The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2017 · 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? The common effect size shows no significant difference according to course type (p > 0.05), although the mathematics subgroup effect (1.098) is descriptively large. → Ergen 2017
Evidence¶
Ergen 2017¶
Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4
q3 · i? · quant-synthesis · r2
Moderator analysis across Science (k=4), Mathematics (k=8), Social Sciences (k=6), and Language (k=3) studies; Qb = 4.182, p = 0.242. Mathematics showed the largest subgroup effect size (1.098), described as large, versus moderate effects elsewhere.
"Another result of this meta -analysis review is that the effect of self -regulated learning on academic achievement does not show any significant difference according to course type ( p>0.05)."
Discussion¶
Related Claims¶
- The effect of SRL interventions does not differ significantly by course type, SRL strategy type, school level, or learning context — a broader claim this one bears on
- SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction — related
- Instructional method does not significantly moderate Gen-AI's effect on HOT, though project-based learning shows the largest subgroup effect (ES = 0.717) and lecture-based instruction a small non-significant effect (ES = 0.396) — related
- The effect of ChatGPT on learning performance is moderated by type of course, learning model, and duration, with problem-based learning and 4–8-week interventions showing the largest effects — related
- Self-regulated learning ability significantly moderates Gen-AI's effect on HOT: high-SRL students show ES = 0.863 versus ES = 0.284 for low-SRL students — related
- Mixed courses show the largest effect among teaching types (ES = 1.34), and effects decline as group size increases beyond 2–3 members — related
- The pooled effect of self-regulated learning does not differ significantly by school level — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-effect-no-course-type-difference |
title |
The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect |
description |
The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ergen-2017 |
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