A Quantitative Review of the Effects of Self-Regulation Interventions on Primary and Secondary Student Academic Achievement

Autor/inn/en	Elhusseini, Sohayla A.; Tischner, Clair M.; Aspiranti, Kathleen B.; Fedewa, Alicia L.
Titel	A Quantitative Review of the Effects of Self-Regulation Interventions on Primary and Secondary Student Academic Achievement
Quelle	In: Metacognition and Learning, 17 (2022) 3, S.1117-1139 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aspiranti, Kathleen B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1623
DOI	10.1007/s11409-022-09311-0
Schlagwörter	Elementary School Students; Secondary School Students; Self Management; Self Control; Intervention; Mathematics Achievement; Reading Achievement; Writing Achievement; Learning Strategies + Suchen Sie Ihr Suchwort? Sekundarschüler; Selbstmanagement; Selbstbeherrschung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Self-regulation involves the modulation of one's thoughts, emotions, and behaviors in the pursuit of long-term goals. Students who face difficulties with self-regulation may experience substantial deficits in their academic achievement. However, research has pointed to a number of effective instructional strategies and interventions which may be particularly beneficial for improving students' acquisition of academic skills. One such strategy is self-regulation interventions, which are typically comprised of cognitive learning strategies, mnemonic strategies, and/or behavioral management strategies. The aim of this meta-analysis was to synthesize and analyze extant research on the impact of self-regulation (as defined in this study) interventions on primary and secondary students' math, reading, and writing outcomes. Peer-reviewed publications from the last 50 years were identified through a systematic search, which resulted in a total of 46 studies included in the meta-analysis. This systematic review yielded an overall positive effect of self-regulation interventions on academic outcomes, suggesting that self-regulation interventions can lead to improved reading, writing, and math scores for children and adolescents. The increased and sustained development and implementation of self-regulation interventions in school settings may be particularly beneficial for targeting deficits in self-regulation and promoting academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01