Educational Psychology Review ( IF 10.1 ) Pub Date : 2023-05-31 , DOI: 10.1007/s10648-023-09718-4 Charlotte Dignath, Reyn van Ewijk, Franziska Perels, Sabine Fabriz
Self-monitoring is an integral part of self-regulated learning. Tools that foster learners’ monitoring, such as learning journals, portfolios, or rubrics, are supposed to promote self-regulation and to improve performance. The aim of this meta-analysis was to examine the effectiveness of tools designed to foster monitoring on learning-related variables (academic achievement, self-regulated learning, and motivation). As these tools vary greatly in their design and the addressed components, this meta-analysis aims to uncover how such tools should be implemented to foster monitoring most effectively. The results of this meta-analysis, integrating 109 effect sizes with 3492 participants from 32 intervention studies, supported a reactivity effect by revealing a moderate effect size on academic achievement (d = 0.42), and low effects on self-regulated learning (d = 0.19) and motivation (d = 0.17). These effects were moderated by characteristics of the tool and their implementation. Effect sizes were highest for tools that (1) focused on the monitoring of both learning content as well as learning behavior, (2) stimulated metacognitive monitoring, and (3) were implemented in shorter studies. On a descriptive level, higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries and allowed learners to directly revise their work based on this feedback. The findings show that there is substantial variation across tools, which yield theoretical and methodological implications on how to foster monitoring as important parts of the self-regulation cycle.
中文翻译:
让学习者监督学习内容和他们的学习行为!促进监测工具有效性的荟萃分析
自我监控是自我调节学习的一个组成部分。促进学习者监督的工具,例如学习日志、档案袋或评分表,应该可以促进自我调节并提高绩效。这项荟萃分析的目的是检验旨在促进对学习相关变量(学业成绩、自主学习和动机)进行监测的工具的有效性。由于这些工具在设计和解决的组件方面差异很大,因此本荟萃分析旨在揭示应如何实施此类工具以最有效地促进监测。这项荟萃分析的结果整合了来自 32 项干预研究的 3492 名参与者的 109 个效应量,通过揭示对学业成绩的适度效应量来支持反应性效应 ( d= 0.42),对自主学习 ( d = 0.19) 和动机 ( d= 0.17)。这些影响因工具的特性及其实施而有所缓和。对于以下工具,效果大小最高:(1) 专注于学习内容和学习行为的监控,(2) 刺激元认知监控,以及 (3) 在较短的研究中实施。在描述性层面上,发现了更高的效果有利于监控干预措施,包括教师对自我监控条目的反馈,并允许学习者根据此反馈直接修改他们的作业。研究结果表明,不同工具之间存在很大差异,这对如何将监测作为自我监管周期的重要组成部分进行培养产生了理论和方法上的影响。