Skip to main content

Advertisement

SpringerLink
Log in

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

  • Published:
Metacognition and Learning Aims and scope Submit manuscript

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 meta-analyses 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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

Notes

  1. Sum of all the treatment and control group samples throughout all the studies, while control group sample sizes were adjusted if several treatments were compared against the same control group.

References

  • Alexander, P. A., Carr, M., & Schwanenflugel, P. J. (1995). Development of metacognition in gifted children: Directions for future research. Developmental Review, 15, 1–37.

    Google Scholar 

  • Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129–154.

    Google Scholar 

  • Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development (Vol.6. Six theories of child development (pp. 1–60). Greenwich, CT: JAI.

    Google Scholar 

  • Becker, B. J. (1988). Synthesizing standardized mean-change measures. British Journal of Mathematical and Statistical Psychology, 41, 257–278.

    Google Scholar 

  • Becker, J. T. (2005). Policy on meta-analysis. Retrieved July 24, 2006, from http://www.apa.org/journals/neu/meta-analysis_policy.pdf.

  • Berkey, C. S., Hoaglin, D. C., Antczak-Bouckoms, A., Mosteller, F., & Colditz, G. A. (1998). Meta-analysis of multiple outcomes by regression with random effects. Statistics in Medicine, 17, 2537–2550.

    Google Scholar 

  • Biemiller, A., Shany, M., Inglis, A., & Meichenbaum, D. (1998). Factors influencing children’s acquisition and demonstration of self-regulation on academic tasks. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulated learning. From teaching to self-reflective practice (pp. 203–224). New York: Guilford.

    Google Scholar 

  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445–457.

    Google Scholar 

  • Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199–231.

    Google Scholar 

  • Boekaerts, M., Pintrich, P. R., & Zeidner, M. (2000). Handbook of self-regulated learning. San Diego: Academic.

    Google Scholar 

  • Brockwell, S. E., & Gordon, I. R. (2001). A comparison of statistical methods for meta-analysis. Statistics in Medicine, 20, 825–840.

    Google Scholar 

  • Bronson, M. B. (2000). Supporting self-regulation in primary school children. In M. B. Bronson (Ed.), Self-regulation in early childhood (pp. 221–242). New York: Guilford.

    Google Scholar 

  • Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88(1), 18–37.

    Google Scholar 

  • Butler, D. L. (2002). Individualizing instruction in self-regulated learning. Theory and Practice, 41(2), 81–92.

    Google Scholar 

  • Cohn, L. D., & Becker, B. J. (2003). How meta-analysis increases statistical power. Psychological Methods, 8(3), 243–253.

    Google Scholar 

  • Cooper, H., & Hedges, L. (1994). The handbook of research synthesis. New York: Russel Sage Foundation.

    Google Scholar 

  • Cooper, C. R., Marquis, A., King, J., & Moore, M. S. (1982). Emerging developmental issues in the structure and process of peer learning in classrooms. Paper presented at the annual convention of the American Educational Research Association, New York, March. [cited following Slavin, R.E. (1987). Developmental and motivational perspectives on cooperative learning: a reconciliation. Child Development, 58, 1161–1167.]

  • Cultice, J. C., Somerville, S. C., & Wellman, H. M. (1983). Preschoolers’ memory monitoring: Feeling-of-knowing judgements. Child Development, 54, 1480–1486.

    Google Scholar 

  • De Corte, E. (2000). Marrying theory building and the improvement of school practice: A permanent challenge for instructional psychology. Learning and Instruction, 10, 249–266.

    Google Scholar 

  • De Corte, E., Verschaffel, L., & Masui, C. (2004). The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving. European Journal of Psychology of Education, 19(4), 365–384.

    Google Scholar 

  • Dickersin, K. (1994). Research registers. In H. Cooper, & L. Hedges (Eds.), The handbook of research synthesis (pp. 71–84). New York: Russel Sage Foundation.

    Google Scholar 

  • Dignath, C., Büttner, G., & Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129.

    Google Scholar 

  • Dweck, C. S., & Elliot, E. S. (1983). Achievement motivation. In P. Mussen (Ed.), Carmichael’s manual of child psychology (pp. 643–691). New York: Wiley.

    Google Scholar 

  • EU Council. (2002). Council Resolution of 27 June 2002 on Lifelong Learning. Official Journal of the European Communities, July 9, 2002.

  • Flavell, J. H., Miller, P. H., & Miller, S. A. (1993). Cognitive development. Englewood Cliffs, NJ: Prentice Hall.

    Google Scholar 

  • Glass, G. V. (1976). Primary, secondary, and meta-analysis. Educational Researcher, 5, 3–8.

    Google Scholar 

  • Gleser, L. J., & Olkin, I. (1994). Stochastically dependent effect sizes. In H. Cooper, & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 339–356). New York: Russell Sage Foundation.

    Google Scholar 

  • Guthrie, J. T., Cox, K. E., Anderson, E., Harris, K., Mazzoni, S., & Rach, L. (1998). Principles of integrated instruction for engagement in reading. Educational Psychology Review, 10(2), 177–199.

    Google Scholar 

  • Hamman, D., Berthelot, J., Saia, J., & Crowley, E. (2000). Teachers’ coaching of learning and its relation to students’ strategic learning. Journal of Educational Psychology, 92(2), 342–348.

    Google Scholar 

  • Hattie, J. A., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99–136.

    Google Scholar 

  • Hedges, L. V., & Olkin, I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic.

    Google Scholar 

  • Hedges, L. V., & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9(4), 426–445.

    Google Scholar 

  • Heij, C., De Boer, P., Franses, , Kloek, T., & Van Dijk, H. K. (2004). Econometric methods with applications in business and economics. Oxford: Oxford University Press.

    Google Scholar 

  • Helmke, A. (1993). Die Entwicklung der Lernfreude vom Kindergarten bis zur 5. Klassenstufe. [Development of affective attitudes towards learning from kindergarten to grade five]. Zeitschrift fuer Paedagogische Psychologie, 7(2/3), 77–86).

    Google Scholar 

  • Higgins, J. P. T., & Thompson, S. G. (2004). Controlling the risk of spurious findings from meta-regression. Statistics in Medicine, 23, 1663–1682.

    Google Scholar 

  • Klieme, E., Artelt, C., & Stanat, P. (2001). Fächerübergreifende Kompetenzen: Konzepte und Indikatoren. In F. E. Weinert (Ed.), Leistungsmessung in Schulen (pp. 203–219). Weinheim: Beltz.

    Google Scholar 

  • Kline, F. M., Deshler, D. D., & Schumaker, J. B. (1992). Implementing learning strategy instruction in class settings: A research perspective. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 361–406). New York: Academic.

    Google Scholar 

  • Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in classroom: The effects of cooperative learning and the metacognitive training. American Educational Research Journal, 40(1), 281–310.

    Google Scholar 

  • Krapp, A. (1998). Entwicklung und Foerderung von Interessen im Unterricht [Development and promotion of interest in instruction]. Psychologie in Erziehung und Unterricht, 44, 185–201.

    Google Scholar 

  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28(2), 16–26.

    Google Scholar 

  • Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment: Confirmation from meta-analysis. American Psychologist, 48, 1181–1209.

    Google Scholar 

  • Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, California: Sage.

    Google Scholar 

  • Mayer, R. E., & Wittrock, M. C. (1996). Problem-solving transfer. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology. New York: Macmillan.

    Google Scholar 

  • McCombs, B. L., & Marzano, R. J. (1990). Putting the self in self-regulated learning: The self as agent in integrating will and skill. Educational Psychologist, 25(1), 51–69.

    Google Scholar 

  • Morris, S. B., & DeShon, R. P. (2002). Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs. Psychological Methods, 7(1), 105–125.

    Google Scholar 

  • Overton, R. C. (1998). A comparison of fixed-effects and mixed (random-effects) models for meta-analysis tests of moderator variable effects. Psychological Methods, 3(3), 354–379.

    Google Scholar 

  • Paris, S. G., & Newman, R. S. (1990). Developmental aspects of self-regulated learning. Educational Psychologist, 25(1), 87–102.

    Google Scholar 

  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.

    Google Scholar 

  • Paris, S. G., & Winograd, P. (1999). The role of self-regulated learning in contextual teaching: principles and practices for teacher preparation. Contextual teaching and learning: Preparing teachers to enhance student success in and beyond school (pp. 219-252). ERIC Clearinghouse on Teaching and Teacher Education, AACTE.

  • Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15, 123–139.

    Google Scholar 

  • Perry, N. E., Phillips, L., & Dowler, J. (2004). Examing features of tasks and their potential to promote self-regulated learning. Teachers College Record, 106(9), 1854–1878.

    Google Scholar 

  • Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher–student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15.

    Google Scholar 

  • Piaget, J. (1954). The construction of reality in the child. New York: Basic Books.

    Google Scholar 

  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.

    Google Scholar 

  • Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.

    Google Scholar 

  • Pressley, M., Graham, S., & Harris, K. (2006). The state of educational intervention research as viewed through the lens of literacy intervention. British Journal of Eductional Psychology, 76, 1–19.

    Google Scholar 

  • Robinson, J. A., & Kingsley, M. E. (1977). Memory and intelligence: Age and ability differences in strategies and organization of recall. Intelligence, 1(3), 318–330.

    Google Scholar 

  • Rojas-Drummond, S., Hernández, G., Velez, M., & Villagrán, G. (1998). Cooperative learning and the appropriation of procedural knowledge by primary school children. Learning and Instruction, 8, 37–62.

    Google Scholar 

  • Rustenbach, S. J. (2003). Metaanalyse. Eine anwendungsorientierte Einführung [Meta-analysis: An application-oriented introduction]. Göttingen: Huber.

    Google Scholar 

  • Schneider, W., & Sodian, B. (1997). Memory strategy development: Lessons from longitudinal research. Developmental Review, 17, 442–461.

    Google Scholar 

  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125.

    Google Scholar 

  • Schunk, D. H. (1994). Goal and self-evaluative influences during children’s mathematical skill acquisition. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, USA, April.

  • Schunk, D. H. (1996). Self-evaluation and self-regulated learning. Paper presented at the Graduate School and University Center, City University of New York, New York. (ERIC Document Reproduction Service No. ED 403 233), October.

  • Schunk, D. H. (1997). Self-Monitoring as a motivator during instruction with elementary school students. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago. (ERIC Document Reproduction Service No. ED 404 035), March.

  • Schunk, D. H., & Zimmerman, B. J. (1998). Self-Regulated Learning. From Teaching to Self-Reflective Practice. New York: Guilford.

    Google Scholar 

  • Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499.

    Google Scholar 

  • Shadish, W. R., & Haddock, C. K. (1994). Combining estimates of effect size. In H. Cooper, & L. V. Hedges (Eds.), The handbook of research synthesis (pp. 261–281). New York: Russell Sage Foundation.

    Google Scholar 

  • Sipe, T. A., & Curlette, W. L. (1997). A meta-synthesis of factors related to educational achievement: A methodological approach to summarizing and synthesizing meta-analyses. International Journal of Educational Research, 25(7), 583–698.

    Google Scholar 

  • Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58, 1161–1167.

    Google Scholar 

  • Slavin, R. E. (1989). Research on cooperative learning: Consensus and controversy. Educational Leadership, 47(4), 52–55.

    Google Scholar 

  • Slavin, R. E. (1996). Research for the future. Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69.

    Google Scholar 

  • Spinath, B., & Spinath, F. (2005). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15, 87–102.

    Google Scholar 

  • Stevens, R. J., & Slavin, R. E. (1992). The cooperative elementary school: Effects on students’ achievement, attitudes and social relations. Baltimore, ND: Center for Research on Effective Schooling for Disadvantaged Students (ERIC Document Reproduction Service No. ED 340 098).

  • Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26(3), 281–302.

    Google Scholar 

  • Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differences, 15, 159–176.

    Google Scholar 

  • Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.

    Google Scholar 

  • Veenman, M. V. J., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning & Instruction, 14, 89–109.

    Google Scholar 

  • Viechtbauer, W. (2006). MiMa: An S-Plus/R function to fit meta-analytic mixed-, random- and fixed effects models [Computer software and manual]. Retrieved November 21, 2006 from http://www.wvbauer.com/.

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Waeytens, K., Lens, W., & Vandenberghe, R. (2002). ‘Learning to learn’: Teachers’ conceptions of their supporting role. Learning and Instruction, 12, 305–322.

    Google Scholar 

  • Waters, H. S., & Andreassen, C. (1983). Children’s use of memory strategies under instruction. In M. Pressley, & J. R. Levin (Eds.), Cognitive strategy research: Psychological foundations (pp. 3–24). New York: Springer.

    Google Scholar 

  • Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-Regulation Interventions with a Focus on Learning Strategies. In M. Boekaerts, P.R. Pintrich & Zeidner (Eds.), Handbook of self-regulated learning (pp.728-749). San Diego: Academic.

    Google Scholar 

  • Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), The handbook of research on teaching (pp. 315–327). New York: Macmillan.

    Google Scholar 

  • Whitebread, D. (1999). Interactions between children’s metacognitive abilities, working memory capacity, strategies and performance during problem-solving. European Journal of Psychology of Education, 14(4), 489–507.

    Google Scholar 

  • Whitebread, D. (2007). Towards a pedagogy for teaching thinking and developing metacognitive abilities in young children. Paper presented at the 12th Biennial Conference for Research on Learning and Instruction. Budapest, Hungary, August.

  • Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49–77.

    Google Scholar 

  • Winne, P. H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559–565.

    Google Scholar 

  • Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27–47.

    Google Scholar 

  • Zeidner, M., Boekaerts, M., & Pintrich, P. (2000). Self-regulation: Directions and challenges for future research. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 750–768). San Diego, CA: Academic.

    Google Scholar 

  • Zimmerman, B. J. (1986). Becoming a self-regulated learner; which are the key subprocesses? Contemporary Educational Psychology, 11, 307–313.

    Google Scholar 

  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.

    Google Scholar 

  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman, & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Zimmerman, B. J. (2002). Achieving academic excellence: A self-regulatory perspective. In M. Ferrari (Ed.), The pursuit of excellence through education (pp. 85–110). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31(4), 845–862.

    Google Scholar 

Studies Included in the Meta-Analysis

  • Adey, P., & Shayer, M. (1993). An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum. Cognition and Instruction, 11(1), 1–29.

    Google Scholar 

  • Allsopp, D. H. (1997). Using classwide peer tutoring to teach beginning algebra problem-solving skills in heterogeneous classrooms. Remedial and Special Education, 18(6), 367–379.

    Article  Google Scholar 

  • Ashman, A. F., & Conway, R. N. (1993). Teaching students to use process-based learning strategies and problem solving strategies in mainstream classes. Learning and Instruction, 3(2), 73–92.

    Google Scholar 

  • Benito, Y. M., Foley, C. L., Lewis, C. D., & Prescott, P. (1993). The effect of instruction in question/answer relationships and metacognition on social studies comprehension. Journal of Research in Reading, 16(1), 20–29.

    Google Scholar 

  • Bimmel, P. E., van den Bergh, H., & Oostdam, R. J. (2001). Effects of strategy training on reading comprehension in first and foreign language. European Journal of Psychology of Education, 16(4), 509–529.

    Google Scholar 

  • Blank, L. M. (2000). A metacognitive learning cycle: A better warranty for student understanding? Science Education, 84(4), 486–506.

    Google Scholar 

  • Bornas, X., & Servera, M. (1992). Cognitive training programs to reduce impulsivity-related achievement problems: The need of in-classroom interventions. Learning and Instruction, 2(2), 89–100.

    Google Scholar 

  • Cardelle Elawar, M. (1992). Effects of teaching metacognitive skills to students with low mathematics ability. Teaching and Teacher Education, 8(2), 109–121.

    Google Scholar 

  • Cardelle Elawar, M. (1995). Effects of metacognitive instruction on low achievers in mathematics problems. Teaching and Teacher Education, 11(1), 81–95.

    Google Scholar 

  • Carriedo, N., & Alonso-Tapia, J. (1996). Main idea comprehension: Training teachers and effects on students. Journal of Research in Reading, 19(2), 128–153.

    Google Scholar 

  • Chan, L. K. S. (1996). Combined strategy and attributional training for seventh grade average and poor readers. Journal of Research in Reading, 19(2), 111–127.

    Google Scholar 

  • De Jager, B., Jansen, M., & Reezigt, G. (2005). The development of metacognition in primary school learning environments. School Effectiveness and School Improvement, 16(2), 179–196.

    Google Scholar 

  • Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of Educational Psychology, 95(1), 188–200.

    Google Scholar 

  • Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., et al. (2003). Enhancing third-grade students’ mathematical problem solving with self-regulated learning strategies. Journal of Educational Psychology, 95(2), 306–315.

    Google Scholar 

  • Gallini, J. K., Spires, H. A., Terry, S., & Gleaton, J. (1993). The influence of macro and micro-level cognitive strategies training on text learning. Journal of Research and Development in Education, 26(3), 164–178.

    Google Scholar 

  • Guthrie, J. T., Van Meter, P., Hancock, G. R., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text? Journal of Educational Psychology, 90(2), 261–278.

    Google Scholar 

  • Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403–423.

    Google Scholar 

  • Hasselhorn, M., & Maehler, C. (1992). Kategorisierungstraining bei Grund- und Sonderschuelern (L): Zur Rolle metamemorialer Instruktionselemente (Training organizational strategies in learning disabled and normal children: The role of metamnemonic instruction). Psychologie in Erziehung und Unterricht, 3(3), 179–189.

    Google Scholar 

  • Hoek, D., Terwel, J., & van den Eeden, P. (1997). Effects of training in the use of social and cognitive strategies: An intervention in secondary mathematics in co-operative groups. Educational Research and Evaluation: An International Journal on Theory and Practice, 3(4), 364–389.

    Google Scholar 

  • Hoek, D., van den Eeden, P., & Terwel, J. (1999). The effects of integrated social and cognitive strategy instruction on the mathematics achievement in secondary education. Learning and Instruction, 9(5), 427–448.

    Google Scholar 

  • Hogan, K. (1999). Thinking aloud together: A test of an intervention to foster students’ collaborative scientific reasoning. Journal of Research in Science Teaching, 36(10), 1085–1109.

    Google Scholar 

  • Hohn, R. L., & Frey, B. (2002). Heuristic training and performance in elementary mathematical problem solving. The Journal of Educational Research, 95(6), 374–380.

    Google Scholar 

  • Huffman, D. (1997). Effect of explicit problem solving instruction on high school students’ problem-solving performance and conceptual understanding of physics. Journal of Research in Science Teaching, 34(6), 551–570.

    Google Scholar 

  • Kernaghan, K., & Woloshyn, V. E. (1995). Providing grade one students with multiple spelling strategies: Comparisons between strategy instruction, strategy instruction with metacognitive information, and traditional language arts. Applied Cognitive Psychology, 9(2), 157–166.

    Google Scholar 

  • Kettmann Klingner, J., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. Elementary School Journal, 99(1), 3–22.

    Google Scholar 

  • Klauer, K. J. (1993). Über den Einfluss eines Trainings zum induktiven Denken auf den Erwerb und die Nutzung der Lernstrategie des “Networking”. Zeitschrift fuer Entwicklungspsychologie und Paedagogische Psychologie, 25(4), 333–352.

    Google Scholar 

  • Klauer, K. J. (1996a). Teaching inductive reasoning: Some theory and three experimental studies. Learning and Instruction, 6(1), 37–57.

    Google Scholar 

  • Klauer, K. J. (1996b). Begünstigt induktives Denken das Lösen komplexer Probleme? Experimentelle Studien zu Leutners Sahel-Problem. [Does inductive reasoning promote complex problem-solving: Experimental studies on Leutner’s geography computer simulation.]. Zeitschrift fuer Experimentelle Psychologie, 43(1), 85–113.

    Google Scholar 

  • Klauer, K. J. (1998). Beguenstigt induktives Denken den Erwerb der Gedaechtnisstrategie des Kategorisierens? [Does inductive reasoning foster the acquisition of the memory strategy of clustering?]. Zeitschrift fuer Paedagogische Psychologie, 12(1), 73–84.

    Google Scholar 

  • Kolic-Vehovec, S. (2002). Self-monitoring and attribution training with poor readers. Studia Psychologica, 44(1), 57–68.

    Google Scholar 

  • Kramarski, B. (2004). Making sense of graphs: Does metacognitive instruction make a difference on students’ mathematical conceptions and alternative conceptions? Learning and Instruction, 14(6), 593–619.

    Google Scholar 

  • Loranger, A. L. (1997). Comprehension strategies instruction: Does it make a difference? Reading Psychology, 18(1), 31–68.

    Google Scholar 

  • Lucangeli, D., Galderisi, D., & Cornoldi, C. (1995). Specific and general transfer effects following metamemory training. Learning Disabilities Research and Practice, 10(1), 11–21.

    Google Scholar 

  • Mason, L. H. (2004). Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers. Journal of Educational Psychology, 96(2), 283–296.

    Google Scholar 

  • Mevarech, Z. R. (1999). Effects of metacognitive training embedded in cooperative settings on mathematical problem solving. The Journal of Educational Research, 92(4), 195–205.

    Article  Google Scholar 

  • Mevarech, Z. R., & Kramarski, B. (2003). The effects of metacognitive training versus worked-out examples on students’ mathematical reasoning. British Journal of Educational Psychology, 73(4), 449–471.

    Google Scholar 

  • Schober, B., & Ziegler, A. (2001). Das Muenchner Motivationstraining (MMT): Theoretischer Hintergrund, Foerderziele und exemplarische Umsetzung (The Munich motivational training: Theoretical background, aims and a first evaluation). Zeitschrift fuer Paedagogische Psychologie, 15(3–4), 168–180.

    Google Scholar 

  • Schreblowski, S., & Hasselhorn, M. (2001). Zur Wirkung zusaetzlicher Motivaenderungskomponenten bei einem metakognitiven Textverarbeitungstraining (On the effectiveness of a motive modification supplement to a metacognitive reading program). Zeitschrift fuer Paedagogische Psychologie, 15(3–4), 145–154.

    Google Scholar 

  • Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18(3), 337–354.

    Google Scholar 

  • Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16(1), 57–71.

    Google Scholar 

  • Sovik, N., Heggberget, M., & Samuelstuen, M. (1996). Strategy-training related to children’s text production. British Journal of Educational Psychology, 66(2), 169–180.

    Google Scholar 

  • Vauras, M., Kinnunen, R., & Rauhanummi, T. (1999). The role of metacognition in the context of integrated strategy intervention. European Journal of Psychology of Education, 14(4), 555–569.

    Article  Google Scholar 

  • Veenman, S., Beems, D., Gerrits, S., & Op de Weegh, G. (1999). Implementation effects of a training program for self-regulated learning. Journal of Research and Development in Education, 32(3), 148–159.

    Google Scholar 

  • Verschaffel, L., De Corte, E., Lasure, S., Van Vaerenbergh, G., Bogaerts, H., & Ratinckx, E. (1999). Learning to solve mathematical application problems: A design experiment with fifth graders. Mathematical Thinking and Learning, 1(3), 195–229.

    Google Scholar 

  • Williams, W. M., Blythe, T., White, N., Li, J., Gardner, H., & Sternberg, R. J. (2002). Practical intelligence for school: Developing metacognitive sources of achievement in adolescence. Developmental Review, 22(2), 162–210.

    Google Scholar 

  • Wong, R. M. F., Lawson, M. J., & Keeves, J. (2002). The effects of self-explanation training on students’ problem solving in high-school mathematics. Learning and Instruction, 12(2), 233–262.

    Google Scholar 

Download references

Acknowledgements

We are grateful to the editor, as well as to the anonymous reviewers for their useful comments. Moreover, we thank Hans-Peter Langfeldt for his helpful remarks on an earlier draft of this article. Furthermore, we appreciated the competent statistical advice of Reyn van Ewijk very much. Finally, we thank the student assistants Adriana Oppitz, Valentina Tesky and Sarah Müller for their support with coding the studies together with the first author.

Author information

Authors and Affiliations

  1. University of Muenster, Institute of Psychology V, Fliednerstr. 21, 48149, Muenster, Germany

    Charlotte Dignath

  2. J.W. Goethe University of Frankfurt/ Main, Senckenberganlage 15/ HP 126, 60325, Frankfurt/ Main, Germany

    Gerhard Büttner

Authors
  1. Charlotte Dignath
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Gerhard Büttner
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Charlotte Dignath.

Appendix

Appendix

Computation of Effect Sizes

When analyzing the size of interaction effects in intervention studies with a nonrandomized control-group design, as it is common for research in educational settings, potential group differences before the start of the intervention have to be taken into account. Thus, the effect gain (Rustenbach 2003) was computed by first estimating the pre-standardized mean differences and the post-standardized mean difference separately (Hedges and Olkin 1985), and then subtracting the pre-effect size from the post-effect size. The variance for this effect gain is substantially overestimated, which leads to more conservative testing (Rustenbach 2003). For studies, which only reported that pretest differences were not significant, without providing this pretest data, the post-standardized mean differences between treatment and control group were computed (Hedges and Olkin 1985). In the case that mean and standard deviation were not reported, the effect gain was estimated by taking the square root of the F-value and multiplying it with the squared sum of twice the sample size of the treatment and twice the sample size of the control group (Viechtbauer 2006): \(\sqrt F \times \left( {2 \times n_{EG} + 2 \times n_{CG} } \right)^2 \). The variance of the effect gain was calculated by taking twice the sum of the inverse of the treatment and control group (Viechtbauer 2006). All effect sizes were therefore scaled in the same metric, resulting in the standardized mean differences, which were adjusted to pretest differences. This equivalence is important when combining effect sizes estimated in different ways. Effect sizes were computed in such a way that a positive effect size indicates a favourable outcome for the treatment group.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Dignath, C., Büttner, G. Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition Learning 3, 231–264 (2008). https://doi.org/10.1007/s11409-008-9029-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11409-008-9029-x

Keywords

Search

Navigation