Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2023 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Diagramming conditions showed higher metacomprehension accuracy, but no differences between conditions were found in the cues used to monitor comprehension. → Joep van der Graaf 2023

Evidence¶

Joep van der Graaf 2023¶

Joep van der Graaf, Michelle Taub, Yizhou Fan. (2023). Introduction to special issue on facilitating self-regulated learning with scaffolds: Recent advances and future directions. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09364-9

q2 · i? · review · r2

The introduction reports, citing Pijeira-Díaz et al. (this issue), a three-condition study with secondary students in a reading class comparing an empty diagram, a pre-structured diagram, and a pre-structured diagram with self-assessment cues. "diagramming conditions showed higher metacomprehension accuracy" while cue-use differences were null. No effect sizes are printed.

"No differences were found between conditions regarding the cues they used to monitor comprehension, but diagramming conditions showed higher metacomprehension accuracy."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it
• Self-Regulation — outcome: instruction changes it

Related Claims¶

• Sketching during reading yielded the most accurate comprehension monitoring, with significantly less absolute error than photograph, no-image, and animation conditions — related
• Diagramming scaffold also improves absolute metacomprehension accuracy for causal relations, extending the effect beyond relative accuracy — possibly the same claim (merge candidate)
• Diagramming scaffold improves relative metacomprehension accuracy for causal relations in expository texts — related
• Diagramming conditions show no significant differences from control in regulation measures or reading comprehension test scores for causal relations — related
• Monitoring accuracy predicts comprehension-based regulation accuracy, and cue availability also has an indirect effect on regulation accuracy via monitoring accuracy — related
• Prompted self-assessment decreases utilization of the low-diagnosticity commission-errors cue — related
• Adding diagram self-assessment to diagram completion does not increase diagnostic cue utilization or metacomprehension accuracy beyond diagramming alone — related
• Self-assessments of diagram boxes are more accurate than comprehension judgments and strongly correlated with them in the diagramming paradigm — related
• Teachers' monitoring accuracy is higher in the name+diagram condition than in the diagram-only condition, opposite to the blinding hypothesis — related
• Teachers' monitoring accuracy does not differ significantly between the name-only condition and either diagram condition — related
• Generative and visualizing tasks improve metacomprehension and monitoring accuracy but show small or null effects on learning outcomes — a broader claim this one bears on
• Teachers' self-reported cue utilization attributes are not significantly correlated with their monitoring accuracy (Experiment 2). — related
• Little or no relation between absolute and relative accuracy in metacomprehension research — related
• Delayed diagram completion improves students' relative monitoring accuracy of text comprehension compared with no diagramming — related
• Receiving two model answer diagrams improves secondary students' delayed-diagramming text comprehension relative to no model answers — related
• Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming — related
• In-between explaining did not improve metacomprehension accuracy relative to other conditions in either experiment — related