Exploring Long-Term Impacts of Self-Regulated Learning Interventions in K-12 Contexts: A Systematic Review

While research illustrates the benefits of interventions designed to improve self-regulated learning (SRL) and academic achievement, far fewer studies have examined durability these effects. This review synthesizes on lasting effects 17 comprehensive SRL variables related metacognition, cognition, motivation, achievement in K-12 populations. Results reveal common patterns design, domain-specificity, intervention complexity, style measurement instrument. Intervention tend be durable regarding but were mixed when presented across multiple measures SRL. Overall findings imply that can lead enduring better outcomes than content-strategy instruction alone implemented successfully a variety contexts subjects.