Self-regulated learning strategies have a large pooled effect (d = 0.859) on academic achievement across 21 Turkish studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 Across 21 studies combined under a random effects model, self-regulated learning strategies show a large effect on academic achievement (d = 0.859). → Ergen 2017

Evidence¶

Ergen 2017¶

Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4

q3 · i3 · quant-synthesis · r2

Meta-analysis of 21 Turkish empirical (9) and relational (12) studies, total sample 5353 people, using Cohen's d. The random effects model yielded "(d) 0.859", which falls in Cohen's "large" interval (over 0.80).

"When the effect sizes of the 21 studies included in this review were combined in accordance with the random effects model, the common effect size was calculated as (d) 0.859 with 0.114 standard error and 95% confidence intervals of 1.083 and 0.636."

Discussion¶

Related Claims¶

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• Strategy Instruction Improves Academic Performance — the general claim this finding bears on, with the studies behind it

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it

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