Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.
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.
q2 i? After initial training, facilitators reported statistically significant increases in knowledge of self-regulation domains, adolescent development, and adult support roles (p < 0.01). → Tingey 2023
Evidence¶
Tingey 2023¶
Tingey, L., R. Piatt, A. Hennigar, C. O'Callahan, S. Weaver, and H. Zaveri. (2023). The Sexual Risk Avoidance Education National Evaluation: Using Co-regulation in Youth Programs. OPRE Report 2023-281, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/opre
q2 · i? · design · r2
Pre-post facilitator training surveys (Table II.4) showed gains on five self-regulation knowledge items; the table footnote states "change in means from pre- to post-training are statistically significant at p < 0.01". Self-reported knowledge measure, no effect size printed.
"*Indicates change in means from pre- to post-training are statistically significant at p < 0.01"
Discussion¶
Related Claims¶
- Parent Coaching Outperforms Information Only — the general claim this finding bears on, with the studies behind it
- 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
- 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
- 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
- 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
- Using the ePSRL Management System increases postgraduate online students' perceived awareness, understanding and application of self-regulated learning — related
- All participants reported higher teaching self-efficacy after the teaching-simulation training — related
- CCCT participation improved prospective teachers' co-regulation situations (g = 0.512) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srae-co-regulation-training-increases-self-regulation-knowledge |
title |
Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation |
description |
Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-09-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tingey-2023 |
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