Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis

Abstract

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.