The choice of online versus offline measures of SRL moderates the strength of the relationship between SRL processes and achievement¶
Claim · All claims
Evidence · 1 study · theoreticalr2·q2
Currency · newest study 2015 · checked against its sources 2026-10-21 (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? A meta-analysis of SRL research demonstrates that observing SRL with online measures versus offline measures moderates the strength of the relationship observed between SRL processes and achievement measures. → Ben-Eliyahu 2015
Evidence¶
Ben-Eliyahu 2015¶
Ben-Eliyahu, A., & Bernacki, M. L. (2015). Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations. Metacognition and Learning, 10, 1–13. https://doi.org/10.1007/s11409-015-9134-6
q2 · i? · theoretical · r2
The article cites a meta-analysis by Dent and Koenka (in press) as demonstrating this moderator effect; the review reports the finding second-hand and no effect size is printed. This supports the article's argument that the time scale at which SRL is observed matters for interpretation.
"A meta-analysis of SRL research demonstrates that the choice to observe SRL with online measures (i.e., observations of SRL events, Winne and Perry 2000) versus offline measures (i.e., domain- or course-level surveys of learner tendencies) moderates the strength of relationship observed between SRL processes and achievement measures"
Discussion¶
Related Claims¶
- Online (versus offline) measures of metacognition are associated with larger metacognition–math effect sizes — a narrower finding that bears on this claim
- The combination of online metacognition measures with complex math assessments is associated with the largest effect sizes — a narrower finding that bears on this claim
- Heterogeneity between studies of the metacognition–math association is significant and remains high in all moderator analyses — related
- Metacognitive measures show large variability, and online measures relate to each other more than to offline measures — related
- Operationalization of variables, setting, and work-relatedness of the CE activity moderate the relationships between SRL strategies and associated factors — related
- The autonomy support–structure relationship is moderated by data collection method and school level — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
measure-type-moderates-srl-achievement-relation |
title |
The choice of online versus offline measures of SRL moderates the strength of the relationship between SRL processes and achievement |
description |
The choice of online versus offline measures of SRL moderates the strength of the relationship between SRL processes and achievement |
status |
review |
evidence_strength |
weak |
newest_evidence |
2015 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ben-eliyahu-2015 |
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