Task motivation and time on task are proposed as factors potentially influencing SRL intervention effectiveness¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors propose that factors other than the coded moderators, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. → Jansen 2019

Evidence¶

Jansen 2019¶

Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292

q1 · i? · quant-synthesis · r?

This is the authors' interpretation offered in the abstract after the moderator analyses; the article states that "Other factors, such as task motivation and time on task, potentially in fluence the eff ectiveness of SRL interventions." No evidence or test for this proposition is printed in the available text.

"Other factors, such as task motivation and time on task, potentially in fluence the eff ectiveness of SRL interventions."

Discussion¶

Related Claims¶

• SRL activity only partially mediates the effect of SRL interventions on achievement in higher education — related
• The effect of SRL interventions does not differ significantly by course type, SRL strategy type, school level, or learning context — related
• Of 13 online learning practice variables examined, only use of a blended approach and expanded time on task significantly influenced effectiveness; the other 11 did not. — related
• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related