Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2016 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Treatments of 2–4 weeks had the highest effect size (ES = 0.776) while 9–24 week treatments had a negative effect size (ES = -0.032); the overall duration moderator test was not significant (Q = 9.83, df = 5, p = 0.080). → Lanqin Zheng 2016

Evidence¶

Lanqin Zheng 2016¶

Lanqin Zheng. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. https://doi.org/10.1007/s12564-016-9426-9

q3 · i? · quant-synthesis · r2

Moderator analysis of treatment duration across six coded bands in the 29 studies. The 2–4 week band (698 subjects) showed the highest effect and the 9–24 week band (66 subjects) a negative effect, but the between-group test was not significant.

"Seven studies (24.1 %) were coded as 2–4 weeks, associated with the highest effect size (ES = 0.776). One study (3.4 %) was coded as 9–24 weeks, associated with the lowest and negative effect size (ES =- 0.032). There was no significant difference among different kinds of duration ( Q = 9.83, df = 5, p = 0.080)"

Discussion¶

Related Claims¶

• SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — related
• Intervention duration significantly moderates Gen-AI's effect on HOT, with the strongest effects at 8–16 weeks (ES = 0.759) and weaker effects for shorter (0.494) and longer (0.372) interventions — related
• Interventions lasting one to two months show the largest effect, and effects do not increase consistently with longer duration — related
• Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects — related
• Interventions longer than one month showed the largest effect size for robot-assisted STEM learning, though duration was not a significant moderator overall — related
• Teacher-supported learning scaffolds show the largest effect (ES = 0.92), and longer intervention durations yield larger effects — reports the opposite
• Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase — related
• Motor skill interventions for DCD improve motor, cognitive, and emotional outcomes, with dose (duration and frequency) influencing treatment effects and interventions of at least 9 weeks tending to be more effective — reports the opposite
• Educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition were not significant moderators of robotics effects — related
• Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance — related
• Scaffolding shows a particularly large pre–post effect among students with learning disabilities (ḡ = 3.13), though this estimate is tentative, and a large effect among ELL students (ḡ = 0.92) — related
• mCSCL effects vary significantly by intervention duration, peaking at 1–4 weeks — related
• SRL intervention effects are moderated by delivery agent, duration, domain, and student age, with inconsistent duration findings — related