What Are the Effects of Self-Regulation Phases and Strategies for Chinese Students? A Meta-Analysis of Two Decades Research of the Association Between Self-Regulation and Academic Performance

Frontiers in Psychology

Junyi Li¹ 

关键词: self-regulated learning;    academic achievement;    elementary and secondary education;    cross-sectional studies;    meta-analysis;   

DOI  :  10.3389/fpsyg.2018.02434

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

Background: Self-regulated learning refers to the monitoring and controlling of one's own cognitive performance before, during, and after a learning episode. Previous literature suggested that self-regulated learning had a significant relationship with academic achievement, but not all self-regulated learning strategies exerted the same influences. Using an invalid strategy may waste the limited psychological resources, which will cause the ego depletion effect. The present meta-analysis study intended to search for the best self-regulated learning strategies and inefficient strategies for Chinese students in elementary and secondary school, and analyzed the critical phases of self-regulated learning according to Zimmerman's theory. The moderating effects of gender, grade, and publication year were also analyzed.

【 授权许可】

CC BY