Effectiveness of Self-Regulated Learning Strategy Intervention on Learning Outcomes: A Meta-Analysis

• In Event: Advances in Students' Regulation of Their Motivation and Learning

Abstract

Using a meta-analysis approach, this study includes the 1387 effect sizes reported in 190 studies published in journals and dissertations during the last five decades. The topics covers general learning outcomes as well as the three phases of self-regulation. Results of hierarchical linear models suggest that the interventions were effective regardless of the design, length, region, and grade levels. Effect sizes reported in longitudinal studies in face-to-face learning context were larger than those in virtual learning. Moreover, effect sizes for the learning outcomes were larger than those for the three phases of self-regulation. The results of this study is encouraging in that teachers can continue provide support in the fostering of self-regulated learning behaviors to enhance their students’ learning.

Authors

• Chuang Wang, University of North Carolina - Charlotte

• Katherine Jiawen Ren, University of North Carolina - Charlotte