Metacognition mediates the relationship between EF and SRL¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Follmer and Sperling (2016), two mediation models showed that metacognition mediates the EF–SRL relationship. → Laura Dörrenbächer-Ulrich 2024 q3 i? In Rutherford et al. (2018), mediation models suggest facets of EF can support SRL and thereby academic achievement. → Laura Dörrenbächer-Ulrich 2024 (2)

Evidence¶

Laura Dörrenbächer-Ulrich 2024¶

Laura Dörrenbächer-Ulrich, Marius Bregulla. (2024). The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09932-8

q3 · i? · review · r3

Table 1 entry for Follmer and Sperling (2016), college students (n = 117): "Two mediation models show that metacognition mediates the relationship between EF and SRL"; the table also prints a strong MSLQ–MS-R/SRSI correlation (r = 0.56) and 27% explained variance for EF predicting SRL.

"Two mediation models show that metacognition mediates the relationship between EF and SRL"

Laura Dörrenbächer-Ulrich 2024 (2)¶

Laura Dörrenbächer-Ulrich, Marius Bregulla. (2024). The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09932-8

q3 · i? · review · r2

Table 1 entry for Rutherford et al. (2018), elementary school children (n = 211): "Mediation models suggest that facets of EF can support SRL and, thus academic achievement"; the wording is suggestive and no effect size for the mediation is printed.

"Mediation models suggest that facets of EF can support SRL and, thus academic achievement"

Discussion¶

Related Claims¶

• EF explains substantial achievement variance (about 20–60% in school children) while SRL shows positive but low-effect-size relations to achievement — related
• Self-regulatory activities mediate the relationship between person, context, and achievement — a broader claim this one bears on
• Metacognitive self-regulation mediates the relationships between all three AI interaction mechanisms and both higher-order outcomes — related
• Mindsets relate to kindergarteners' achievement indirectly through executive functions and classroom behavioral self-regulation as mediators — related
• Conscientiousness facets and SRL scales show substantial multivariate overlap in college students — related