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

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&...

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Bibliographic Details
Published inEducational psychology review Vol. 28; no. 3; pp. 425 - 474
Main Authors Dent, Amy L., Koenka, Alison C.
Format Journal Article
LanguageEnglish
Published New York Springer 01.09.2016
Springer US
Springer Nature B.V
Subjects
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
New York
Canada
United Kingdom
Self-regulated learning
Academic achievement
Meta-analysis
Online AccessGet full text
ISSN1040-726X
1573-336X
DOI10.1007/s10648-015-9320-8

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Summary: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.
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ISSN:1040-726X
1573-336X
DOI:10.1007/s10648-015-9320-8