SRL training effects vary by outcome category, largest for metacognitive strategies (g = .40) and smallest for cognitive strategies (g = .32)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q4 · i2 medium
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 Meta-analytic effect sizes by outcome were: metacognitive strategies g = .40, resource management strategies g = .39, academic performance g = .37, motivational outcomes g = .35, cognitive strategies g = .32. → Theobald 2021

Evidence¶

Theobald 2021¶

Theobald, M. (2021). Self-Regulated Learning Training Programs Enhance University Students' Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2021.101976

q4 · i2 · quant-synthesis · r?

Pooled effect sizes from the same three-level meta-analysis, broken down by outcome category: "metacognitive strategies (g = .40) and resource management strategies (g = .39)" down to cognitive strategies (g = .32). The printed effect sizes g = .40 and g = .39 fall in the medium range.

"The largest effect sizes were obtained for metacognitive strategies (g = .40) and resource management strategies (g = .39) followed by academic performance (g = .37), motivational outcomes (g = .35), and cognitive strategies (g = .32)."

Discussion¶

Related Claims¶

• Feedback in course design predicts larger SRL training effects for metacognitive strategies, resource management strategies, and motivation — related
• Provision of learning protocols predicts larger SRL training effects for resource management strategies — related
• The theoretical framework categorised SRL into four main categories (Metacognition, Low Cognition, High Cognition, Other) and eight subcategories — related
• The pooled effect of self-regulated learning does not differ significantly by strategy type (cognitive, metacognitive, resource management, motivational) — reports the opposite
• The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation) — related
• Self-regulated learning improves achievement — related
• Metacognitive Strategies Improve Learning — related
• SRL interventions combining metacognitive, cognitive, and motivational components were most frequent and, per the authors, had the greatest impact — related
• Self Regulated Learning Predicts Achievement — related
• Strategy Instruction Improves Academic Performance — related
• Extended SRL training programs enhance university students' academic performance, SRL strategies, and motivation (overall g = .38) — related
• SRL training programs targeting older students and students with lower prior academic achievement show larger effects on resource management strategies — related
• SRL training programs based on a metacognitive theoretical background show larger effects on academic achievement than programs based on cognitive theories — related
• All metacognitive strategy factors and critical thinking subfactors were significantly and positively correlated with each other and with academic writing — related
• Training effects vary across specific SRL strategies, ranging from .23 (rehearsal) to .61 (attention and concentration) — related
• Metacognition positively affects the use of all four study strategies, with medium effects on metacognitive, deep cognitive and resource management strategies and a small effect on surface strategies — related
• Cooperative learning arrangements predict larger SRL training effects for cognitive and metacognitive strategies — related
• Cognitive, metacognitive, and strategic learning supports show the largest intervention-category benchmarks, while assessment and contextual interventions show the smallest — related
• The largest reported effects came from interventions training reflection on own learning and teaching through metacognitive judgements (Michalsky 2021: d = 3.12; Pieschl et al. 2021: d = 2.9) — related
• SRL strategy interventions improve academic achievement, with meta-analytic effects that vary by domain — related