Application instructions successfully shifted students' reading goals toward application processing, but not memorization goals¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Experiment 2, application processing goal ratings differed significantly between instruction groups (η² = 0.16), with the application group rating them as more relevant. → Knellesen 2024

Evidence¶

Knellesen 2024¶

Knellesen, J., Händel, M., & Golke, S. (2024). Effects of reading instructions on pre-service teachers' judgment bias when learning from texts. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09371-w

q3 · i3 · causal · r2

Manipulation check in Experiment 2 using the goal questionnaires: "the average rating of importance for the application processing goals yielded a significant difference between instruction groups" (η² = 0.16); planned contrasts showed the application group rated these goals as more relevant (d = 0.95). Memorization goals showed no group difference.

"As expected, the average rating of importance for the application processing goals yielded a significant difference between instruction groups, F(2, 158) = 8.73, p < .001, η² = 0.16."

Discussion¶

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