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¶

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? Group TD showed statistically significant increases in SRL knowledge (β = 3.95; p < 0.001), the SRL overall score (β = 0.31; p < 0.001) and self-efficacy (β = 0.20; p = 0.04) but not in mathematics scores. → Bellhäuser 2022 q3 i? Group TD showed statistically significant increases on the SRL subscales planning (β = 0.55; p < 0.001) and metacognition (β = 0.44; p < 0.01), while Groups C and D showed none. → 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

Planned contrasts testing each group's pre-to-post gain in the randomized trial. Group TD (training + diary) "showed statistically significant increases in SRL knowledge (β = 3.95; p < 0.001)", SRL overall score (β = 0.31) and self-efficacy (β = 0.20; p = 0.04) "but not in mathematics scores".

"As seen in Table 3, Group TD showed statistically significant increases in SRL knowledge (β = 3.95; p < 0.001), in the SRL overall score (β = 0.31; p < 0.001) and in self-efficacy (β = 0.20; p = 0.04) but not in mathematics scores."

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

Planned gain contrasts on the seven SRL questionnaire subscales. "Group TD showed statistically significant increases in planning (β = 0.55; p < 0.001) and in metacognition (β = 0.44; p < 0.01)", whereas Group C and Group D showed no significant subscale increases.

"Although Group C and Group D showed no statistically significant increases in any of the SRL subscales, Group TD showed statistically significant increases in planning (β = 0.55; p < 0.001) and in metacognition (β = 0.44; p < 0.01)."

Discussion¶

Related Claims¶

• Self-efficacy judgments correspond less well to behavior in learning settings than in performance settings — the general claim this finding bears on, with the studies behind it

• Keeping a structured learning diary without further intervention did not improve university students' self-regulation — the general claim this finding bears on, with the studies behind it

• Reflection interventions in higher education have a medium positive average effect on learning that varies with duration, peer interaction and the reflective activity used — the general claim this finding bears on, with the studies behind it

• Self Regulated Learning Strategy Instruction Improves Achievement
• A daily learning diary alone (Group D) did not produce statistically significant pre-post gains on any measured outcome in an online mathematics preparation course — related
• Adding small peer feedback groups to web-based SRL training and a diary (Group TDP) produced statistically significant gains in SRL knowledge, the SRL overall score, self-efficacy and the mathematics focus score, the last of which Group TD did not show — related
• Self-efficacy for learning is a meaningful index in academic settings where self-efficacy for performing is near zero — related
• Training SRAE facilitators significantly increased their self-reported knowledge of self-regulation — 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
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• In a randomized trial of SRL interventions in an online mathematics preparation course, group and time interacted significantly on SRL knowledge, self-efficacy and the SRL overall score, with Group TDP (training + diary + peer feedback) showing the most prominent gains — related
• 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
• 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 — related
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• Self-regulated learning interventions have a moderate effect (0.65) on learning outcomes in online and blended environments — related
• Upper-elementary teachers have large effects on students' self-reported behavior in class, self-efficacy in math, and happiness in class that are similar in magnitude to their effects on math test scores — related
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• Students showed a large, statistically significant increase in engagement from pre- to post-intervention in the 5-week Mindsets program (d ≈ 1.11) — related
• In association-rule mining of survey data from 530 college students in online courses, goal setting, environment structuring and time management were the strategies most often associated with lower digital distraction — related
• Instructional lecture produced no immediate significant change in metacognitive knowledge or regulation of cognition — related
• Using the chatbot-based journaling system improves self-reported SRL strategy use from pre-survey to 12-week follow-up in all groups, including baseline — related
• Students’ prompt self-efficacy increased significantly after the scaffolded GenAI course (t = 3.729, p < .001) — related
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• 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
• In a randomised control study, university students in the combined condition (online SRL training with mobile-app diaries) improved more than participants in the other conditions — related
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• Neither diary-keeping nor diary-plus-instruction improved university students' academic performance — related
• Self-regulated learning is associated with increased academic achievement and improved learning outcomes for students — related
• Immersion in inquiry-based learning significantly increases student teachers' value for procedural knowledge goals and self-efficacy for inquiry, but not substantive knowledge goals — related
• Self-efficacy, but not self-reported strategy use, predicts subsequent exam grades in the university course — related
• Behavioral and environmental regulation knowledge during digital SRL training predicted biology exam performance — related
• For self-regulated learning outcomes, rubrics combined with both self- and peer assessment show a significantly larger effect than rubrics with self-assessment alone — related
• Interviewed students reported that the SRL intervention elicited self-regulated learning behaviors across goal setting, strategic planning, self-observation, and self-reflection — related
• Self Regulated Learning Predicts Achievement — related
• Formative assessment shows gains in student self-efficacy and motivation and particular benefits for disadvantaged and low-achieving students — related
• LASSI Self-Regulation cluster scores showed the greatest pre/post gain among coached students, with increasing trends in all three clusters — related
• Most included studies report a significant positive metacognition–math association, with some null and mixed findings — related
• The intervention did not increase students' SRL aptitude, yet supported higher course grades — related
• CCCT participation improved prospective teachers' co-regulation situations (g = 0.512) — related
• Reflection prompts combined with tutor feedback had positive effects on the development of students' self-regulated learning competence — related
• Time management interventions show conflicting evidence for raising self-efficacy — related