Pintrich's four-category model of self-regulated learning strategies¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 quant-synthesis), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article organizes self-regulated learning strategies using the Pintrich model, in which "self -regulated learning model is explained in four categories: cognitive, metacognitive, resource management , and motivational strategies". Cognitive strategies cover rehearsal, elaboration, and organization; metacognitive strategies involve predicting, planning, monitoring, and evaluation; resource management strategies cover time, study environment, effort, peer cooperation, and help-seeking; motivational strategies cover intrinsic values, self-efficacy, and test anxiety. The meta-analysis uses these categories as coding categories and moderator groups.

Design Implications¶

Context¶

Requirements¶

• Studies must report effects or relationships attributable to one of the four strategy categories for the coding scheme to apply

Constraints¶

• Some studies employ all strategy types together, so these were coded as combined self-regulated strategies

Target Learners¶

• primary to undergraduate students in Turkish educational settings

Target Learning Objectives¶

• academic achievement across science, mathematics, social sciences, and language courses

Claims¶

• Srl Effect No Strategy Type Difference [+M]

Related Theories¶

• Four-dimension coding scheme for SRL strategies in online and blended learning (metacognitive, motivational, cognitive, mixed)
• Pintrich's four-phase, four-area paradigm of self-regulated learning
• Self-Regulated Learning

Examples¶

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Key Sources¶

• Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 69, 55-74. https://doi.org/10.14689/ejer.2017.69.4