The present meta-analysis tested the effects of extended self-regulated learning training programs on academic performance, self-regulated learning strategies, and motivation of university students. The literature search revealed 49 studies (5,786 participants) that met the inclusion criteria. A three-level meta-analysis based on 251 effect sizes revealed an overall effect size of g = 0.38. The largest effect sizes were obtained for metacognitive strategies (g = 0.40) and resource management strategies (g = 0.39) followed by academic performance (g = 0.37), motivational outcomes (g = 0.35), and cognitive strategies (g = 0.32). Training effects varied for specific self-regulated learning strategies and ranged between 0.23 (rehearsal) and 0.61 (attention and concentration). Moderator analyses revealed differential training effects depending on course design characteristics: Feedback predicted larger training effects for metacognitive and resource management strategies as well as motivation. Cooperative learning arrangements predicted larger training effects for cognitive and metacognitive strategies. The provision of learning protocols predicted larger training effects for resource management strategies. Moreover, training programs based on a metacognitive theoretical background reported higher effects sizes for academic achievement compared to training programs based on cognitive theories. Further, training programs that targeted older students and students with lower prior academic achievement showed larger effect sizes for resource management strategies. To conclude, self-regulated learning training programs enhanced academic performance, self-regulated learning strategies, and motivation of university students.

本荟萃分析测试了扩展的自我调节学习培训计划对学业成绩，自我调节学习策略和大学生动机的影响。文献检索显示符合纳入标准的49项研究（5,786名参与者）。基于251种效应量的三级荟萃分析显示，总体效应量为g  = 0.38。元认知策略（g  = 0.40）和资源管理策略（g  = 0.39），其次是学习成绩（g  = 0.37），动机结果（g  = 0.35）和认知策略（g为最大，获得了最大的效应量。 = 0.32）。培训效果因特定的自我调节学习策略而异，介于0.23（排练）和0.61（注意力和注意力）之间。主持人分析显示，不同的培训效果取决于课程设计特征：反馈预测，对于元认知和资源管理策略以及动机，培训效果会更大。合作学习安排预测认知和元认知策略的培训效果会更大。学习协议的提供预示了资源管理策略的更大培训效果。此外，与基于认知理论的培训计划相比，基于元认知理论背景的培训计划报告的学业成绩影响力更大。更多，针对年龄较大的学生和学习成绩较差的学生的培训计划显示，资源管理策略的效果更大。总而言之，自我调节的学习培训计划增强了学生的学习成绩，自我调节的学习策略和动机。