Effectiveness of Self-Regulated Learning Strategies on Academic Achievement in Online and Blended Environments: A Meta-Analysis

• In Event: Evidence Syntheses of Cognitive, Social, and Behavioral Processes and Practices Across Learning Contexts

Abstract

Numerous empirical studies have confirmed the effectiveness of self-regulated learning (SRL) on learners’ academic achievement. This meta-analysis focused on the effect of SRL on students’ academic test performance in online and blended learning environments. Consistent with existing meta-analysis research, the current meta-analysis confirmed the positive and moderate effect of SRL (ES=0.69) on learners’ academic achievement in online and blended environments. The current meta-analysis compares SRL phase, SRL triggers, SRL models, and SRL strategies between treatment and control groups. We also investigated possible differential effectiveness due to substantive features of the included studies, such as different educational levels of learners, research designs, subjects, and learning contexts.

Authors

• Zhihong Xu, Texas A&M University - College Station

• Yingying Zhao, Texas A&M University

• Bingsheng Zhang

• Ashlynn Kogut

• Jeffrey Liew, Texas A&M University - College Station