It is often assumed that interventions aimed at supporting students’ self-regulated learning (SRL) are effective for improving achievement because these interventions support SRL activity. In this study, meta-analytic structural equation modeling (MASEM) was used to test whether SRL activity indeed mediates the effect of SRL interventions on achievement in higher education. Contrary to popular belief, the results only provide evidence for partial mediation. Furthermore, three separate meta-analyses were performed to investigate the role of possible moderators of the relations between: (1) SRL interventions and achievement, (2) SRL interventions and SRL activity, and (3) SRL activity and achievement. Although SRL interventions were effective in improving SRL activity and achievement, most of the study, measurement, and intervention moderators did not explain significant variance of the investigated effect sizes. Other factors, such as task motivation and time on task, potentially influence the effectiveness of SRL interventions. Practical, theoretical and methodological implications are provided.

中文翻译：

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自我调节学习部分介导自我调节学习干预对高等教育成就的影响：荟萃分析


人们通常认为，旨在支持学生自我调节学习 (SRL) 的干预措施对于提高成绩是有效的，因为这些干预措施支持 SRL 活动。在这项研究中，元分析结构方程模型（MASEM）被用来测试SRL活动是否确实介导了SRL干预对高等教育成就的影响。与普遍看法相反，结果仅提供了部分中介的证据。此外，还进行了三项单独的荟萃分析，以调查以下关系之间可能的调节因素的作用：（1）SRL干预和成就，（2）SRL干预和SRL活动，以及（3）SRL活动和成就。尽管 SRL 干预措施可以有效提高 SRL 活动和成绩，但大多数研究、测量和干预调节因素并未解释所调查效果大小的显着差异。其他因素，例如任务动机和任务时间，可能会影响 SRL 干预的有效性。提供了实践、理论和方法论的意义。