Metacognitive and composite SRL strategy measures show the strongest relationships with learning performance in continuing education¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Metacognitive strategies (r = .44) and composite SRL scores (r = .48) show moderate to strong and strong relationships with learning performance, exceeding cognitive strategies (r = .16). → Yvonne M. Hemmler 2024

Evidence¶

Yvonne M. Hemmler 2024¶

Yvonne M. Hemmler, Dirk Ifenthaler. (2024). Self-regulated learning strategies in continuing education: A systematic review and meta-analysis. Educational Research Review. https://doi.org/10.1016/j.edurev.2024.100629

q3 · i3 · quant-synthesis · r?

Additional meta-analyses by SRL strategy type for factors with correlations available from at least three studies. The review reports strategy-type differences for learning performance, with "a strong relationship with composite scores of SRL strategies (r= .48)" and weaker coefficients for cognitive strategies.

"Average correlation coefficients for learning performance showed a weak to moderate relationship with cognitive strategies (r= .16), a moderate relationship with resource management strategies (r= .29), a moderate to strong relationship with metacognitive strategies (r= .44), and a strong relationship with composite scores of SRL strategies (r= .48)."

Discussion¶

Related Claims¶

• Lack of time available for learning is a barrier to cognitive, metacognitive, and peer learning strategies, making time management a prerequisite for other SRL strategies in CE — related
• SRL strategies in continuing education are significantly and positively related to learning performance and learner engagement, and negatively to avoidance behavior — a broader claim this one bears on
• A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5 — reports the opposite
• Self Regulated Learning Predicts Achievement — related
• Trait emotional intelligence showed no significant association with university GPA, despite correlating with engagement, SRL strategies and self-efficacy — related