ORCID

0000-0002-7508-147X (Cousins)

College

College of Education & Professional Studies (Darden)

Department

Educational Foundations & Leadership

Graduate Level

Doctoral

Graduate Program/Concentration

Educational Psychology and Program Evaluation

Publication Date

4-2022

DOI

10.25883/24np-r251

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.

Keywords

self-regulated learning, durability, K-12, systematic review

Disciplines

Education | Educational Psychology

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Exploring Long-Term Impacts of Self-Regulated Learning Interventions in K-12 Contexts: A Systematic Review


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