Components of Fostering Self-Regulated Learning among Students. A Meta-Analysis on Intervention Studies at Primary and Secondary School Level

Autor/inn/en	Dignath, Charlotte; Buttner, Gerhard
Titel	Components of Fostering Self-Regulated Learning among Students. A Meta-Analysis on Intervention Studies at Primary and Secondary School Level
Quelle	In: Metacognition and Learning, 3 (2008) 3, S. 231-264Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-008-9029-x
Schlagwörter	Forschungsbericht; Intervention; Academic Achievement; Effect Size; Secondary School Students; Meta Analysis; Learner Controlled Instruction; Elementary School Students; Multiple Regression Analysis; Teaching Methods; Educational Theories; Program Design; Researchers; Program Effectiveness; Program Evaluation; Outcomes of Education; Intellectual Disciplines; Metacognition; Learning Strategies + Suchen Sie Ihr Suchwort? Schulleistung; Sekundarschüler; Meta-analysis; Metaanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Educational theory; Theory of education; Bildungstheorie; Programme design; Programmaufbau; Programmplanung; Researcher; Forscher; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Geisteswissenschaften; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie
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. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10