期刊名称：Canadian Journal for New Scholars in Education
电子版ISSN：1916-9221
出版年度：2014
卷号：5
期号：1
语种：English
出版社：Canadian Society for Studies in Education
摘要：This meta-analysis explores previous research involving metacognitive interventions and the academic performance of students with learning disabilities. From our initial review of over 120 studies, six studies met our inclusion criteria and were included in this study, and moderator variables were explored. Overall, a medium-to-large effect size of 0.79 was found using Cohen’s d for these final selected six research articles. These results provide preliminary support for the use of metacognitive treatments for students with learning disabilities throughout elementary to postsecondary settings.
