Students self-report help-seeking as their strongest SRL skill and reflection for action as their weakest¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? In the aggregated student sample (N = 208), Friedman's ANOVA showed significant differences between SQsrl factors, with reflection for action and goal-setting lowest and help-seeking highest. → Avivit Arvatz 2025

Evidence¶

Avivit Arvatz 2025¶

Avivit Arvatz, Roee Peretz, Yehudit Judy Dori. (2025). Self-regulated learning and reflection: a tool for teachers and students. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09415-3

q2 · i? · design · r2

Friedman's ANOVA on the aggregated student sample (N = 208) yielded significant differences between factors (χ2(4) = 153.50, p < 0.001), with Dunn's pairwise post hoc tests; in SG1 the highest score was help-seeking (M = 4.50) while other scores ranged between 3.00 and 3.33.

"As illustrated in Fig. 4, reflection for action was lower than all the other factors, along with goal-setting. This is while help-seeking was the highest."

Discussion¶

Related Claims¶

• Students' baseline SRL profiles show help-seeking as the highest and reflection FOR action as the lowest skill in both cohorts — possibly the same claim (merge candidate)
• Teachers' and students' SRL profiles differ more than they are alike, sharing only insufficient reflection practice — related
• Teachers' self-reported SRL shows self-efficacy as the highest-practiced skill and help-seeking and goal-setting as the lowest — related