Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis

Renée S. Jansen*, Anouschka van Leeuwen, Jeroen Janssen, Suzanne Jak, Liesbeth Kester

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

Abstract

It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.

Original languageEnglish
Article number100292
JournalEducational Research Review
Volume28
DOIs
Publication statusPublished - 1 Nov 2019

Funding

This work is financed via a grant by the Dutch National Initiative for Education Research (NRO) / The Netherlands Organization for Scientific Research (NWO) and the Dutch Ministry of Education, Culture and Science under grant nr. 405-15-705 (SOONER/ http://sooner.nu ). Suzanne Jak was supported by a grant from The Netherlands Organization for Scientific Research : NWO-VENI-451-16-001 . Appendix A

Keywords

  • Achievement
  • Higher education
  • Intervention
  • Meta-analysis
  • Self-regulated learning

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