Students' own cognitive and metacognitive activities predict learning, off-task activity lowers metacognitive knowledge, and group mates' relational activities raise domain knowledge¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A 10% increase above the mean in own cognitive activities predicted 6.35 points higher domain knowledge; group mates' relational activities predicted 6.67 points higher. → Molenaar 2011 q3 i? A 10% increase in own off-task behaviors predicted 4.31 points lower metacognitive knowledge. → Molenaar 2011 (2)

Evidence¶

Molenaar 2011¶

Molenaar, I., Chiu, M. M., Sleegers, P., & van Boxtel, C. (2011). Scaffolding of small groups' metacognitive activities with an avatar. Computer-Supported Collaborative Learning, 6, 601-624. https://doi.org/10.1007/s11412-011-9130-z

q3 · i? · causal · r2

Multilevel Model 2 for domain knowledge (N=54): % my cognitive activities coefficient 63.53 (26.06)* and % group mates' relational activities 66.76 (28.04)*, both significant; unstandardized coefficients only, impact null.

"students whose proportion of cognitive activities exceeded its mean by 10% averaged 6.35 points higher on the post-test"

Molenaar 2011 (2)¶

Molenaar, I., Chiu, M. M., Sleegers, P., & van Boxtel, C. (2011). Scaffolding of small groups' metacognitive activities with an avatar. Computer-Supported Collaborative Learning, 6, 601-624. https://doi.org/10.1007/s11412-011-9130-z

q3 · i? · causal · r2

Multilevel Model 2 for metacognitive knowledge (N=54): % my off-task activities coefficient -43.05 (13.01)**, significant; unstandardized coefficient only, impact null.

"students whose proportion of off-task behaviors exceeded its mean by 10% averaged 4.31 points lower on the metacognitive knowledge test"

Discussion¶

Related Claims¶

• Metacognitive activities mediate the effects of metacognitive scaffolds on both domain and metacognitive knowledge — related
• Both structuring and problematizing avatar scaffolds raise elementary students' metacognitive knowledge relative to no scaffolding — related
• Metacognitive prompts improve learning — related
• Prior Knowledge Needed For Accurate Self Assessment — related