The pooled effect of self-regulated learning does not differ significantly by school level¶
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 across primary, secondary, and undergraduate levels (Qb = 1.159, p = 0.560). → 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 primary (k=4), secondary (k=8), and undergraduate (k=8) studies under the random effects model; Qb = 1.159, p = 0.560. Descriptive subgroup effects were large for primary (1.077) and undergraduate (0.944) and moderate for secondary (0.693).
"Finally, the effect of self -regulated learning on academic success shows no significant difference in terms of school level."
Discussion¶
Related Claims¶
- Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it
- The pooled effect of self-regulated learning does not differ significantly between empirical and relational study designs — related
- The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — related
- 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
- Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies — related
- Self Regulated Learning Predicts Achievement — related
- Metacognitive Strategies Improve Learning — related
- Strategy Instruction Improves Academic Performance — related
- The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect — related
- Strategy Instruction Improves Learning — related
- SRL interventions produce large average effects on academic and motivational outcomes, per meta-analytic syntheses — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-effect-no-school-level-difference |
title |
The pooled effect of self-regulated learning does not differ significantly by school level |
description |
The pooled effect of self-regulated learning does not differ significantly by school level |
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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