Effectiveness of self-regulated learning strategies on academic performance: A meta-analysis

Anouk Donker, Hester de Boer, Danny Kostons, Charlotte Dignath -van Ewijk, Margaretha van der Werf

OnderzoeksoutputAcademicpeer review

125 Citaten (Scopus)

Samenvatting

In this meta-analysis the results of studies on learning strategy instruction focused on improving self-regulated learning were brought together to determine which specific strategies were the most effective in increasing academic performance. The meta-analysis included 58 studies in primary and secondary education on interventions aimed at improving cognitive, metacognitive, and management strategy skills, as well as motivational aspects and metacognitive knowledge. A total of 95 interventions and 180 effect sizes demonstrated substantial effects in the domains of writing (Hedges' g=1.25), science (.73), mathematics (.66) and comprehensive reading (.36). These domains differed in terms of which strategies were the most effective in improving academic performance. However, metacognitive knowledge instruction appeared to be valuable in all of them. Furthermore, it was found that the effects were higher when self-developed tests were used than in the case of intervention-independent tests. Finally, no differential effects were observed for students with different ability levels. To conclude, the authors have listed some implications of their analysis for the educational practice and made some suggestions for further research. (C) 2013 Elsevier Ltd. All rights reserved.
Originele taal-2English
Pagina's (van-tot)1-26
Aantal pagina's26
TijdschriftEducational Research Review
Volume11
DOI's
StatusPublished - jan-2014

Citeer dit