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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Group TDP showed statistically significant increases in SRL knowledge (β = 4.61; p < 0.001), the SRL overall score (β = 0.52; p < 0.001) and self-efficacy (β = 0.28; p < 0.01). → Bellhäuser 2022 q3 i? By contrast to Group TD, Group TDP showed a statistically significant increase in the mathematics focus score (β = 1.23; p < 0.001). → 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 in the randomized trial: "for Group TDP, the increases in SRL knowledge (β = 4.61; p < 0.001), in the SRL overall score (β = 0.52; p < 0.001) and in self-efficacy (β = 0.28; p < 0.01)" were significant.

"Similarly, for Group TDP, the increases in SRL knowledge (β = 4.61; p < 0.001), in the SRL overall score (β = 0.52; p < 0.001) and in self-efficacy (β = 0.28; p < 0.01) were determined to be statistically significant."

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 on the mathematics focus score (ten self-chosen chapters): "Group TDP showed statistically significant increases in the mathematics focus score (β = 1.23; p < 0.001)", unlike Group TD.

"By contrast to Group TD, Group TDP showed statistically significant increases in the mathematics focus score (β = 1.23; p < 0.001)."

Discussion¶

Related Claims¶

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• Peer assessment improves academic performance by a small average amount relative to no assessment or to teacher assessment
• Srl Web Training Peer Feedback Group By Time Interaction Online Math Prep
• 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
• 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
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• 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 — related
• Self Assessment Improves Self Regulated Learning — related
• Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation — related
• Logged time investment on an online mathematics preparation platform differed significantly across SRL intervention groups, rising from control through diary and training + diary to training + diary + peer feedback groups — related
• Learning paths used for SRL improved accuracy and performance without increasing effort, and tutoring-system benefits required sustained practice — related
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• Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy — related
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