The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis

By A. Dent, Alison C. Koenka. Educational Psychology Review, 2015

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Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “Correlations may also be moderated by unrelated variables such as stereotype threat or test anxiety (Dent and Koenka 2015).”
Psychosocial Factors and Community College Student Success (2017, background): “Interestingly, regarding self-regulation as a predictor, there was a weak correlation associated with persistence but a stronger correlation with achievement, which was in line with previous meta-analytic results (Dent & Koenka, 2015; Richardson et al., 2012; Robbins et al., 2004).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “This “shifting unit of analysis” approach (Cooper, 2017; Dent & Koenka, 2016) was necessary given we had multiple levels of moderators within some studies (e.g., Dai, 2014; Hotulainen & Telivuo, 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): “The importance of competences in self-regulated learning (SRL) for academic achievement, thriving in life, and lifelong learning have been highlighted by researchers (Sitzmann and Ely, 2011; Donker et al., 2014; Dent and Koenka, 2016).”