Abstract
Several meta-analyses suggest that identifiable characteristics of self-regulated learning interventions result in improvement in students’ academic performance and self-regulatory competence across content areas. Nevertheless, little is known about recent interventions and about specific characteristics of interventions that may be domain-specific. In this systematic review, we targeted mathematics and reviewed 36 self-regulated learning intervention studies conducted with school-aged learners. We examined patterns of effective interventions with identified characteristics, such as theoretical guidance, type of strategies instructed, type of outcome assessments, and targeted outcomes. Findings revealed that those interventions grounded in metacognition-oriented theories and those interventions that targeted multiple strategies including cognitive, metacognitive, and motivational, tended to yield effective increases in both mathematics achievement and self-regulated learning. The review also examined patterns within interventions conducted from 1992 – 2020. Findings indicate recent interventions tend to adopt a social-cognitive SRL model and employ standardized knowledge assessments. Implications for practice and future self-regulated learning interventions in mathematics are discussed.
Highlights
One focus of education is to develop self-regulated learners
We focused on five elements: the theoretical orientation that these studies adopted, the characteristics of the sample, the characteristics of the treatment, the assessment of mathematics achievement and self-regulated learning (SRL), and the estimated effect sizes associated with these four characteristics on outcome variables across 28 years
We considered these characteristics as necessary elements to identify and describe SRL interventions in mathematics
Summary
Self-regulated learners are active agents who use a repertoire of knowledge and strategies to regulate their learning adaptively and efficiently (Zimmerman, 1990, 2002; Schraw and Moshman, 1995). Self-regulated learners examine their strengths and weakness against academic task standards in order to set appropriate goals, deploy strategies, adapt to varying environments, and to overcome obstacles (Winne and Hadwin, 1998; Zimmerman, 2002). In addition to vast theoretical support that self-regulated learning strategies should result in increased learning (e.g., Zimmerman, 1990), findings from intervention studies establish that effective self-regulated learning (SRL) is associated with improved academic achievement (e.g., Schmitz and Wiese, 2006).
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