The effects of self-monitoring on strategy use and academic performance: A meta-analysis

Abstract

Metacognitive monitoring and control lie at the core of self-regulated learning activities. However, the impact of self-monitoring on academic performance remains to be quantified. The present meta-analysis systematically reviewed 36 experimental studies (N = 2617), with 27 studies testing the effects of self-monitoring on strategy use and 30 studies testing the effects of self-monitoring on academic performance. Results showed that self-monitoring intervention had positive, moderate effects on strategy use (Hedges' g = 0. 38, 95% CI [0.25; 0.50]) and academic performance (Hedges' g = 0.47, 95%CI [0.33; 0.61]). Furthermore, mediator analyses revealed that self-monitoring intervention had greater effects on strategy use when it was embedded into a multi-component intervention. Also, stronger effects on academic performance were associated with environment support from multiple sources. Taken together, these results suggest that self-monitoring is an effective approach to promote strategy use and academic performance. Practical implications include designing and implementing self-monitoring interventions in an integrative approach and a support system.