Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Supporting the whole process of SRL had the highest effect size (ES = 0.469) and supporting reflection the lowest (ES = -0.105), but the difference among categories was not statistically significant (Q = 4.561, df = 3, p = 0.207). → 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 how scaffolds facilitate SRL: 26 of 29 studies supported the whole SRL process (2349 subjects), with the remainder supporting monitoring, adaptation, or reflection specifically. The between-group difference was not statistically significant.

"Supporting the whole process of SRL was associated with the highest effect size (ES = 0.469) and supporting reflection with the lowest effect size (ES =- 0.105). No statistically significant dif- ference was found among the three categories ( Q = 4.561, df = 3, p = 0.207)"

Discussion¶

Related Claims¶

• SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — related
• Scaffold effects peak at 2–4 weeks of treatment and decrease dramatically for treatments lasting 9–24 weeks — related
• Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones — related
• Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects — related
• Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance — related