Keeping a structured learning diary without further intervention did not improve university students' self-regulation¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who only kept a structured learning diary showed no improvement in self-regulation compared to untreated students. → 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

Quasi-experimental comparison across four university courses with pre–post measures and process analyses; diary-only students were compared to students who received no treatment. The study reports that diary-keeping alone "did not improve students’ self-regulation." No effect size is printed.

"Results revealed that keeping a structured learning diary without any further intervention did not improve students’ self-regulation."

Studies bearing on this claim¶

Does keeping a learning diary by itself improve learners' self-regulation, or only when it comes with self-regulation training or prompts? This table gathers the studies behind this claim and the 9 narrower claims that bear on it: 5 distinct studies (4 causal, 1 review), q2–q3, 1 of 5 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it

• 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

• Students who only kept learning diaries showed a decrease in their motivation — related
• Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy — related
• Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — related
• The intervention did not increase students' SRL aptitude, yet supported higher course grades — related
• In a randomised control study, university students in the combined condition (online SRL training with mobile-app diaries) improved more than participants in the other conditions — 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
• Strategy Instruction Improves Academic Performance — related
• Strategy Instruction Improves Learning — related