Develop effective learning environments and approaches to student support and guidance
How students learn, both generally and within their subject/disciplinary area(s)
Respect individual learners and diverse learning communities
Self-regulated learning (SRL) is about students managing their own learning. This includes setting goals, staying focused, planning tasks, asking for help when needed, and reflecting on what they’ve done. In higher education, SRL matters more than ever because students often work independently — especially online. Interventions help students use these skills better and often include training, digital tools, or prompts. Done well, these strategies help students do better and feel more in control of their learning.
SRL interventions have a moderate to large positive effect on student achievement in online and blended environments ➕➕➕➕ (Xu et al., 2023; Guntur & Purnomo, 2024). SRL strategies work across different subjects and educational levels, but especially when interventions include cognitive, metacognitive, resource management, and motivational components ➕➕➕➕. SRL activities like time management and self-monitoring are linked to better outcomes than surface strategies like rehearsal ➕➕➕. Interventions are most effective when they include scaffolds, prompts, or digital supports and are embedded throughout a course rather than being one-off ➕➕➕➕. Jansen et al. (2019) showed that SRL only partially explains the improvement in achievement, meaning motivation or time on task also play a role ➕➕.
This summary draws on four high-quality meta-analyses published between 2019 and 2024. Together, they cover over 100 unique studies and span online, blended, and higher education contexts. Xu et al. (2023) included 92 studies and found large average effects (d = 0.69). Guntur & Purnomo (2024) reviewed 15 studies and found moderate effects across SRL strategy types. Jansen et al. (2019) used meta-analytic structural equation modelling to show how SRL partly mediates learning gains.
Guntur, M., & Purnomo, B. R. (2024). Self-regulated learning interventions and academic achievement: A meta-analysis. Eurasian Journal of Educational Research, 24(110), 141–162. https://doi.org/10.14689/ejer.2024.110.08
Jansen, R. S., van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2019). Supporting learners’ self-regulated learning in Massive Open Online Courses: Examining the interplay between self-regulated learning and academic achievement. Educational Psychology Review, 31(3), 763–786. https://doi.org/10.1007/s10648-019-09465-5
Thees, M., Kapp, F., Striewe, M., & Kerres, M. (2020). Self-regulated learning in digital environments: A review of methods and interventions. Journal of Computing in Higher Education, 32, 456–486. https://doi.org/10.1007/s12528-020-09261-5
Xu, J., Liu, X., Cao, M., Zhang, W., & Wang, Y. (2023). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Educational Research Review, 38, 100491. https://doi.org/10.1016/j.edurev.2022.100491
