How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes

By Charlotte Dignath, G. Buettner, H. Langfeldt. 2008

944 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/cb3a02cdfadcff2880149fd15dd16e9066d55e4b

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In Computer Science Applications

In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Fifth graders metacognitive knowledge: general or domain-specific? (2011, methodology): “we applied the domain-specific and situation-based assessment tools and state the fourth hypothesis in accordance with empirical findings of concurrent (situated) assessment procedures and intervention studies (Dignath et al. 2008).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “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).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “Dignath et al. (2008) also found that interventions based on monitoring and evaluation, and thus self-assessment, had the lowest effects on self-regulation, whereas interventions that used planning and monitoring, and planning and evaluation, were the ones with the greatest effects.”
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation (2012, background): “, [1] for primary school and [2] for secondary school).”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “Dignath et al. (2008), for example, meta-analysed 48 studies investigating the effect of training in self-regulation on learning and use of strategies among students in first through sixth grades.”
Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance (2010, background): “students’ academic performance (Dignath and Büttner 2008; Dignath et al. 2008; Fuchs et al. 2003; Masui and De Corte 2005; Perels et al. 2005; Schunk and Ertmer 2000).”
State of the art – teacher effectiveness and professional learning (2014, positive): “Additionally, Dignath and Buettner (2008) and Dignath et al. (2008) found that metacognitive training improves students’metacognitive strategy use, with effect sizes of .72 and .88 for primary and secondary education, respectively.”