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Cited by 489Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesVisual and Cognitive Learning Processes

Effectiveness of learning strategy instruction on academic performance: A meta-analysis

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Donker, A.S., de Boer, H., Kostons, D., Dignath van Ewijk, C.C., van der Werf, M.P.C.·2014·Educational Research Review
DOI 10.1016/j.edurev.2013.11.002
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Crossref · 10.1016/j.edurev.2013.11.002

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  • Prompting students to elaborate on learning content-especially through generative strategies such as explaining-has been shown to be a highly effective cognitive learning strategy.

    “In addition to emphasizing the value of the learning content, prompting students to elaborate on it-especially through generative strategies such as explaininghas been shown to be a highly effective cognitive learning strategy (Donker et al., 2014 ; Fiorella & Mayer, 2015; Lachner et al., 2022).”

    From Enhancing School Students' Self-Regulated Learning through Generative AI Support: A Randomized Controlled Trial (2026) · cites this paper as Donker et al., 2014

  • Cognitive strategies are task-specific because they directly address particular kinds of information processing that must suit a given learning task.

    “Cognitive strategies, which are conducive to rehearsing, organizing, and elaborating information (Weinstein et al. 2000), are task-specific because they directly address particular kinds of information processing that must suit a given learning task (e.g., Donker et al. 2014).”

    From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Donker et al. 2014

  • When task-general metacognitive skills are trained together with task-specific cognitive strategies, students may transfer those metacognitive skills to other cognitive strategies.

    “When task-general metacognitive skills (e.g., Donker et al. 2014;Veenman et al. 2006) are trained together with task-specific cognitive strategies, students may transfer those metacognitive skills to other cognitive strategies.”

    From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Donker et al. 2014

  • Improved metacognition helps individuals with management of time, focus, and effort, problem-solving, academic performance, emotional well-being, and overall decision-making.

    “Studies have shown that improved metacognition helps individuals with management of time, focus, and effort [212], problem-solving [67], academic performance [45,52,106,126,180,214], emotional well-being [200], and overall decision-making [206].”

    From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [52]

  • Metacognitive abilities can be taught.

    “Firstly, given that metacognitive abilities can be taught [45,52,126], we can improve users' metacognition via metacognitive support strategies that can be integrated into GenAI systems.”

    From The Metacognitive Demands and Opportunities of Generative AI (2024) · cites this paper as [52]

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Research works printed but not linked: 2

  1. [9]9. Dignath, C., Büttner, G., & Langfeldt, H. P. (2008). How can primary school students acquire self-regulated learning most efficiently? A meta-analysis on interventions that aim at fostering self-regulation. Educational Research Review, 3, 101-129.
  2. [22]22. Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

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Authors
Donker, A. S., de Boer, H., Kostons, D., Dignath van Ewijk, C. C., & van der Werf, M. P. C.
Affiliations
University of Groningen (NL)
Corresponding author
Donker, A.S.
ORCID
Kostons, D.
Venue
Educational Research Review
Publisher
Elsevier BV
Published
2014-01
Volume
11
Pages
1-26
ISSN
1747-938X (ISSN-L)
DOI
10.1016/j.edurev.2013.11.002
OpenAlex
W2003278441
Cited by
489
References
102
Citations by year
2026: 59 · 2025: 48 · 2024: 49 · 2023: 58 · 2022: 62 · 2021: 57 · 2020: 40 · 2019: 30 · 2018: 40 · 2017: 15 · 2016: 12 · 2015: 13 · 2014: 5
FWCI
2.60
Type
journal article
Language
en
Open access
Locations
  • Educational Research Review (publishedVersion)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (publishedVersion, other-oa)
  • University of Groningen research database (University of Groningen / Centre for Information Technology) (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
learning strategy instruction, student self-regulation, academic performance, metacognitive knowledge, metacognitive strategy training, cognitive strategy instruction, writing performance, science achievement, mathematics achievement, reading achievement, K-12 education, ability level differences

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