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Version 1.1 – Updated August 2021

Strategy monitoring

Overview

  • Influence: Strategy monitoring
  • Domain: Student Learning Strategies
  • Sub-Domain: Meta-cognitive/self-regulated learning
  • Potential to Accelerate Student Achievement: Potential to accelerate
  • Influence Definition: A metacognitive practice whereby a student monitors her or his own strategies to complete a task. It often involves students being trained both in problem-solving techniques and in monitoring techniques (through which they observe how and whether they are following problem-solving protocols).

Evidence

  • Number of meta-analyses: 2
  • Number of studies: 235
  • Number of students: 0
  • Number of effects: 235
  • Effect size: 0.58

Meta-Analyses

Meta-Analyses
Journal Title Author First Author's Country Article Name Year Published Variable Number of Studies Number of Students Number of Effects Effect Size
Educational Research Review Donker, de Boer, Kostons, van Ewijk, & Van der Werf Effectiveness of Learning Strategy Instruction on Academic Performance: A Meta-Analysis 2014 Monitoring & control 81 0 81 0.71
Unpublished Thesis Lavery Self-regulated learning for academic success: An evaluation of instructional techniques 2008 Self monitoring 154 0 154 0.45
TOTAL/AVERAGE 235 0 235 0.58

Confidence

The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:

  • Number of Meta-analyses
    • 1 = 1
    • 2 = 2–3
    • 3 = 4–6
    • 4 = 7–9
    • 5 = 10+
  • Number of Studies
    • 1 = 1–10
    • 2 = 11–50
    • 3 = 51–200
    • 4 = 201–400
    • 5 = 400+
  • Number of Students
    • 1 = 1–2,500
    • 2 = 2,501–10,000
    • 3 = 10,000–20,000
    • 4 = 20,000–100,000
    • 5 = 100,001+
  • Number of Effects
    • 1 = 1–100
    • 2 = 101–300
    • 3 = 301–600
    • 4 = 601–1,200
    • 5 = 1,200+
Confidences
Number of Meta-Analyses Number of Studies Number of Students Number of Effects Overall Confidence
Confidence Factor 2 4 1 2 2
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