Self-regulated learning (SRL) strategies are an important component of models of school learning. Below is a new meta-analysis of SRL assessment methods. Overall effect sizes are not large. More R&D is needed to develop applied practical SRL measurement tools. SRL is a one of the major components of the 2022 Cognitive-Affective-Motivation Model of Learning; CAMML; click here to access article),
Multimethod assessment of self-regulated learning in primary, secondary, and tertiary education – A meta-analysis. Learning and Individual Differences (open access—click here to access).
Abstract
Self-regulated learning (SRL) can be measured in several ways, which can be broadly classified into online and offline instruments. Although both online and offline measurements have advantages and disadvantages, the over-dependence of SRL research on offline measurements has been criticised considerably. Currently, efforts are being made to use multimethod SRL assessments. We examined 20 articles with 351 effect sizes that assessed SRL with at least two instruments on at least two SRL components. Most effect sizes were not statistically significant but descriptively higher than others. Combinations of two online instruments showed the highest effect size (r = 0.24). Overall correlations between instruments were highest for university students (r = 0.21). Additionally, results for cognition showed the highest effect size measured with behavioural traces (r = 0.28), and for metacognition measured with microanalysis (r = 0.35). The component of motivation was best measured using self-report questionnaires (r = 0.29).
Educational relevance statement
Self-regulated learning is an important predictor of academical success. It is therefore necessary to measure it as precise and comprehensive as possible. Knowing which instruments are best suited for each age group, SRL component, or reliably predict a specific achievement variable can help educators pick the best instrument for their needs.
