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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
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Short and Long-Term Effects on Academic Performance of a School-Based Training in Self-Regulation Learning: A

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Summary

School-based training in self-regulation learning strategies improved student academic performance. The positive effects on learning were sustained and significant at follow-up, highlighting the importance of considering time in educational interventions.

Keywords:
academic performancefollow-up effectsinterventionmultilevel analysisself-regulated learning strategies

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Area of Science:

  • Educational Psychology
  • Learning Sciences
  • Intervention Studies

Background:

  • Self-regulation learning strategies are crucial for academic success.
  • Understanding the impact of interventions on student performance is essential.
  • Classroom dynamics and student characteristics can influence intervention outcomes.

Purpose of the Study:

  • To evaluate the effect of school-based self-regulation training on academic performance.
  • To assess the long-term impact of the intervention at follow-up.
  • To investigate the influence of student and class-level variables on intervention effectiveness.

Main Methods:

  • An experimental study involving 761 3rd and 4th-grade students across 14 schools.
  • Three-level multilevel analysis was employed to analyze the data.
  • Academic performance was measured in Mathematics, Sciences, Language, and English at post-test and 3-month follow-up.

Main Results:

  • The intervention showed a positive effect on overall academic performance at both post-test (d = 0.25) and follow-up (d = 0.33).
  • Significant effects were observed at follow-up when subjects were analyzed separately.
  • Student gender, reading comprehension, teacher gender, and class size were related to performance and moderated the intervention's impact.

Conclusions:

  • Intervention studies must account for the temporal dimension of effects.
  • Self-regulation training can enhance academic performance, with benefits persisting over time.
  • Teacher experience alone does not guarantee improved instructional quality; other factors like gender and class size also play a role.