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2 references
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- Vol 4 TE: App C
self-regulated learningmetacognitive processescognitive strategiesacademic achievementstrategy measurementsubject-specific instructionJournal article Evidence summaryAt a glance
Dent and Koenka synthesise research on associations between self-regulated learning and academic achievement from elementary through secondary school. Separate meta-analyses examine metacognitive processes—such as planning, monitoring, and regulation—and cognitive strategies, including rehearsal, organisation, and elaboration.
Key ideas
Average correlations with achievement are positive but modest: approximately .20 for metacognitive processes and .11 for cognitive strategies. Effects vary systematically by the particular process or strategy, school level, subject, how self-regulation is measured, and how achievement is assessed. Measures closer to actual learning activity often differ from broad self-report questionnaires, illustrating why method matters. Because most included evidence is correlational, the synthesis does not establish that increasing a reported strategy directly causes higher achievement.
Why it matters
The findings nevertheless support teaching learners to plan, monitor understanding, select strategies, and adapt, while embedding regulation in subject-specific tasks. Researchers and schools should use multiple, context-sensitive measures and avoid treating self-regulation as a single stable trait.
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- Vol 4 RE: Chapter 18
generative artificial intelligenceself-regulated learningutility valuecognitive strategiesstudent engagementphysics instructionenglish instructionteacher oversightJournal article Evidence summaryAt a glance
Fütterer and colleagues test whether customised generative-AI support can strengthen self-regulated learning in regular secondary classrooms. In a randomized trial, 371 students in grades seven to nine completed six physics or English sessions in one of three conditions: a CustomGPT targeting utility value, a CustomGPT prompting cognitive learning strategies, or standard ChatGPT.
Key ideas
The utility-value condition produced a more favourable change in perceived usefulness than the cognitive-strategy condition. Neither tailored intervention showed clear advantages over the control for effort, domain knowledge, or elaboration-based strategy use. Exploratory analyses suggested that more meaningful engagement with the AI was associated with better-maintained interest, and effects did not differ clearly by subject. The findings provide limited, differentiated evidence rather than showing that generic AI automatically improves self-regulation.
Why it matters
Carefully designed prompts may support motivation, but strategic behaviour and learning outcomes require stronger instructional integration, reliable measures, and teacher oversight. The supplied citation calls this work a systematic review; the verified publication is an open-access randomized controlled trial.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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