Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Abstract

Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two metaanalyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

Scaffolding cognitive and metacognitive strategy instruction in regular class lessons

“…Indeed, over the past five decades, the research literature has detailed many successful cognitive and metacognitive instructional interventions, including advance organisers (Ausubel, 1960), metacognitive evaluation matrices (Schraw & Dennison, 1994), worked examples (Sweller, 2006), concept mapping and other diagrammatic supports (Novak, 1990), and self-reflective learning protocols (Berthold, Nückles, & Renkl, 2007;Nückles, Hübner, & Renkl, 2009). Hattie, Biggs and Purdie's (1996) early meta-analyses, the meta-analysis by Dignath and Büttner (2008), and Hattie's (2009) recent synthesis of over 800 metaanalyses, provide substantial support for the strong relationship between cognitive and metacognitive instructional interventions and improved learning outcomes for students. However, the up-take of cognitive and metacognitive strategies has been less than optimal in many classrooms (Bransford et al, 2000;Hattie, 2009).…”

“…In considering reasons for the research to practice gap, Dignath and Büttner (2008) noted an additional explanation, namely, that little information about how to support teachers' practices has followed from research findings that cognitive and metacognitive regulation leads to better learning outcomes. Without such teacher support, it is unlikely that there will be a major change in the impact of very useful research.…”

Towards efficient measurement of metacognition in mathematical problem solving

“…In the past years, metacognition has been recognized as one of the most relevant predictors of accomplishing complex learning tasks (Van der Stel and Veenman 2010;Dignath and Buttner 2008). Metacognition refers to meta-level knowledge and mental actions used to steer cognitive processes.…”

Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria

“…Implica que el sujeto controla y planifica las actividades mentales que lleva a cabo, y tal es su importancia, que numerosos autores estiman que éste puede ayudar a predecir el éxito académico (Dignath & Büttner, 2008;Sitzmann & Ely, 2011). Según el SRL, para que se logre un aprendizaje significativo es necesario la activación de las estrategias adecuadas en cada uno de los procesos implicados en la adquisición del conocimiento (Solano, González-Pienda, González--Pumariega, & Núñez, 2004;González-Pienda, Fernández, Bernardo, Núñez, &Rosário, 2014).…”

“…Por último, las estrategias motivacionales, relativas a los factores de expectativas, valor y afectividad, suscitan cogniciones y emociones en el alumno con respecto a las acciones durante la ejecución, y por tanto, inciden en las estrategias cognitivas y metacognitivas a desarrollar (Mezzalira & Boruchovitch, 2014). Además, se considera que en todos los niveles educativos (primaria, secundaria y superior) es fundamental la autorregulación, ya que se piensa que es un proceso responsable de la activación de las estrategias de aprendizaje y por lo tanto, es un factor predictor del rendimiento escolar (Dignath & Büttner, 2008;Sitzmann & Ely, 2011).…”