Assessing the effectiveness and social validity of teacher-implemented Self-Regulated Strategy Development: A mixed methods study.
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| Title: | Assessing the effectiveness and social validity of teacher-implemented Self-Regulated Strategy Development: A mixed methods study. |
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| Authors: | Amaladoss, Lucy (AUTHOR), Dewey, Jessica (AUTHOR) |
| Source: | Educational & Child Psychology. Autumn2025, Vol. 49 Issue 2, p22-39. 18p. |
| Subjects: | Metacognition, Socioeconomic status, Reflective learning, Psychology of students, Educational intervention, Mixed methods research, Narration, Teacher attitudes |
| Abstract: | Aims: The study explored the effectiveness of Self-Regulated Strategy Development in improving 9- to 10-year-old pupils' narrative writing, metacognition and academic self-perceptions, and differences based on socioeconomic status. Teachers' perceptions of social validity were also explored. Method/Rationale: Self-regulation is positively associated with academic achievement and develops significantly during the primary school age range. The impact of Self-Regulated Strategy Development on different pupil groups is unclear and given the widening attainment gap associated with disadvantage is relevant to explore. This study used a mixed methods design, with quantitative data gathered pre and post intervention from 59 pupil participants and qualitative data from three teacher participants post-intervention. Findings: Following intervention, significant improvements were found in pupils' narrative writing and academic self-perceptions, but not metacognition. Further analysis revealed the intervention was less effective in improving academic self-perceptions for pupils eligible for free school meals. Qualitative data indicated the perceived social validity of the intervention. Limitations: The design impacted the ability to evaluate causal relationships between the intervention and outcomes. The frequency of the intervention differed between schools which may have influenced effectiveness alongside the sensitivity of measures used. Conclusions: Self-Regulated Strategy Development delivered by teachers appeared to improve pupils' narrative writing and academic self-perceptions, however, further analysis by free school meal status indicated the interventions effectiveness differed regarding academic self-perceptions. This is pertinent given academic self-perceptions predict academic performance. No significant changes were observed pre- and post-intervention regarding pupils' metacognitive outcomes, in contrast to qualitative data from teachers indicating enhancements in this area. Teachers perceived the intervention to be socially valid and offered insights for future application. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aims: The study explored the effectiveness of Self-Regulated Strategy Development in improving 9- to 10-year-old pupils' narrative writing, metacognition and academic self-perceptions, and differences based on socioeconomic status. Teachers' perceptions of social validity were also explored. Method/Rationale: Self-regulation is positively associated with academic achievement and develops significantly during the primary school age range. The impact of Self-Regulated Strategy Development on different pupil groups is unclear and given the widening attainment gap associated with disadvantage is relevant to explore. This study used a mixed methods design, with quantitative data gathered pre and post intervention from 59 pupil participants and qualitative data from three teacher participants post-intervention. Findings: Following intervention, significant improvements were found in pupils' narrative writing and academic self-perceptions, but not metacognition. Further analysis revealed the intervention was less effective in improving academic self-perceptions for pupils eligible for free school meals. Qualitative data indicated the perceived social validity of the intervention. Limitations: The design impacted the ability to evaluate causal relationships between the intervention and outcomes. The frequency of the intervention differed between schools which may have influenced effectiveness alongside the sensitivity of measures used. Conclusions: Self-Regulated Strategy Development delivered by teachers appeared to improve pupils' narrative writing and academic self-perceptions, however, further analysis by free school meal status indicated the interventions effectiveness differed regarding academic self-perceptions. This is pertinent given academic self-perceptions predict academic performance. No significant changes were observed pre- and post-intervention regarding pupils' metacognitive outcomes, in contrast to qualitative data from teachers indicating enhancements in this area. Teachers perceived the intervention to be socially valid and offered insights for future application. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.4.22 |
