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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Group TDP showed statistically significant increases in planning (β = 0.80), metacognition (β = 0.88), self-motivation (β = 0.50; p < 0.01), volition (β = 0.48; p = 0.01) and reflection (β = 0.52; p = 0.02). → Bellhäuser 2022 q3 i? Gains in goal-setting and elaboration remained statistically non-significant for Group TDP. → Bellhäuser 2022 (2)

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 on SRL subscales. "Group TDP also showed statistically significant increases in planning (β = 0.80; p < 0.001) and in metacognition (β = 0.88; p < 0.001)", plus self-motivation, volition and reflection.

"Group TDP also showed statistically significant increases in planning (β = 0.80; p < 0.001) and in metacognition (β = 0.88; p < 0.001); in addition, Group TDP showed statistically significant increases in self-motivation (β = 0.50; p < 0.01), volition (β = 0.48; p = 0.01), and reflection (β = 0.52; p = 0.02)."

Bellhäuser 2022 (2)¶

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

Same planned contrasts for Group TDP: "gains in goal-setting and elaboration remained statistically non-significant for Group TDP." No gain was detected; equivalence was not tested.

"However, gains in goal-setting and elaboration remained statistically non-significant for Group TDP."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it
• Metacognition — outcome: instruction changes it

Related Claims¶

• Web Based Srl Training Subscale Interactions Planning Metacognition Volition
• 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 — 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
• 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
• Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation — related
• 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
• 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
• Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners — 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
• Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy — related
• Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery — related
• The evidence base is concentrated in self-reported metacognitive regulation, with planning support and non-self-report measures under-represented — related
• Self-regulated learning abilities improved significantly in the GPT-feedback VR group, supporting self-reflection, goal setting, and strategy adjustment — related