- Systematic Review
24 Pages
This meta-analysis systematically examined the effects of generative artificial intelligence (GenAI) on students’ self-regulated learning (SRL), including its overall effectiveness and its impact on the cognitive, metacognitive, motivational, and behavioral dimensions of SRL. Following the PRISMA 2020 guidelines, this study conducted a random-effects meta-analysis to synthesize evidence from 17 studies. The results revealed a statistically significant positive average effect of GenAI on SRL (Hedges’ g = 0.74). Nevertheless, substantial between-study heterogeneity suggested considerable variation in the magnitude of this effect across educational contexts. Positive average effects were also observed across the cognitive, metacognitive, motivational, and behavioral dimensions of SRL. However, a multilevel random-effects meta-analysis with CR2-robust inference indicated that effect sizes did not differ significantly across these dimensions (p = 0.564). Moderator analyses revealed significant differences in effect sizes associated with experimental design and intervention duration, whereas no significant differences were observed for subject domain, GenAI intervention type, GenAI tool, or personalization. Overall, the findings suggest that GenAI has the potential to contribute to the development of SRL, highlighting the importance of using GenAI as a scaffold to support, rather than replace, learners’ active self-regulatory processes.
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15 October 2026










