A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education-Reference-Cited by-同舟云学术

A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education

Published:2022-12-16 Issue: Volume: Page:1-21
ISSN:0144-929X
Container-title:Behaviour & Information Technology
language:en
Short-container-title:Behaviour & Information Technology

Author:

Xu Zhihong¹^ORCID,Zhao Yingying²,Zhang Bingsheng³,Liew Jeffrey²^ORCID,Kogut Ashlynn⁴^ORCID

Affiliation:

1. Department of Agricultural Leadership, Education, and Communications, Texas A&M University, College Station, TX, USA

2. Department of Educational Psychology, Texas A&M University, College Station, TX, USA

3. Applied Mathematics, StataCorp LLC, College Station, TX, USA

4. Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, USA

Publisher

Informa UK Limited

Subject

Human-Computer Interaction,General Social Sciences,Arts and Humanities (miscellaneous),Developmental and Educational Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/0144929X.2022.2151935

Reference106 articles.

1. References marked with an asterisk indicate studies included in the meta-analysis.

2. Using Hypermedia as a Metacognitive Tool for Enhancing Student Learning? The Role of Self-Regulated Learning

3. Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?

4. Supporting self-regulated hypermedia learning through prompts

5. Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance

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