Most study, measurement, and intervention moderators did not explain significant variance in SRL intervention effect sizes¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? In moderator analyses of the three meta-analyzed relations, most of the coded study, measurement, and intervention characteristics did not significantly explain variance in effect sizes. → Jansen 2019

Evidence¶

Jansen 2019¶

Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292

q4 · i? · quant-synthesis · r?

Moderator analyses accompanying three separate meta-analyses (intervention–achievement, intervention–SRL, SRL–achievement) in higher education; the article reports that "most of the study, measurement, and intervention mod- erators did not explain signi ficant variance". No specific moderator statistics are printed in the available text.

"most of the study, measurement, and intervention mod- erators did not explain signi ficant variance of the investigated eff ect sizes"

Discussion¶

Related Claims¶

• The effect of SRL interventions does not differ significantly by course type, SRL strategy type, school level, or learning context — possibly the same claim (merge candidate)
• SRL interventions are effective in improving both SRL activity and achievement in higher education — related
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
• Self Regulated Learning Predicts Achievement — related
• Class size, course level, and discipline did not explain significant variation in how achievement gaps changed under active learning — a broader claim this one bears on
• Subgroup (moderator) analyses in education impact evaluations can be based on participant characteristics measured before the intervention is implemented — a broader claim this one bears on
• SRL activity only partially mediates the effect of SRL interventions on achievement in higher education — related
• Writing intervention effects for US ELL students do not vary significantly by study quality indicators, participant characteristics, or intervention characteristics — a narrower finding that bears on this claim
• Publication bias is unlikely to explain the consistency of SRL intervention effect sizes — related
• Effects of educational technology literacy interventions differ according to characteristics of the interventions and participants — reports the opposite
• No coded study characteristics moderated the emotion–political learning associations in Bayesian regularized meta-analysis — related