Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
Primary school (grades 1–6) Lower secondary (grades 7–9) Metacognition and self-regulation
Links to claims
Supports (1)
| Claim | Basis |
|---|---|
| C19 | Posttest academic ES primary 0.61 / secondary 0.54 (full text 2026-10-27); no follow-up durability pool — Bounds only, not a kill-condition survival. |
Review state: first-pass draft, pending human review.
Source note
Syntes: Dignath & Büttner (2008) — SRL-träning ger akademiska vinster vid posttest; ingen uppföljningspool
Källa: Dignath, C.; Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x
Verified content
- [full text] 49 primary + 35 secondary studies; 357 effect sizes. Overall weighted random-effects mean ES = 0.69.
- [full text] Academic performance overall: primary 0.61 (SE 0.05, n = 102 ES); secondary 0.54 (SE 0.11, n = 34 ES). Maths: primary 0.96, secondary 0.23. Reading/writing: primary 0.44, secondary 0.92.
- [full text] Higher effects when researchers (not regular teachers) delivered training; maths > reading/writing for primary; theory base and strategy type differed by school level.
- [full text] No delayed/follow-up durability analysis — outcomes are intervention-end / posttest style.
Limits
- [assessment] Cannot serve as a C19 kill-condition survival (kill asks whether the gain is gone weeks/months later). Useful Bounds support for immediate academic effects and teacher-vs-researcher delivery.
- Publisher Unpaywall closed; full text from a public PDF mirror 2026-10-27.
Why it is in the library
Classic SRL-intervention meta cited alongside de Boer 2018; supports C19 / K46 on immediate gains. Full text stored 2026-10-27 extra11.
Added 2026-10-16 (record); upgraded 2026-10-27 extra11 (full text). [full text] = read in the full text; [assessment] = the project's own assessment.
Metadata as recorded
- ID
- META-002
- Tier
- meta
- Titel
- Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
- Författare
- Dignath, C.; Büttner, G.
- År
- 2008
- Källa/DOI
- https://doi.org/10.1007/s11409-008-9029-x (Metacognition and Learning 3, 231–264)
- Åldersgrupp
- grundskola-lag;grundskola-hog
- Teman
- metakognition-och-sjalvreglering
- Hämtad
- 2026-10-16
- Status
- full text stored 2026-10-27 extra11; posttest ES only (no follow-up pool).
The original files (PDF or abstract) are kept in the project archive and are not published here.