Classroom-level instructional support, organization, and emotional support are each positively associated with upper elementary students' metacognitive strategy use¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Upper elementary students reporting higher levels of instructional support, classroom organization, or emotional support showed better metacognitive strategy use, with instructional support showing the strongest direct relationship. → Niels J. de Ruig 2023

Evidence¶

Niels J. de Ruig 2023¶

Niels J. de Ruig, Peter F. de Jong, Marjolein Zee. (2023). Stimulating Elementary School Students' Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09795-5

q2 · i? · review · r2

Cross-sectional study of N students = 996 and N teachers = 54 in grades 3-6, the only included study examining all three TTI domains against metacognition. The review reports positive associations for all three domains, with instructional support strongest (Table 3 mean β = 0.20 for instructional support).

"They found that students who reported higher levels of instructional support, classroom organization, or emotional support were also better in using metacognitive strategies than students who reported lower levels of the three domains in their classroom."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Higher teacher-student conflict is associated with lower levels of specific metacognitive skills, while closeness is positively associated with metacognition in upper elementary school — related
• Associations between classroom-level interactions and elementary students' regulation of motivation are mixed across studies — related
• Perceived teacher scaffolding is associated with more surface- and deep-level strategy use during the performance phase of SRL — related
• Antecedent-focused emotion regulation strategies are linked to higher-quality teacher-student interactions and better classroom management — related