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¶

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? Univariate ANOVAs showed significant interactions for planning, self-motivation, volition, elaboration and metacognition, with Group TDP outperforming the other two intervention groups. → Bellhäuser 2022 q3 i? For goal-setting and reflection the interaction effects missed statistical significance, although descriptive data indicated the hypothesized direction. → 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

Third repeated-measures MANOVA on the seven SRL questionnaire subscales, followed by univariate ANOVAs: five subscales "revealed statistically significant interaction effects consistent with our hypotheses, with Group TDP outperforming the other two intervention groups".

"The subscales planning, self-motivation, volition, elaboration, and metacognition all revealed statistically significant interaction effects consistent with our hypotheses, with Group TDP outperforming the other two intervention groups and control Group C showing no positive or negative trends."

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

Same univariate ANOVAs: "For the subscales goal-setting and reflection, the interaction effects missed statistical significance". No significant difference was shown for these two subscales; equivalence was not tested.

"For the subscales goal-setting and reflection, the interaction effects missed statistical significance although descriptive data indicated the hypothesized direction."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Self-regulated learning improves achievement — the general claim this finding bears on, with the studies behind it
• Srl Web Training Peer Feedback Group By Time Interaction Online Math Prep
• 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
• 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
• 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
• 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
• Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection — related
• The article hypothesizes that fostering self-determined, self-regulated and reflective adult educators and learners achieves the goal of creating people who know how to learn — related