A Meta Analytical Review of the Relationship between Personal Epistemology and Self-regulated Learning

Abstract

This meta-analysis examines the relationship between epistemological beliefs and self-regulated learning. It analyzes the result of forty-five studies conducted various countries in discipline. A small but significant mean effect size emerged (r=.24 [SE=.012] under fixed effects model, and r=.22 [SE=.026] under random effects model). Although the effect of age on the relation of the two is not statistically significant, moderator analyses revealed statistically significant effects of the culture, gender, and subject area inferred from the reviewed studies on the relationship. The results highlight the need for further research into how culture and subject area influence students’ epistemological beliefs and self-regulated learning. The implications and future directions are discussed..