Literaturnachweis - Detailanzeige
| Autor/inn/en | Donker, A. S.; de Boer, H.; Kostons, D.; van Ewijk, C. C. Dignath; van der Werf, M. P. C. |
|---|---|
| Titel | Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Gefälligkeitsübersetzung: Effektivität einer Lernstrategie-Instruktion für die akademische Leistung: Eine Metaanalyse. |
| Quelle | In: Educational research review, (2014) 11, S. 1-26Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1747-938X |
| Schlagwörter | Bildung; Erziehung; Kognition; Lernfähigkeit; Metakognition; Motivation; Lehren; Lernmethode; Selbstgesteuertes Lernen; Intervention; Leistung; Strategie |
| Abstract | Analyzed studies on learning strategies to determine which were most effective in enhancing self-regulated learning and academic achievement in primary and secondary school students. Management, cognitive, and metacognitive strategies were assessed, as well as metacognitive knowledge and motivational aspects. Student characteristics were analyzed to determine their effects on the success of a particular learning strategy. The possible influences of measurement instruments on effect sizes, and the extent to which publication bias affected results were discussed. 58 articles provided 95 strategy interventions in contexts of mathematics, science, comprehensive reading, and writing. 180 effect sizes were coded. The most effective strategies for academic performance varied among domains except for metacognitive knowledge instruction, which could be shown to be effective in all 4 domains. Self-developed tests produced higher effects than intervention-independent tests. Different ability levels did not produce differential effects in students In conclusion, strategy instruction appears to be beneficial for primary and secondary students, and the subject of instruction should determine the particular strategy utilized. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2026/3 |
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