Self-reported SRL questionnaire scores rose over a five-week goal-setting intervention in all conditions, with no differences between conditions¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · checked against its sources 2026-10-30 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Self-reported SRL questionnaire (OSLQ) scores rose from before to after the five-week intervention (time effect η2p = .116), with no main effect of condition and no time-by-condition interaction; since every condition received the goal-setting intervention and there was no untreated group, the rise cannot be attributed to the intervention. → Martins van Jaarsveld 2025

Evidence¶

Martins van Jaarsveld 2025¶

Martins van Jaarsveld, G., Wong, J., Baars, M., Specht, M., & Paas, F. (2025). Enhancing goal attainment in higher education with a scripted conversational agent: Effects of monitoring and reflection support in digital learning. Computers and Education. https://doi.org/10.1016/j.compedu.2025.105441

q3 · i2 · causal · r2

Randomised trial with 84 undergraduates at one Dutch university, in which all four conditions received weekly goal setting from a scripted conversational agent, with or without added monitoring and reflection prompts. SRL was measured by self-report on four OSLQ subscales (goal setting, task strategies, time management, self-evaluation) before and after the intervention, so the outcome is self-reported SRL, not measured skill. A mixed-design ANOVA found a time effect (F(1, 80) = 10.453, p = .002, η2p = .116) and no condition effect (F(3, 80) = 0.639, p = .592) or interaction (F(3, 80) = 0.607, p = .612); the article states the trend "was the same for all conditions". Every condition shared the goal-setting intervention and there was no untreated group measured over time, so the rise cannot be attributed to the intervention rather than to time, repeated measurement or the semester.

"Results revealed a significant main effect of time, F(1, 80) = 10.453, p = .002, η2p = .116, a moderate effect, indicating that SRL skills increased during the intervention."

Discussion¶

Related Claims¶

• Monitoring support delivered via a scripted conversational agent significantly improves goal attainment compared with reflection-only and control conditions — related
• The monitoring and reflection intervention had no significant effect on post-intervention academic performance — 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 — reports the opposite
• 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 — related
• Continuing prompts long-term in learning journals confers no additional benefit: self-reported strategy use and self-efficacy decline across the second unit in both the short-term and long-term conditions, while the quantity of cognitive strategy use in the journals stays stable — related
• Web-based SRL training interventions produced statistically significant group by time interactions on the SRL subscales planning, self-motivation, volition, elaboration and metacognition, but not on goal-setting or reflection — reports the opposite
• 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
• Identified SRL interventions all focused on goal setting and monitoring and none on supporting self-evaluation — related
• Web-based metacognitive skills training significantly improved college students' self-plan, self-monitor, and total metacognitive scores from pretest to posttest — related