The largest reported effects came from interventions training reflection on own learning and teaching through metacognitive judgements (Michalsky 2021: d = 3.12; Pieschl et al. 2021: d = 2.9)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q2·i3large
Currency · newest study 2024 · not yet checked against its sources · 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 i3 Michalsky's (2021) intervention achieved the highest effect size (d = 3.12) in metacognitive knowledge, and Pieschl et al. (2021) obtained d = 2.9 in academic performance. → Alazne Fernández Ortube 2024
Evidence¶
Alazne Fernández Ortube 2024¶
Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09919-5
q2 · i3 · quant-synthesis · r2
Within the review's RQ4 analysis of the 53 quantitative studies, the two largest printed effect sizes are reported: "d = 3.12" for metacognitive knowledge and "d = 2.9" for academic performance, both from interventions training reflection through metacognitive judgements.
"Michalsky’s (2021) intervention achieved the highest effect size (d = 3.12) in metacognitive knowledge, and Pieschl et al. (2021) obtained a high effect size in academic performance (d = 2.9). Both interventions trained pre-service teachers to reflect on their own learning (Pieschl et al. (2012)) and teaching (Michalsky (2021)) practice through metacognitive judgements."
Discussion¶
Related Claims¶
- 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 — related
- SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32) — related
- Self-regulated learning improves achievement — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
metacognitive-judgement-reflection-interventions-largest-effects |
title |
The largest reported effects came from interventions training reflection on own learning and teaching through metacognitive judgements (Michalsky 2021: d = 3.12; Pieschl et al. 2021: d = 2.9) |
description |
The largest reported effects came from interventions training reflection on own learning and teaching through metacognitive judgements (Michalsky 2021: d = 3.12; Pieschl et al. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alazne-fernández-ortube-2024 |
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