Among highly effective interventions targeting metacognition, four of eleven focused on a single SRL area (metacognition) and five promoted the dual role¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Of 24 studies measuring metacognition, 11 reported large effects; four of the highly effective ones trained only metacognition, and five included dual-role activities. → 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

q3 · i? · quant-synthesis · r2

RQ5 analysis grouping the 53 quantitative interventions by outcome category; the metacognition section reports 11 highly effective interventions and characterises their areas, design foundations, dual-role coverage, methods and content (Tables 9 and 11).

"Twenty-four studies investigated if their interventions improved metacognition, with 11 of them reporting a large effect on metacognition after the intervention"

Discussion¶

Related Claims¶

• Only 13 of 66 interventions promoted pre-service teachers' dual role in SRL, and only three covered all four subcategories of the dual role — related
• SRL interventions for pre-service teachers unevenly cover SRL areas: cognition (n = 62) and metacognition (n = 55) dominate, while emotion (8 interventions) and context regulation (n = 6) are rare — related
• Among 53 quantitative SRL interventions for pre-service teachers, effect sizes were distributed evenly across highly effective (n = 17), moderately effective (n = 16) and less effective (n = 20) categories — related