Document Type

Article

Publication Date

2022

DOI

10.14507/cie.vol23iss1.2013

Publication Title

Current Issues in Education

Volume

23

Issue

1

Pages

1-26

Abstract

While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined the durability of these effects. This review synthesizes research on the lasting effects of 17 comprehensive SRL interventions on variables related to metacognition, cognition, motivation, and achievement in K-12 populations. Results reveal common patterns of design, domain-specificity, intervention complexity, and style of measurement instrument. Intervention effects tend to be durable regarding achievement and SRL but were mixed when presented across multiple measures of SRL. Overall findings imply that SRL interventions can lead to enduring effects on achievement and better achievement outcomes than content-strategy instruction alone and can be implemented successfully in a variety of contexts and subjects.

Comments

Authors retain copyright without restrictions. Unless otherwise indicated, from 2021 all articles are published under the Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License.

Publisher landing page available at: https://cie.asu.edu/ojs/index.php/cieatasu/article/view/2013

ORCID

0000-0002-8138-3722 (Luo)

Original Publication Citation

Cousins, E., Bol, L., & Luo, T. (2022). Exploring long-term impacts of self-regulated learning interventions in K-12 contexts: A systematic review. Current Issues in Education, 23(1), 1-26. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/2013

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