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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? A repeated-measures MANOVA on SRL knowledge, self-efficacy, mathematics overall score and SRL overall score found a statistically significant group by time interaction (Pillai’s trace = 0.71, F(3,132) = 10.19; p < 0.001). → Bellhäuser 2022 q3 i? Univariate ANOVAs showed statistically significant interactions for SRL knowledge, self-efficacy and the SRL overall score in the hypothesized direction, with Group TDP showing the most prominent gains among treatment groups and Group C constant or negative. → Bellhäuser 2022 (2)

Evidence¶

Bellhäuser 2022¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i? · causal · r2

Randomized four-group trial (control, diary, training + diary, training + diary + peer feedback groups) analysed with repeated-measures MANOVA. The article reports "a statistically significant interaction between the factors [Pillai’s trace = 0.71, F(3,132) = 10.19; p < 0.001]", alongside significant group and time main effects.

"The results showed a statistically significant effect of the group [Pillai’s trace = 0.51, F(3,132) = 6.70; p < 0.001], a statistically significant main effect of time [Pillai’s trace = 0.66, F(1,132) = 61.78; p < 0.001], and a statistically significant interaction between the factors [Pillai’s trace = 0.71, F(3,132) = 10.19; p < 0.001]"

Bellhäuser 2022 (2)¶

Bellhäuser, H., Liborius, P., & Schmitz, B. (2022). Fostering Self-Regulated Learning in Online Environments: Positive Effects of a Web-Based Training With Peer Feedback on Learning Behavior. Frontiers in Psychology, 13, 813381. https://doi.org/10.3389/fpsyg.2022.813381

q3 · i? · causal · r2

Follow-up univariate repeated-measures ANOVAs in the same randomized trial: SRL knowledge, self-efficacy and the SRL overall score "showed statistically significant interaction effects in the hypothesized direction", with "Group TDP showing the most prominent gains among treatment groups".

"As seen in Table 2, SRL knowledge, self-efficacy and the SRL overall score showed statistically significant interaction effects in the hypothesized direction, with Group TDP showing the most prominent gains among treatment groups and Group C showing either constant levels or even negative developments."

Studies bearing on this claim¶

Which components (training, diary, peer feedback, goals), and which outcomes move? This table gathers the studies behind this claim and the 15 narrower claims that bear on it: 9 distinct studies (4 causal, 4 quant-synthesis, 1 theoretical), q2–q4, 4 of 9 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Self Regulated Learning Strategy Instruction Improves Achievement
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• With peer feedback groups added to web-based SRL training (Group TDP), students showed statistically significant gains in self-motivation, volition and reflection, beyond the planning and metacognition gains also seen in Group TD; goal-setting and elaboration gains stayed non-significant — related
• Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics focus score, the last of which Group TD did not show — related
• Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation — related
• Logged time investment on an online mathematics preparation platform differed significantly across SRL intervention groups, rising from control through diary and training + diary to training + diary + peer feedback groups — related
• 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
• 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
• 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 — related
• Repeated measures ANOVA shows significant time-of-testing effect and significant time-by-group interaction on word-problem scores — related
• Comprehension ratings diverge across training conditions over repeated passages, with a significant condition-by-trial interaction — related
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• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
• Measuring the impact of math instruction and interventions is key to improving students' overall math performance — related
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• Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11) — related
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• Pilot studies in computing-related majors report measurable improvements in student engagement, self-efficacy, and learning outcomes — related
• In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction — related
• Using the chatbot-based journaling system improves self-reported SRL strategy use from pre-survey to 12-week follow-up in all groups, including baseline — related
• Students’ prompt self-efficacy increased significantly after the scaffolded GenAI course (t = 3.729, p < .001) — related
• The GenAI feedback group showed a statistically significant post-intervention improvement in the Task Strategies dimension of SRL compared with the tutor group — a narrower finding that bears on this claim
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• Peer feedback promoted critical reflection, collaboration and engagement, but students doubted its reliability because peers were statistics beginners — related
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• 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
• In a randomised control study, university students in the combined condition (online SRL training with mobile-app diaries) improved more than participants in the other conditions — related
• Combining a structured learning diary with instruction on self-regulated learning increased students' strategy use and self-efficacy — related
• No group differences appear in self-regulation, strategies, or motivation across the four mathematics achievement groups — reports the opposite
• For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone — related
• Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection — related
• Self-regulated learning abilities improved significantly in the GPT-feedback VR group, supporting self-reflection, goal setting, and strategy adjustment — related
• LASSI Self-Regulation cluster scores showed the greatest pre/post gain among coached students, with increasing trends in all three clusters — related
• The intervention did not increase students' SRL aptitude, yet supported higher course grades — related
• Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — reports the opposite
• Time management interventions show conflicting evidence for raising self-efficacy — related
• Goal-setting interventions with action plans and public commitment improved academic performance (review-reported) — related
• Neither GenAI intervention outperformed standard ChatGPT control on effort, domain-specific knowledge, or elaboration-based strategy use — related
• Training shows small trends toward better conflict detection on bat-and-ball and base-rate tasks but the opposite trend on the conjunction fallacy task — related