 2024 q2 i? Explicit strategy instruction, when it occurred, was mostly cognitive (85.5% of 38 instances) and domain-specific (81.6%). → Vosniadou 2024 (2)

Evidence¶

Vosniadou 2024¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Utterance-level coding of teacher talk in 23 filmed lessons identified 1,126 direct SRL promotion instances (17 to 80 per teacher, mean 50). The article reports "Only 3.4% of the instances of direct strategy promotion involved explicit strategy promotion" and 6% involved knowledge/beliefs promotion.

"A total of 1,126 instances of direct SRL promotion were identified. They ranged from 17 to 80 instances per teacher with a mean of 50. The most frequent SRL direct promotion types were implicit strategy, metacognitive support, and metacognitive reflection, with the frequency of each of these being around 30%."

Vosniadou 2024 (2)¶

Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. G. N., Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

q2 · i? · associational · r1

Of the 38 explicit strategy instances coded, most targeted cognitive capabilities and were domain-specific, usually delivered by direct verbal instruction or modeling, unlike other promotion types which tended to be domain-general.

"Focusing on the teaching of explicit strategies we see that 85.5% of the total 38 instances observed referred to cognitive capabilities and 81.6% were domain-specific, an important difference from all other promotion types, which tended to be domain-general."

Discussion¶

Related Claims¶

• Most direct SRL promotion targeted cognitive capabilities and rarely mentioned the benefit of strategy use — related
• Self-regulated learning improves achievement — a broader claim this one bears on
• SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact — related
• Explicit instruction of SRL strategies is rare among primary teachers in both an iSELF-trained group and an untrained control group — possibly the same claim (merge candidate)
• Explicit group regulation in online PBL was infrequent, emerged in response to challenges, and often involved teacher support — related
• Teachers typically provide only little explicit support for SRL in their classrooms — a broader claim this one bears on
• Explicit strategy instruction, unlike implicit strategy instruction, is associated with a gain in student performance — related
• Classroom observation studies show that teachers provide only little direct strategy instruction, with strategy suggestions occurring in a small percentage of observed intervals — related