Abstract:

The aim of this meta-analysis study is to determine the effect of self-regulated learning on students’ academic achievement. In this context, quantitative studies investigating the effects of educational interventions based on self-regulated learning on academic achievement at various levels of education between 2002 and 2020 were reviewed. In the completed meta-analysis, experimental studies including 26 independent interventions (1.799 participants) were collected and an estimated common effect size was calculated 0,728. This value shows that self-regulated learning has a medium level positive effect (Hedges’ g = 0.728, % 95 CI [0.479-0.976], p <0.001) on student achievement. No evidence of publication bias was found in determining the validity of effect. This finding was related to the effect sizes of the moderator variables defined. Some results of the analyses for instructional applications were listed and discussed by considering the different effects and methodological features of various studies.

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