SRL strategy interventions improve academic achievement, with meta-analytic effects that vary by domain¶

Claim · All claims
Evidence · 1 study · review r3 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Meta-analyses report sizable average effects of SRL strategy interventions on achievement, ranging from g = 0.26 for reading to g = 1.25 for writing. → Ulrich Trautwein 2026

Evidence¶

Ulrich Trautwein 2026¶

Ulrich Trautwein, Janina Eberhart, Charlotte Dignath, Cavan V. Bonner, Brent W. Roberts. (2026). Self-Regulation Competence as a Superpower: An Integrated Framework for K-12. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10190-z

q2 · i3 · review · r3

The review reports meta-analytic syntheses of SRL intervention studies, attributing the pooled effect sizes to Donker et al. (2014), with domain-specific mean Hedges's g values "of 1.25 for writing, 0.72 for science, 0.66 for mathematics, and 0.26 for reading".

"Donker et al. (2014) found mean Hedges's g values of 1.25 for writing, 0.72 for science, 0.66 for mathematics, and 0.26 for reading, whereas earlier syntheses by Dignath et al. ( 2008) corroborate these benefits."

Discussion¶

Related Claims¶

• Strategy Instruction Improves Academic Performance — a broader claim this one bears on
• SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32) — related
• Self Regulated Learning Predicts Achievement — a broader claim this one bears on
• Metacognitive Strategies Improve Learning — a broader claim this one bears on
• Interventions targeting different reading and skill content domains show mostly small differences, with average effect sizes of 0.14–0.22 all statistically significant — related
• Strategy Instruction Improves Learning — a broader claim this one bears on