The Effects of Self-regulated Learning Interventions on Primary and Secondary Students Reading Performance: A Meta-analysis

Abstract

This meta-analysis examines the effects of self-regulated learning (SRL) interventions on reading performance among primary and secondary students from 2001 to 2021. Analyzing 22 studies with 28 effect sizes and involving 2735 participants, the findings indicate that SRL interventions have a moderate positive effect on reading performance (Hedges g = 0.48). Metacognitive strategies, especially monitoring interventions, were found to be particularly effective. The study highlights significant regional variations, with Western regions showing lower effect sizes compared to regions like Taiwan, Indonesia, Turkey, and Israel. Additionally, the study explored various SRL sub-strategies and found that monitoring, planning, and evaluation were the most beneficial for reading performance, while motivational and cognitive strategies had lesser impacts. The results underscore the importance of tailored metacognitive interventions in improving reading outcomes and provide valuable insights for future research on SRL strategies. Despite potential publication bias, the study confirms the overall effectiveness of SRL interventions in enhancing students' reading performance, offering a comprehensive understanding of their impact across different contexts.