The 'Y-read?' collaboration script elicited mainly low-level metacognitive regulation during pre- and post-task discussions, with deep-level activities rare¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? During pre-task regulation, 1909 (52.03%) utterances were low-level metacognitive activities while only 87 (2.37%) were deep-level. → Kielstra 2022 q2 i? During post-task regulation, 1672 (45.57%) utterances were low-level and deep-level metacognitive activity was measured only once. → Kielstra 2022

Evidence¶

Kielstra 2022¶

Kielstra, J., Molenaar, I., van Steensel, R., & Verhoeven, L. (2022). 'Supporting socially shared regulation during collaborative task‑oriented reading'. International Journal of Computer-Supported Collaborative Learning, 17, 65–105. https://doi.org/10.1007/s11412-022-09365-x

q2 · i? · design · r2

Observational conversation analysis of transcribed group discussions in the four-lesson 'Y-read?' intervention, 11 groups of four prevocational students. Low-level utterances dominated pre-task discussion; the paper reports "Deep-level metacognitive activities were rare and occurred during 87 (2.37%) utterances." Post-task deep-level activity occurred once.

"Subsequently, we investigated whether students used low or deep-level metacognitive activities during pre-and post-task regulation (N = 3669, see Table 4). During pre-task regulation, 1909 (52.03%) utterances were coded as low-level metacognitive activities."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Script-supported groups mainly engaged in accepted intra-group metacognitive interaction, with co-constructed interaction infrequent and highly variable between groups — related
• With a scripted collaboration designed to elicit metacognition, deep-level metacognitive regulation stays rare and students mostly accept rather than co-construct or share regulation — possibly the same claim (merge candidate)
• Shared and co-constructed intra-group interaction were significantly correlated with deep-level metacognitive activities during pre-task regulation — related
• A collaborative script embedding solitary reading between planning and review episodes shaped a group's regulative activity, but only low-level regulation — possibly the same claim (merge candidate)
• After working with the script, students improved their individual task representation of high-level tasks and their strategy reflection — related