Among 53 quantitative SRL interventions for pre-service teachers, effect sizes were distributed evenly across highly effective (n = 17), moderately effective (n = 16) and less effective (n = 20) categories¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The 53 quantitative interventions split roughly evenly into highly, moderately and less effective groups, with more than a third showing effects below d = 0.4. → Alazne Fernández Ortube 2024

Evidence¶

Alazne Fernández Ortube 2024¶

Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09919-5

q3 · i? · quant-synthesis · r2

Systematic review of 66 intervention studies; effect sizes (Cohen's d) were extracted or calculated for the 53 studies providing quantitative data and grouped using Cohen (1988) ranges enlarged per Hattie (2008). The review reports a "balanced" distribution across the three effectiveness categories.

"The distribution of the quantitative SRL interventions was balanced in terms of effect sizes, with a comparable number of interventions in each category: highly effective (n = 17), moderate effective (n = 16), and less effective (n = 20)."

Discussion¶

Related Claims¶

• Among highly effective interventions targeting metacognition, four of eleven focused on a single SRL area (metacognition) and five promoted the dual role — related
• SRL interventions for pre-service teachers unevenly cover SRL areas: cognition (n = 62) and metacognition (n = 55) dominate, while emotion (8 interventions) and context regulation (n = 6) are rare — related