The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis

Dent, Amy L.; Koenka, Alison C.

doi:10.1007/s10648-015-9320-8

Cited by 487 publications

(456 citation statements)

References 134 publications

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“…While relations of SRL to achievement are mixed (Dent & Koenka, 2015), there are signs it can be an important predictor of achievement (Zumbrunn, Tadlock, & Roberts, 2011). According to Winne and Hadwin's (1998) SRL model, productively self-regulating learners adapt and regulate their cognition and motivation to better align with task demands, resources, and goals they set.…”

Section: Self-regulated Learning and Motivationmentioning

confidence: 99%

What if learning analytics were based on learning science?

Marzouk

Raković

Liaqat

et al. 2016

AJET

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Learning analytics are often formatted as visualisations developed from traced data collected as students study in online learning environments. Optimal analytics inform and motivate students' decisions about adaptations that improve their learning. We observe that designs for learning often neglect theories and empirical findings in learning science that explain how students learn. We present six learning analytics that reflect what is known in six areas (we call them cases) of theory and research findings in the learning sciences: setting goals and monitoring progress, distributed practice, retrieval practice, prior knowledge for reading, comparative evaluation of writing, and collaborative learning. Our designs demonstrate learning analytics can be grounded in research on self-regulated learning and self-determination. We propose designs for learning analytics in general should guide students toward more effective self-regulated learning and promote motivation through perceptions of autonomy, competence, and relatedness.

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Section: Self-regulated Learning and Motivationmentioning

confidence: 99%

What if learning analytics were based on learning science?

Marzouk

Raković

Liaqat

et al. 2016

AJET

View full text Add to dashboard Cite

show abstract

“…Aiming to explore the separate effects of metacognitive and cognitive processes, Dent and Koenka () recently conducted an extensive meta‐analysis showing the importance of metacognitive strategies compared to other specific regulatory processes, demonstrating a significant overall correlation with academic achievement ( r = .24), a higher value than that for the cognitive strategy construct ( r = .14). Given these results, the authors confirmed the importance of metacognitive strategies in the academic field as compared to other self‐regulatory or cognitive processes, although these medium‐low effects also suggest a weak influence on achievement.…”

Section: Introductionmentioning

confidence: 99%

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Veas

Costa

Miñano

et al. 2018

Brit J of Edu Psychol

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“…However, it would be interesting to take learning outcomes into account in future research to analyse the relationship between learning strategies, eye‐tracking measures, and learning outcomes. Other research has already shown links between learning outcomes and eye‐tracking measures (e.g., Ariasi & Mason, ; Ariasi et al ., ), as well as between learning strategies and learning outcomes (Dent & Koenka, ). Despite these limitations, we also want to emphasize the statistical strength of this study.…”

Section: Resultsmentioning

confidence: 99%