The effect of SRL interventions does not differ significantly by course type, SRL strategy type, school level, or learning context¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Categorical moderator analysis found no statistically significant variation in effect size across course type, SRL strategy, school level, or learning context (Qb < χ2; p > .05). → Guntur 2024

Evidence¶

Guntur 2024¶

Guntur, M., & Purnomo, Y. W. (2024). A Meta-Analysis of Self-Regulated Learning Interventions Studies on Learning Outcomes in Online and Blended Environments. Online Learning Journal, 28(3). https://doi.org/10.24059/olj.v28i3.4025

q3 · i? · quant-synthesis · r2

Moderator analysis of the 15 included studies under the random effects model, using the Qbetween significance test across subgroups of course type, SRL strategy (Co, Me, Mx, Mo), school level, and learning context. No moderator reached significance; equivalence was not otherwise tested.

"Table 3 shows that no statistically significant variation exists in impact size across groups defined by course type, self-regulated approach, school level, and learning setting (Qb< χ2; p>.05)."

Studies bearing on this claim¶

For whom, at which school level and in which subjects? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 2 distinct studies (2 quant-synthesis), q3, 0 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact — related
• The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect — a narrower finding that bears on this claim
• The pooled effect of self-regulated learning does not differ significantly by school level — a narrower finding that bears on this claim
• The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — a narrower finding that bears on this claim
• The pooled effect of self-regulated learning does not differ significantly between empirical and relational study designs — related
• Effect sizes across SRL intervention studies are highly heterogeneous, requiring a random effects model — related
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — 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
• Most study, measurement, and intervention moderators did not explain significant variance in SRL intervention effect sizes — possibly the same claim (merge candidate)
• Task motivation and time on task are proposed as factors potentially influencing SRL intervention effectiveness — related
• School level significantly moderates effects: AI-enabled personalized STEM education is more effective in junior and senior high school than in kindergarten — reports the opposite