SRL interventions in a four-week online mathematics preparation course did not significantly change the mathematics overall score (interaction marginal), while the mathematics focus score on self-chosen chapters showed a statistically significant group by time interaction¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? The group by time interaction for the mathematics overall score marginally missed statistical significance, although descriptive statistics indicated the hypothesized direction. → Bellhäuser 2022 q3 i? The univariate ANOVA for the mathematics focus score revealed a statistically significant group by time interaction. → Bellhäuser 2022 (2)

Evidence¶

Bellhäuser 2022¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i? · causal · r2

Univariate repeated-measures ANOVA in the randomized four-group trial: "The interaction effect for the mathematics overall score, however, marginally missed the level of statistical significance". No significant difference was shown; equivalence was not tested.

"The interaction effect for the mathematics overall score, however, marginally missed the level of statistical significance although descriptive statistics indicated the hypothesized direction."

Bellhäuser 2022 (2)¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i? · causal · r2

A second MANOVA replaced the overall score with a focus score on ten chapters each participant chose. The univariate ANOVA "revealed a statistically significant interaction effect between group and time" for the mathematics focus score.

"The univariate ANOVA for the mathematics focus score in fact revealed a statistically significant interaction effect between group and time (see Table 2)."

Discussion¶

Related Claims¶

• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — the general claim this finding bears on, with the studies behind it
• Peer Feedback Groups Added To Web Based Srl Training Raise Srl Self Efficacy And Math Focus Score
• A four-phase teaching process for congruent triangles significantly improves grade 8 students' test scores — related
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• Logged time investment on an online mathematics preparation platform differed significantly across SRL intervention groups, rising from control through diary and training + diary to training + diary + peer feedback groups — 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
• 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
• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related
• Comprehension ratings diverge across training conditions over repeated passages, with a significant condition-by-trial interaction — related
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• The pooled effect of self-regulated learning does not differ significantly by course type, though mathematics shows the largest descriptive effect — related
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
• Measuring the impact of math instruction and interventions is key to improving students' overall math performance — related
• Self-management interventions significantly and positively impact academic outcomes (achievement and work completion) in single-case design studies — related
• In a randomised control study, university students in the combined condition (online SRL training with mobile-app diaries) improved more than participants in the other conditions — related
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