Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
1 reference
-
- Vol 4 RE: App A, App C
self-regulated learning interventionsmetacognitive reflectionstrategy instructionmotivational componentsindependent practicesubject-embedded instructionteacher-delivered programmesJournal article Evidence summaryAt a glance
Dignath and Büttner meta-analyse school-based interventions intended to foster self-regulated learning at primary and secondary levels. They examine effects on academic performance, cognitive and metacognitive strategies, and motivation, while coding programme features, theoretical orientation, instructional approach, duration, subject, and implementer.
Key ideas
Overall, interventions produce positive effects, but outcomes vary across age groups and designs. Programmes are more effective when strategy instruction is explicit, learners receive knowledge about why and when strategies work, and metacognitive reflection links planning, monitoring, and evaluation with actual subject tasks. Motivational components and opportunities for independent practice also matter. Primary-school interventions often show strong effects, demonstrating that self-regulation need not wait until adolescence.
Why it matters
Teacher-delivered programmes can be effective when teachers are prepared and implementation is well supported. The findings favour integrated, subject-embedded instruction over isolated study-skills advice, while heterogeneity and variable study quality caution against assuming that any single component or programme format will work equally well in every context.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway