Journal Article

The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis

Dent, Amy L., Koenka, Alison C.

2016

Overview

This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall correlations were small (metacognitive processes, r=0.20; cognitive strategies, 1=0.11), but there was systematic variation around both of them. Five moderator analyses were conducted to explain this variation. Average correlations significantly differed based on the specific process or strategy, academic subject, grade level, type of self-regulated learning measure, and type of achievement measure. Follow-up tests explored the nature of these differences and largely support the hypotheses. Theoretical, methodological, and practical implications of these findings are discussed.

• Publisher: Springer,Springer US,Springer Nature B.V
• Subject: Academic Achievement / Academic education / Academic grades / Academic learning / Adolescents / Analysis / Child and School Psychology / Children / Cognition / Cognitive models / Correlation / Correlations / Education / Educational Environment / Educational Practices / Educational Psychology / Elementary School Students / Hypothesis Testing / Independent Study / Instructional Program Divisions / Intellectual Disciplines / Learning / Learning and Instruction / Learning Strategies / Measures (Individuals) / Meta Analysis / Metacognition / Motivation research / Review Article / REVIEW ARTICLES / Secondary School Students / Statistical Analysis / Systematic review