SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
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.
q3 i? Mixed (Mx) strategies were the most common intervention type in the sample (53.3%, f=8 of 15 studies). → Guntur 2024
Evidence¶
Guntur 2024¶
Guntur, M., & Purnomo, Y. W. (2024). A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments. Online Learning Journal, 28(3). https://doi.org/10.24059/olj.v28i3.4025
q3 · i? · quant-synthesis · r1
Subgroup frequency analysis of the 15 included studies (Table 2) showing the distribution of SRL strategy types; mixed strategies were the most frequent category.
"There was a significant difference between the types of strategies used for self-regulated learning: 6.67% (f=1) of the methods were cognitive, 13.3% (f=2) were metacognitive, 53.3% (f=8) were mixed, and 26.7% (f=4) were motivational."
Discussion¶
Related Claims¶
-
Strategy Instruction Improves Academic Performance — the general claim this finding bears on, with the studies behind it
-
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 — the general claim this finding bears on, with the studies behind it
- The effect of SRL interventions does not differ significantly by course type, SRL strategy type, school level, or learning context — related
- Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
- AI's direct impact on SRL concentrates on metacognitive and cognitive aspects while motivation remains underexplored — related
- SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32) — related
- Most direct SRL promotion targeted cognitive capabilities and rarely mentioned the benefit of strategy use — related
- Direct SRL promotion in observed classrooms was dominated by implicit strategy instruction, metacognitive support, and metacognitive reflection, with explicit strategy instruction rare — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mixed-srl-strategy-interventions-greatest-impact |
title |
SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact |
description |
SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact |
status |
review |
evidence_strength |
weak |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — guntur-2024 |
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