Prior meta-analysis found a negative medium-sized effort–monitoring correlation (r = -0.35), attenuated under goal-driven manipulations¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q2 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The review reports, citing Baars et al. (2020), an overall negative medium-sized correlation between effort and monitoring judgments, no longer significant for studies with goal-driven manipulations. → Louise David 2024

Evidence¶

Louise David 2024¶

Louise David, Felicitas Biwer, Martine Baars, Lisette Wijnia, Fred Paas, Anique de Bruin. (2024). The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09903-z

q2 · i2 · quant-synthesis · r3

The article reports, citing Baars et al. (2020), that "an overall negative, medium-sized correlation between effort and monitoring judgments (r = -0.35)" was found, with the association non-significant under goal-driven manipulations such as incentives or time pressure.

"While they found an overall negative, medium-sized correlation between effort and monitoring judgments (r = -0.35), their moderator analysis results showed that this association was no longer significant for studies employing goal-driven manipulations, such as incentives, time pressure, or promoting feelings of self-agency"

Discussion¶

Related Claims¶

• Mental effort and judgments of learning show a medium-sized negative correlation, moderated by regulation mode and task type — a broader claim this one bears on
• Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly — a narrower finding that bears on this claim
• Effort and monitoring judgments show a medium negative correlation (r = −.355) during learning — possibly the same claim (merge candidate)
• In the multivariate meta-regression, goal-driven manipulation, judgment timing, and task type remain significant moderators — related
• Effort ratings correlate negatively with judgments of learning (r = −0.355), but the correlation disappears under a goal-driven interpretation of effort — related