Effective Strategies Within Self-Regulated Learning: A Meta-Analysis

• In Event: Exploring Trends and Emergent Issues in Self-Regulation Research: A Compass for Future Inquiry

Abstract

Self-regulated learning requires learners to apply cognitive, metacognitive and motivational learning strategies. As pupils are unlikely to acquire these strategies spontaneously, primary and secondary education is eager to implement effective training programs to enhance strategies and how strategies should be taught to pupils. This study adds important information to the existing knowledge base, as it answers the question which strategies are most effective to optimize learning when taking subject matter and learner characteristics into account. A meta-analysis on 55 studies including 284 effect sizes shows substantial effects on writing (Hedges’ g = 1.30), science (.77), mathematics (.64) and comprehensive reading (.43). It also demonstrates variety in outcomes, depending on student characteristics and outcome measures.

Authors

• Anouk Donker, University of Groningen

• Danny Kostons, University of Groningen

• Margaretha P.C. Van Der Werf, Groningen Institute for Educational Research