Effects of Self-Regulation Strategy-Based Interventions for Elementary Students with Learning Difficulties: A Meta-Analysis of Experimental Studies in Korea

This study analyzed the effectiveness of self-regulated strategy-based interventions for elementary school students experiencing learning difficulties (underachievement, learning disabilities, and attention-deficit/hyperactivity disorder) and explored differences in effectiveness according to program composition and implementation methods. A meta-analysis was conducted using 19 controlled experimental studies published in Korea. The results showed a very large overall effect size (SMD = 1.06), with significant intervention effects observed across domains such as cognition, motivation, and behavior. In particular, the highest effectiveness was reported in interventions targeting underachieving students. Regarding program composition, interventions linked with counseling theories or academic instruction demonstrated greater effectiveness than standalone self-regulated strategy programs. In terms of implementation, interventions directly delivered by teachers and those conducted over a medium-to-long period (21-30 weeks) were more effective. These findings provide empirical evidence that self-regulated strategy-based interventions are effective in enhancing self-regulation skills among elementary students with learning difficulties. The study emphasizes the necessity of integrated intervention designs that incorporate counseling and academic instruction, and highlights the importance of carefully structured content and implementation methods for application in educational settings.