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¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Groups C and D showed no statistically significant increases in any dependent variable in the planned gain contrasts. → Bellhäuser 2022

Evidence¶

Bellhäuser 2022¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i? · causal · r2

Planned pre-to-post gain contrasts in the randomized four-group trial: "Groups C and D showed no statistically significant increases in any dependent variable." This shows no detected gain for the diary-only group; equivalence was not tested.

"Groups C and D showed no statistically significant increases in any dependent variable."

Discussion¶

Related Claims¶

• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — the general claim this finding bears on, with the studies behind it

• Metacognitive strategy instruction, which includes comprehension monitoring, improves academic performance by a medium amount, and in one non-randomised study comprehension-monitoring training raised low achievers' reading scores — 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

• Self Monitoring Improves Self Regulation
• 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
• 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
• 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
• Logged time investment on an online mathematics preparation platform differed significantly across SRL intervention groups, rising from control through diary and training + diary to training + diary + peer feedback groups — related
• SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — 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
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
• Measuring the impact of math instruction and interventions is key to improving students' overall math performance — related
• Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice — related
• In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction — related
• Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition — related
• Using the chatbot-based journaling system improves self-reported SRL strategy use from pre-survey to 12-week follow-up in all groups, including baseline — related
• The GenAI feedback group showed a statistically significant post-intervention improvement in the Task Strategies dimension of SRL compared with the tutor group — a narrower finding that bears on this claim
• A randomized controlled trial with 86 K-12 students found a significant gain in self-regulated-learning strategy use from agentic coaching systems — related
• The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation) — 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
• 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
• Self-regulated learning is associated with increased academic achievement and improved learning outcomes for students — related
• No group differences appear in self-regulation, strategies, or motivation across the four mathematics achievement groups — related
• The intervention did not increase students' SRL aptitude, yet supported higher course grades — related
• For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone — related
• Reflection increased in the adaptable and non-adaptable script conditions, but only the adaptable script had positive effects on monitoring, supporting overall positive effects on self-regulation — related
• Self-regulated learning improves achievement — related
• Extending mandated daily study time from three to four hours produces no significant performance gains for novices — related
• LASSI Self-Regulation cluster scores showed the greatest pre/post gain among coached students, with increasing trends in all three clusters — related
• Strategy Instruction Improves Academic Performance — related
• Most included studies report a significant positive metacognition–math association, with some null and mixed findings — related
• Strategy Instruction Improves Learning — related