This meta-analysis investigated the extent to which relative metacomprehension accuracy can be increased by interventions that aim to support learners’ use of situation-model cues as a basis for judging their text comprehension. These interventions were delayed-summary writing, delayed-keywords listing, delayed-diagram completion, self-explaining, concept mapping, rereading, and setting a comprehension-test expectancy. First, the general effectiveness of situation-model-approach interventions was examined. The results revealed that, across 28 effect sizes (comprising a total of 2,236 participants), situation-model-approach interventions exerted a medium positive effect (g = 0.46) on relative metacomprehension accuracy. Second, the interventions were examined individually. The results showed that, with the exception of self-explaining, each intervention had a significant positive effect on relative metacomprehension accuracy. Yet, there was a tendency for setting a comprehension-test expectancy to be particularly effective. A further meta-analysis on comprehension in the selected studies revealed that, overall, the situation-model-approach interventions were also beneficial for directly improving comprehension, albeit the effect was small. Taken together, the findings demonstrate the utility of situation-model-approach interventions for supporting self-regulated learning from texts.

这项荟萃分析研究了旨在支持学习者使用情境模型线索作为判断其文本理解基础的干预措施可以提高相对元理解准确性的程度。这些干预措施包括延迟摘要写作，延迟关键字列出，延迟图完成，自我解释，概念映射，重读以及设定理解测试期望。首先，研究了情境模型方法干预措施的总体有效性。结果显示，在28种效应大小（总共2236名参与者）中，情境模型方法干预措施产生了中等积极的作用（g = 0.46）。其次，对干预措施进行单独检查。结果表明，除自我解释外，每种干预措施对相对元理解的准确性都有明显的积极影响。但是，存在一种将理解力测验的期望设置为特别有效的趋势。所选研究中对理解的进一步荟萃分析显示，总体而言，尽管效果很小，但情境模型方法干预也有助于直接提高理解。综上所述，这些发现证明了情境模型方法干预对于支持从文本进行自我调节学习的效用。