Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection¶
Claim · All claims
Evidence · 1 study · causalr1·q1
Currency · newest study 2025 · not yet checked against its sources · 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.
q1 i? Participants described engaging in task analysis, self-observation, and self-judgment behaviors prompted by the intervention tasks. → Hengtao Tang 2025
Evidence¶
Hengtao Tang 2025¶
Hengtao Tang, Jessica Perry Ellison. (2025). Self-regulated learning and video annotation in a high school acting classroom. Instructional Science. https://doi.org/10.1007/s11251-024-09699-z
q1 · i? · causal · r1
Qualitative interview theme from inductive two-cycle coding of five purposively sampled participants, with member checking. Students described goal setting ("I looked back at my past performances and took one of the flaws I needed to improve") and self-monitoring via progress reports.
"This theme described that SRL interventions promoted students' SRL behaviors. Zimmerman (2008) discussed that SRL behaviors, when explicitly taught, were used by students to beneficial effect. SRL behaviors were prompted through engagement with the interventions."
Discussion¶
Related Claims¶
- Self-regulated learning improves achievement — related
- Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related
- Interviews show students used scores to trigger action but reflected shallowly, derived planning from previous scores, and diverged emotionally — related
- Stronger self-reported SRL skills manifest in more revisiting of previously completed course materials, especially assessments — related
- Web-based SRL training interventions produced statistically significant group by time interactions on the SRL subscales planning, self-motivation, volition, elaboration and metacognition, but not on goal-setting or reflection — related
- In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
- Systematic role rotation structured pre-service educational psychologists' engagement in AI-supported case-based learning by distributing problem-framing, analytical, intervention-oriented, and reflective responsibilities — related
- Students developed varied perceptions of video annotation, citing benefits for SRL and acting alongside embarrassment and added workload — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-intervention-elicited-srl-behaviors |
title |
Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection |
description |
Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hengtao-tang-2025 |
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