In the metacognitive strategy group, older learners' reading scores were lower (r = -.427, p = .019)¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i3large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 Learners' age correlated negatively with reading scores in the metacognitive group (r = -.427, p = .019). → Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015
Evidence¶
Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh 2015¶
Mahdiyeh Seyed Beheshti Nasab & Seyyed Fariborz Pishdadi Motlagh. (2015). A Complete Review for Metacognitive, Cognitive, and Social/Affective Strategies as Essential Components of Learning strategies and their relationships with EFL Learners' Reading Comprehension Promotion. Advances in Language and Literary Studies. https://doi.org/10.7575/aiac.alls.v.6n.3p.166
q2 · i3 · causal · r1
Pearson correlation of age with reading scores in the metacognitive group (N=30); Table 14 prints r = -.427, significant at the 0.05 level (p = .019). The article describes "a significant reversed relationship".
"Furthermore, between two variables there is a significant reversed relationship. Besides, increasing learners' age leads to a reduction in reading scores in metacognitive group."
Discussion¶
Related Claims¶
- In the cognitive strategy group, older learners' reading scores were higher (r = 0.5, p = 0.04) — related
- Older age groups report lower global performance judgments of their reading competence, controlling for education — related
- Older age is associated with lower knowledge revision scores, with each additional year predicting a 0.04-unit reduction — related
- Age negatively and education positively predict memory self-efficacy, and age negatively predicts memory performance — related
- Age moderated change in metacognitive regulation, with younger children decreasing and older children increasing between pre- and post-test — related
- In the social/affective strategy group, age showed no relationship with reading scores (r = .083, p = .663) — related
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