Not all self-regulated learning support levels are equally beneficial: a meta-analysis of affective, behavioral, and cognitive learning effects of SRL interventions with different level of SRL support

This meta-analysis examines the relationship between varying levels of self-regulated learning (SRL) support (ranging from limited to advanced) and learning outcomes. While previous literature reviews have explored the topic of SRL interventions from many angles, the spectrum of SRL support has not been systematically investigated. This study addresses this gap by analyzing 39 articles published between 2020 and 2025. The meta-analytic findings indicate that educational interventions incorporating higher levels of SRL support statistically significantly enhance affective, behavioral, and cognitive learning outcomes. Our analysis identified SRL support spectrum: control learning environments consistently provided low levels of SRL support across all three SRL phases, whereas experimental environments offered moderate support. Moreover, the level of SRL support in experimental learning environments was significantly associated with effect sizes of learning outcomes, with a particularly strong effect on behavioral outcomes. Notably, only a limited number of studies examined experimental educational settings that implemented advanced or near-advanced SRL support. These findings offer valuable insights for SRL research and have implications for the design of targeted interventions aimed at fostering highest levels of SRL support currently recognized as Advanced. We discuss the results from multiple perspectives and highlight directions for future research in optimizing SRL implementation.