The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis

• In Event: 29.034 - Self-Regulated Learning Across Contexts, Teachers, and Students

Abstract

Guided by an integrative conceptual framework, a meta-analysis was conducted to explore the relation between the capacity aspect of self-regulation and academic achievement across childhood and adolescence. This meta-analysis of nearly 150 studies draws upon diverse research traditions and approaches to test moderators of theoretical, methodological, and practical importance. In the theoretical moderator analyses, results were broken down by the specific self-regulation construct (e.g., emotion regulation, executive functions), students' grade level, and academic subject. In the methodological moderator analyses, results were broken down by the type of self-regulation measure (e.g., teacher-report, direct assessment) and the type of achievement measure (e.g., standardized test, course grade). Implications of findings from the five moderator analyses, which largely supported hypotheses, will also be discussed.

Authors

• Amy L. Dent, Harvard University

• Rick H. Hoyle, Duke University