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Long-Term Effects of Metacognitive Strategy Instruction on Student Academic Performance: A Meta-Analysis

de Boer, H., Donker, A. S., Kostons, D. D. N. M. & van der Werf, G. P. C., Jun-2018, In : Educational Research Review. 24, p. 98-115 18 p.

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  • Author's version Long-Term Effects of Metacognitive Strategy Instruction on Student Academic Performance

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DOI

Meta-analyses have shown the positive effects of strategy instruction on student performance; however, little meta-analytical research has been conducted on its long-term effects. We examined the long-term effects of 48 metacognitive strategy instruction interventions on student academic performance. The results show a very small increase of the effect at long-term compared with the posttest effects. The instruction effect at posttest increased from Hedges’ g = 0.50 to 0.63 at follow-up test. Moderator analyses showed that low SES students benefited the most at long-term. Furthermore, instructions including the cognitive strategy ‘rehearsal’ had lower long-term effects compared to interventions without this component. Other specific strategies (within categories metacognitive, cognitive, management, or motivational) did not moderate the overall positive long-term effect of metacognitive strategy instructions. Particular attributes of the intervention –subject domain, measurement instrument, duration, time between posttest and follow-up test, and cooperation – neither had an impact on the follow-up effect.
Original languageEnglish
Pages (from-to)98-115
Number of pages18
JournalEducational Research Review
Volume24
Early online date21-Mar-2018
Publication statusPublished - Jun-2018

    Keywords

  • moderator analysis, academic performance, metacognitive strategy instruction interventions , meta-analysis, long-term effects, SELF-REGULATION PROCEDURES, READING-COMPREHENSION, SCHOOL STUDENTS, INTERVENTION PROGRAM, COMPOSITION SKILLS, REGULATED LEARNER, TRAINING-PROGRAMS, MEDIATION MODEL, MOTIVATION, ACHIEVEMENT

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