Effectiveness of learning strategy instruction on academic performance: A meta-analysis

By Anouk S. Donker, H. de Boer, Danny Kostons, C. D. Ewijk, M. Van der Werf. 2014

433 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/6bf5c329724a9b60043f4a43d5874e7921607253

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Effects of the Attributes of Educational Interventions on Students’ Academic Performance (2014, background): “Prior researchers may have addressed the influence of one or more of these attributes to some extent but not as thoroughly as we did. We included many attributes and analyzed their effects separately and in relationship to each other. Furthermore, we took important variables related to the instructi”
The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, result): “This is in line with the findings by Bong (1999), Wolters and Rosenthal (2000), Sansone, et al. (1999) and Donker et al. (2014).”
The role of metacognitive knowledge and regulation in mediating university EFL learners’ writing performance (2020, positive): “As noted in previous studies (Donker et al. 2015), students with better self-regulation may exhibit greater self-efficacy, be more cognizant of their strengths and weaknesses, and be more likely to achieve academic success.”
Metacognition in Psychology (2019, background): “In fact, educational interventions targeting metacognition do seem to positively influence academic achievement (Dignath et al., 2008; Donker et al., 2014).”
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “There is a consensus among researchers that competences in SRL can be improved and supported by teachers (Donker et al., 2014; de Boer et al., 2018).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “Intervention studies in the academic context have shown that SRL can be effectively supported by means of strategy training (Dignath and Büttner 2008; Dignath et al. 2008; Donker et al. 2014; Hattie et al. 1996).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, positive): “The positive connection between students’ increased use of cognitive and metacognitive strategies and their learning and achievement is supported by a substantial amount of prior empirical research (Dent and Koenka 2016; Donker et al. 2014; Hattie et al. 1996).”
Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? (2018, methodology): “…(e.g. Kozulin 2011), a growing range of research indicates that metacognition is central to improving learning outcomes across age ranges and across school subjects (Baas et al. 2015; Dignath, Buettner, and Langfeldt 2008; Donker et al. 2014; EEF 2016a; Hattie 2016; Perry, Albeg, and Tung 2012).”