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Journal of Behavioral Education

, Volume 21, Issue 3, pp 217–229 | Cite as

Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance

  • Valerie PerryEmail author
  • Loren Albeg
  • Catherine Tung
Original Paper

Abstract

The current study examined the effects of self-regulatory interventions on reading, writing, and math by conducting a meta-analysis of single-case design research. Self-regulatory interventions have promise as an effective approach that is both minimally invasive and involves minimal resources. Effects of the interventions were analyzed by academic subject, grade, educational placement, and the number of sessions. Results indicated that self-regulatory strategies showed promise in addressing academic issues in the areas of reading, writing, and math regardless of age, grade, educational placement, and intervention length.

Keywords

Self-regulation Self-regulatory Meta-analysis Academic intervention 

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Copyright information

© Springer Science+Business Media, LLC 2012

Authors and Affiliations

  1. 1.University of CaliforniaRiversideUSA

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