期刊
FRONTIERS IN PSYCHOLOGY
卷 13, 期 -, 页码 -出版社
FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2022.889201
关键词
self-regulated learning strategies; intervention; academic performance; follow-up effects; multilevel analysis
资金
- European Regional Development Funds (European Union and Principality of Asturias) through the Science, Technology and Innovation Plan [GRUPIN14-100, GRUPIN14-053, FC-GRUPIN-IDI/2018/000199]
- Portuguese Foundation for Science and Technology and Portuguese Ministry of Science, Technology and Higher Education through national funds - FEDER through COMPETE2020 under the PT2020 Partnership Agreement [POCI-01-0145-FEDER-007653]
- Portuguese Foundation for Science and Technology and Portuguese Ministry of Science, Technology and Higher Education
- FEDER through COMPETE2020 under the PT2020 Partnership Agreement [POCI-01-0145-FEDER-007653]
This experimental study aimed to analyze the impact of school-based training in self-regulation learning strategies on academic performance. The results showed that the intervention had a positive effect on student performance, with individual and contextual factors moderating the intervention's impact.
An experimental study was designed to analyze the effect of school-based training in self-regulation learning strategies on academic performance (Mathematics, Sciences, Language, and English). Class-level variables (i.e., gender, the teacher's teaching experience, class size) were considered and the effects of the intervention were measured at the end of the intervention and 3 months later. A sample of 761 students from 3rd and 4th grades (356 in the control condition and 405 in the experimental condition), from 14 schools, participated in the study. Data were analyzed using three-level analysis with within-student measurements at level 1, between-students within-classes at level 2, and between-classes at level 3. Data showed a positive effect of the intervention on student performance, both at post-test (d = 0.25) and at follow-up (d = 0.33) considering the four school subjects together. However, the effect was significant just at follow-up when subjects were considered separately. Student performance was significantly related to the students' variables (i.e., gender, level of reading comprehension) and the context (teacher gender and class size). Finally, students' gender and level of reading comprehension, as well as the teacher's gender, were found to moderate the effect of the intervention on students' academic performance. Two conclusions were highlighted: first, data emphasize the importance of considering time while conducting intervention studies. Second, more teaching experience does not necessarily translate into improvements in the quality of students' instruction.
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