SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i1small
Currency · newest study 2016 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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 i1 Across 29 studies with 2648 subjects, computer-mediated SRL scaffolds had a medium but significantly positive effect on academic performance (ES = 0.438, random effects model). → Lanqin Zheng 2016
Evidence¶
Lanqin Zheng 2016¶
Lanqin Zheng. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. https://doi.org/10.1007/s12564-016-9426-9
q3 · i1 · quant-synthesis · r2
Random effects meta-analysis of 29 journal articles from Web of Science (2004–2015), each an experimental or quasi-experimental study with control groups and pretest data. The pooled standardized mean difference was "0.438 for 29 articles with a total sample size of 2648 subjects". Heterogeneity was significant (Q = 408.224, df = 28, p = 0.000).
"The overall weighted effect size was 0.438 for 29 articles with a total sample size of 2648 subjects. The meta-analysis results revealed that SRL scaffolds had a medium but significantly positive effect on academic performance."
Discussion¶
Related Claims¶
- Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase — related
- Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects — related
- Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones — related
- Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies — related
- Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
- Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
- Creativity-based learning applications show a large, positive pooled effect on students' academic achievement (ES = 0.850) — related
- Scaffolding improves learning — a broader claim this one bears on
- Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srl-scaffolds-positive-effect-academic-performance |
title |
SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) |
description |
SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
source_checked |
2026-10-19 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lanqin-zheng-2016 |
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