Low contingent support increased task effort when independent working time was short; with long independent working time task effort decreased under both contingencies but less so with high contingency¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The three-way interaction of occasion, contingency, and independent working time on students' task effort was significant (small effect size). → van de Pol 2015 q3 i? With short independent working time, low contingency increased task effort; with long independent working time, high contingency showed a smaller decrease in task effort than low contingency. → van de Pol 2015 (2)

Evidence¶

van de Pol 2015¶

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science. https://doi.org/10.1007/s11251-015-9351-z

q3 · i? · causal · r2

Multilevel analysis of task effort questionnaire scores (Cronbach's a = .92) in the experimental classroom study; the article reports the three-way interaction "was significant (small effect size of R 2 = .04)". Task effort overall decreased from premeasurement to postmeasurement.

"the three-way interaction of occasion, contingency, and independent working time on students’ task effort was significant (small effect size of R 2 = .04; Cohen 1992)"

van de Pol 2015 (2)¶

van de Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science. https://doi.org/10.1007/s11251-015-9351-z

q3 · i? · causal · r2

Printed direction of the interaction in Results: "When the independent working time was short, low levels of contingency resulted in an increase in task effort"; with long working time both levels decreased effort, less with high contingency.

"When the independent working time was short, low levels of contingency resulted in an increase in task effort. When the independent working time was long, both high levels and low levels of contingency resulted in a decrease of task effort."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• When controlling for task effort, low contingent support improved multiple-choice achievement with short independent working time whereas high contingent support improved it with long independent working time — related
• Higher levels of contingent support were related to higher appreciation of support, regardless of measurement occasion or independent working time — related
• A contingent AI tutor places metacognitive demand equal to a question-only tutor and higher than an answer-on-request assistant — related
• On the knowledge assignment, neither the occasion-by-contingency interaction nor the three-way interaction with independent working time was significant — related
• The scaffolding intervention unintentionally increased small groups' independent working time, roughly doubling it from premeasurement to postmeasurement — related
• Teachers who completed a scaffolding intervention program increased the contingency of their support far more than non-participating teachers — related