The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Moderator analysis found no significant difference in the common effect size across the four self-regulated learning strategy types (Qb = 2.994, p > .05). → 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 · r3

Categorical moderator analysis under the random effects model comparing subgroups coded as cognitive (k=11), metacognitive (k=10), resource management (k=2), and motivational (k=4) strategies; Qbetween was not significant (p > .05).

"It was found in this study that the common effect size of self -regulated learning shows no significant difference according to self -regulated learning strategies (cognitive, metacognitive, motivational and resource management) (Qb=2.994, p>.05)."

Discussion¶

Related Claims¶

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