A Systematic Review of Self-Regulation Strategies to Improve Academic Outcomes of Students with EBD

Autor/inn/en	Popham, Michelle; Counts, Jennifer; Ryan, Joseph B.; Katsiyannis, Antonis
Titel	A Systematic Review of Self-Regulation Strategies to Improve Academic Outcomes of Students with EBD
Quelle	In: Journal of Research in Special Educational Needs, 18 (2018) 4, S.239-253 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12408
Schlagwörter	Metacognition; Academic Achievement; Intervention; Emotional Disturbances; Behavior Disorders; Achievement Gains; Reading Achievement; Mathematics Achievement; Teaching Methods; Learning Strategies; Instructional Effectiveness; Writing Achievement; Generalization + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulleistung; Gefühlsstörung; Achievement gain; Leistungssteigerung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg
Abstract	Self-regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self-regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty-six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self-regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau-U 0.81] across academic subject areas. When assessing the effectiveness of self-regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau-U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau-U 0.70) and writing (PND 83%; SMD 2.57; Tau-U 0.91). Self-regulated strategy development, self-monitoring interventions and strategy instruction were the predominant types of self-regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01