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Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis

Authors: de Boer, H.; Donker, A. S.; Kostons, D. D. N. M.; van der Werf, G. P. C. · Year: 2018 · Tier: meta · DOI/URL: https://doi.org/10.1016/j.edurev.2018.03.002 (Educational Research Review 24, 98–115)

Primary school (grades 1–6) Lower secondary (grades 7–9) Upper secondary Metacognition and self-regulation

Links to claims

Supports (1)

Claim	Basis
C19	Strategy-instruction effects held at follow-up (posttest g = 0.50 → follow-up g = 0.63; mean 21.6 weeks); C19 kill-condition test survived 2026-10-27 (full text).

Review state: first-pass draft, pending human review.

Source note

Note

Meta-analysis of 48 metacognitive strategy-instruction interventions in school contexts with a follow-up at least three weeks after the programme (mean 21.6 weeks). Posttest Hedges' g = 0.50 (SE 0.07); follow-up g = 0.63 (SE 0.07). Low-SES students gained most at long term. Applied 2026-10-27 as C19's first kill-condition test (survived): the follow-up gain was not gone.

Metadata as recorded

ID: META-001
Tier: meta
Titel: Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis
Författare: de Boer, H.; Donker, A. S.; Kostons, D. D. N. M.; van der Werf, G. P. C.
År: 2018
Källa/DOI: https://doi.org/10.1016/j.edurev.2018.03.002 (Educational Research Review 24, 98–115)
URL: https://www.sciencedirect.com/science/article/pii/S1747938X18301374 (publisher); Pure self-archive https://pure.rug.nl/ws/files/56352857/Long_term_effects_of_metacognitive_strategy_instruction_on_student_academic_performance.pdf
Tidskrift: Educational Research Review 24, 98–115
Typ: meta-analysis of 48 metacognitive strategy-instruction interventions with follow-up
Åldersgrupp: grundskola-lag;grundskola-hog;gymnasium
Teman: metakognition-och-sjalvreglering
Hämtad: 2026-10-16 (abstract); full text 2026-10-27
Paywall: bronze OA via Pure self-archive (Taverne); Elsevier landing also listed as bronze by Unpaywall
Verifierad: Crossref DOI 10.1016/j.edurev.2018.03.002; numbers from stored full text 2026-10-27
Status: in the library since 2026-10-16 (source sweep); full text applied 2026-10-27 as C19 kill-condition test survived.

The original files (PDF or abstract) are kept in the project archive and are not published here.