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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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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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