Comprehension-related problems elicit more cognitive strategies but do not reduce motivational strategy use¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Students list more cognitive strategies when comprehension-related problems are present (significant interaction, η2 = 0.027), confirming Hypothesis 1b only partially because motivational strategies do not decrease. → Nadine Melzner · Markus Dresel · Ingo Kollar 2022 q2 i? There was no difference in the frequency of motivational strategies between situations with and without comprehension-related problems (p = 0.686), so H1b was only partially confirmed. → Nadine Melzner · Markus Dresel · Ingo Kollar 2022 (2)

Evidence¶

Nadine Melzner · Markus Dresel · Ingo Kollar 2022¶

Nadine Melzner · Markus Dresel · Ingo Kollar. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning (2022) 17:813–836. https://doi.org/10.1007/s11409-022-09316-9

q2 · i1 · causal · r2

Same vignette-based experiment (N = 278; 2 × 2 × 3 × 2 repeated-measures ANOVA). The comprehension-related problems × strategy type interaction was significant (η2 = 0.027, Table 4), with the reported post-hoc contrast that students "list more cognitive strategies when comprehension-related problems are present".

"Bonferroni-corrected post-hoc comparisons showed that students list more cognitive strategies when comprehension-related problems are present compared to when they are not (p < 0.001)."

Nadine Melzner · Markus Dresel · Ingo Kollar 2022 (2)¶

Nadine Melzner · Markus Dresel · Ingo Kollar. (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning (2022) 17:813–836. https://doi.org/10.1007/s11409-022-09316-9

q2 · i? · causal · r2

Post-hoc comparison within the same repeated-measures ANOVA (N = 278) found no statistically significant difference in motivational strategy frequency between situations with versus without comprehension-related problems; equivalence was not tested and no effect size was printed for this contrast.

"However, there was no difference in the frequency of motivational strategies in situations with comprehension-related problems, and in situations without these problems (p = 0.686)."

Discussion¶

Related Claims¶

• The presence of motivational problems reduces reported strategies at the co- and shared-level but not at the self-level
• Students respond to motivational problems in study-group vignettes with more motivational but fewer cognitive regulation strategies
• Students report regulation strategies mainly at the self- and shared-level, with significantly fewer strategies at the co-level
• Co-occurring motivational and comprehension-related problems did not produce the hypothesized highest combined strategy frequencies