Effects of regulated learning scaffolding on regulation strategies and academic performance: A meta-analysis

Abstract

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Education research is increasingly focused on fostering self-regulated learning (SRL) and socially shared regulation of learning (SSRL) among students. However, previous meta-analyses have rarely focused on the specific types of regulated learning scaffolding. Therefore, this meta-analysis examines the effects of different types of regulated learning scaffolding on regulation strategies and academic performance. A total of 46 articles met the inclusion criteria and were included in the final analysis. The findings showed that overall, regulated learning scaffolding had a moderate effect (g = 0.587). In addition, moderation analyses were performed using a random effects model that focused on four types of scaffolding. The results showed that overall, composite tools had the greatest effect, while the most useful scaffolding for SRL and SSRL were group awareness tools (g = 0.61) and composite tools (g = 0.53), respectively. In terms of learning outcomes, composite tools had the greatest effect on regulation strategies, while intelligent pedagogical agents had the greatest effect on academic performance. We also performed a meta-regression analysis to identify the moderators that had the greatest influence on the effects of regulated learning scaffolding. The results showed that grade level, academic subject, and cooperation all had a significant impact. In conclusion, these findings provide evidence for validating the effectiveness of four regulated learning scaffolding and for discovering their function for SSRL, and presented some practical implications of our findings.

Keywords

• regulated learning scaffolding
• SRL
• SSRL
• regulation strategies
• academic performance
• meta-analysis