SRL intervention effects are moderated by delivery agent, duration, domain, and student age, with inconsistent duration findings¶
Claim · All claims
Evidence · 1 study (2 entries) · theoreticalr3·q3
Currency · newest study 2026 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · 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? Researcher-led programs produced stronger effects than teacher-led ones, and mathematics-focused interventions tended to be especially impactful. → Mathias Allemand 2026
q3 i? In one meta-analysis intervention duration was unrelated to effect sizes, and older students showed smaller effects, contrasting with another meta-analysis where longer interventions showed larger effects. → Mathias Allemand 2026 (2)
Evidence¶
Mathias Allemand 2026¶
Mathias Allemand, Brent W. Roberts, Ulrich Trautwein. (2026). Integrating Insights from Volitional Personality Change Interventions to Improve Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10127-6
q3 · i? · theoretical · r3
The review reports, citing Dignath et al. (2008), a meta-analysis of classroom interventions for Grades 1–6 (average d = 0.73 for cognitive and metacognitive strategies). It states "researcher-led programs produced stronger effects than teacher-led ones" and math-focused interventions were especially impactful.
"As in earlier work, researcher-led programs produced stronger effects than teacher-led ones, and mathematics-focused interventions tended to be especially impactful."
Mathias Allemand 2026 (2)¶
Mathias Allemand, Brent W. Roberts, Ulrich Trautwein. (2026). Integrating Insights from Volitional Personality Change Interventions to Improve Self-Regulated Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10127-6
q3 · i? · theoretical · r3
Same meta-analysis (Dignath et al., 2008) as reported by the review: "the duration of the intervention was unrelated to effect sizes in this analysis, and older students showed smaller effects", whereas the earlier Dignath & Büttner (2008) synthesis found longer interventions showed larger effects.
"Interestingly, the duration of the intervention was unrelated to effect sizes in this analysis, and older students showed smaller effects."
Discussion¶
Related Claims¶
- Programme characteristics — longer duration, higher frequency, teacher delivery and older students — were tentatively associated with more significant well-being effects — reports the opposite
- Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
- Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-intervention-moderators-agent-domain-age |
title |
SRL intervention effects are moderated by delivery agent, duration, domain, and student age, with inconsistent duration findings |
description |
SRL intervention effects are moderated by delivery agent, duration, domain, and student age, with inconsistent duration findings |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2026 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — mathias-allemand-2026, mathias-allemand-2026-2 |
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