SRL interventions for pre-service teachers unevenly cover SRL areas: cognition (n = 62) and metacognition (n = 55) dominate, while emotion (8 interventions) and context regulation (n = 6) are rare¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Cognition was the most promoted area (n = 62) and metacognition highly addressed (n = 55); emotion appeared in only eight interventions and context regulation was least promoted (n = 6). → Alazne Fernández Ortube 2024 q3 i? The most frequent area combinations were cognition plus metacognition (19 interventions) and cognition, metacognition and behaviour (9 interventions). → Alazne Fernández Ortube 2024 (2)

Evidence¶

Alazne Fernández Ortube 2024¶

Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09919-5

q3 · i? · quant-synthesis · r2

Frequency analysis across the 66 coded interventions (RQ1.2) of SRL areas and strategies, based on Pintrich's (2000) model adapted by the authors. The review reports areas were "unevenly distributed", with cognition most promoted and emotion and context rare.

"The areas addressed by the interventions were unevenly distributed (see Fig. 2). Firstly, the most promoted area was cognition (n = 62)."

Alazne Fernández Ortube 2024 (2)¶

Alazne Fernández Ortube, Ernesto Panadero, Charlotte Dignath. (2024). Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09919-5

q3 · i? · quant-synthesis · r2

Same RQ1.2 coding of area combinations across the 66 interventions, summarised in Table 5; the two most frequent combinations are printed with their counts.

"we found that the most frequent combinations were cognition and metacognition (promoted in 19 interventions) and cognition, metacognition, and behavior (promoted in 9 interventions)."

Discussion¶

Related Claims¶

• Only 13 of 66 interventions promoted pre-service teachers' dual role in SRL, and only three covered all four subcategories of the dual role — related
• Intervention content related to professional competences is uneven: self-reflection (42%) and technology (38%) are common, while explicit SRL knowledge instruction (25%) and SRL diagnosis practice (9%) are rare — related
• Among highly effective interventions targeting metacognition, four of eleven focused on a single SRL area (metacognition) and five promoted the dual role — related
• Among 53 quantitative SRL interventions for pre-service teachers, effect sizes were distributed evenly across highly effective (n = 17), moderately effective (n = 16) and less effective (n = 20) categories — related
• AI's direct impact on SRL concentrates on metacognitive and cognitive aspects while motivation remains underexplored — related
• Most direct SRL promotion targeted cognitive capabilities and rarely mentioned the benefit of strategy use — related
• Zimmerman's (2000) model was the most frequently cited SRL model (74%) and Pintrich's (2000) model followed (67.4%), with model choice not affecting the areas promoted — related