Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis.
Level 1 - systematic review of randomized trials
Meta-analysis of comparative educational studies; graded Level 1 by design analogy.
PubMed 37034913 · doi:10.3389/fpsyg.2023.1110086
What was done
Meta-analysis of 46 articles evaluating the effects of different types of regulated learning scaffolding on students' self-regulated learning (SRL), socially shared regulation of learning (SSRL), regulation strategies, and academic performance. The authors conducted random-effects moderation analyses across four scaffolding types and performed meta-regression to test the influence of grade level, academic subject, and cooperation.
What was found
Regulated learning scaffolding had an overall moderate effect (g = 0.587). Composite tools demonstrated the greatest overall effect and the largest effect on regulation strategies. Group awareness tools had the greatest effect on SRL (g = 0.61), whereas composite tools were most effective for SSRL (g = 0.53). Intelligent pedagogical agents had the largest effect on academic performance. Meta-regression indicated that grade level, academic subject, and cooperation significantly moderated intervention effects.
Why it matters
This review distinguishes the effectiveness of specific regulated learning scaffolds, showing which tools best target individual self-regulation versus collaborative socially shared regulation and academic achievement.
Limits
The abstract omits total participant sample size, confidence intervals, effect sizes for non-reported outcomes, search databases, study design criteria, and measures of heterogeneity or publication bias.
Cited by
- supports There is good scientific evidence showing that a linear, scaffolded approach is most effective for educational learning.