Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis
By Renée S. Jansen, Anouschka van Leeuwen, Jeroen Janssen, S. Jak, Liesbeth Kester. Educational Research and Reviews, 2019
280 citations recorded by the source corpus.
Abstract It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/bd86c8caa43cb2530c5b7b34708def5ddecb6759
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
Citations in the corpus
- Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation (2020, background): “Self-regulation for academic achievement implies a conscious awareness and involves selecting and deploying appropriate strategies in order to achieve explicit or implicit learning goals (Jain and Dowson, 2009; Jansen et al., 2019).”