The effectiveness of intervention programs to help college students acquire self -regulated learning strategies: A meta-analysis
Item
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Title
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The effectiveness of intervention programs to help college students acquire self -regulated learning strategies: A meta-analysis
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Identifier
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d_2009_2013:a9ad6daf203a:10503
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identifier
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10693
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Creator
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Ragosta, Patrick,
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Contributor
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Barry Zimmerman
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Date
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2010
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Higher education
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Abstract
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A meta-analysis was conducted to determine the effectiveness of interventions designed to help college students acquire self-regulated learning strategies. Fifty-five primary studies were included in the analysis, and ninety-three effect sizes were calculated and grouped into three outcome categories: academic achievement, strategy use, and self-efficacy. Total sample size consisted of 6, 669 students. The overall weighted effect size (Hedge's g) for all studies was 0.335 (95% CI = 0.240, 0.431), a significant small to medium effect. Interventions were coded based on their theoretical bases: metacognitive, social-cognitive, motivational, or an integration of these. Interventions based on social-cognitive theory produced the largest effect sizes. Moderator analyses were conducted on several variables: content area, group work, type of assessment instrument, computer-mediated instruction, type of college/university, randomization of subjects, and intervention length. These analyses showed differential effect sizes for some variables, although moderators accounted for little of the between-studies variation. Educational implications and recommendations for future research are proposed.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
