The intervention did not increase students' SRL aptitude, yet supported higher course grades¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Regulatory support raised course grades even though students' SRL aptitude, measured pre and post with the MSLQ, did not increase. → Leonardo Silva 2023
Evidence¶
Leonardo Silva 2023¶
Leonardo Silva, António Mendes, Anabela Gomes, Gabriel Fortes. (2023). Fostering regulation of learning processes among programming students using computational scaffolding. Intern. J. Comput.-Support. Collab. Learn (2023) 18:67–100. https://doi.org/10.1007/s11412-023-09388-y
q3 · i? · causal · r2
SRL aptitude was measured with a Portuguese MSLQ translation (Cronbach alpha 0.81) in a pre and post-test design across the three randomized conditions; the article reports that "students did not increase in SRL aptitude". No effect size is printed in the supplied text.
"Even though students did not increase in SRL aptitude, the intervention pro - vided support for achieving higher grades in the course."
Discussion¶
Related Claims¶
- Programming students who receive computational regulatory scaffolding achieve higher course grades than students who receive no regulatory support — related
- Personalized SRL email interventions increased post-course self-regulation scores relative to control in a MOOC, while the general intervention did not — reports the opposite
- 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
- Keeping a structured learning diary without further intervention did not improve university students' self-regulation — related
- Only students receiving SSRL and co-regulation support achieved superior performance in collaborative programming activities — related
- Both SRL intervention modes produced higher course exit quiz scores than control in a programming MOOC — 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 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
- Both general and personalized SRL interventions increased students' participation in chat-based collaborative activities compared to control — related
- A Monitoring and Regulation Strategy delivered online increased university students' exam scores, whereas the Monitoring Exercise alone showed no significant effect — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
regulatory-support-no-increase-srl-aptitude |
title |
The intervention did not increase students' SRL aptitude, yet supported higher course grades |
description |
The intervention did not increase students' SRL aptitude, yet supported higher course grades |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — leonardo-silva-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.