Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2008 · 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? Believing in the value of self-regulated learning did not significantly predict reported self-regulation in the structural models, though students endorsing it were more likely to report self-regulated behaviour in correlations. → Loyens 2008
Evidence¶
Loyens 2008¶
Loyens, S. M. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students' conceptions of constructivist learning and their regulation and processing strategies. Instructional Science. https://doi.org/10.1007/s11251-008-9065-6
q3 · i? · associational · r2
SEM path analysis (N = 98); the path from conceptions of self-regulated learning to ILS self-regulation (standardized .13) and to MSLQ self-regulation (standardized .11) were both non-significant. Correlationally, students who believe self-regulation is beneficial were more likely to report self-regulated behaviour.
"Conceptions of self-regulated learning had small, but not significant, relationships with actual reported self-regulation activities."
Discussion¶
Related Claims¶
- Conceptions of knowledge construction showed no significant relationships with students' reported regulation strategies — related
- Structural relations exist between students' conceptions of constructivist learning and their regulation and processing strategies — related
- Conceptions of motivation to learn relate positively to self-regulation and external regulation and negatively to lack of regulation — related
- Students who doubt their own learning capacity are at risk of adopting an inadequate lack-of-regulation strategy — related
- A three-tiered conceptual-controlling-operational structure is fully valid for MSLQ variables but only partially for ILS variables — related
- Students' conceptions of self-regulated learning can diverge from their reported self-regulated learning activities — possibly the same claim (merge candidate)
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-conceptions-nonsignificant-with-reported-srl |
title |
Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities |
description |
Conceptions of self-regulated learning had small, non-significant relationships with actual reported self-regulation activities |
status |
review |
evidence_strength |
weak |
newest_evidence |
2008 |
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 — loyens-2008 |
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