Positive relationship between DLC interaction and academic achievement persists when controlling for prior metacognitive abilities¶

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

Subclaims¶

q2 i? In hierarchical regression models controlling for MSLQ prescores, completion of reflection modules 7, 8, and 2 emerged as significant predictors of final exam score. → Sijmkens 2024

Evidence¶

Sijmkens 2024¶

Sijmkens, E., De Cock, M., & De Laet, T. (2023). Scaffolding Students' Use of Metacognitive Activities Using Discipline- and Topic-Specific Reflective Prompts. Metacognition and Learning, 18(3), 811–843. https://doi.org/10.1007/s11409-023-09363-w

q2 · i? · associational · r2

Hierarchical regression analysis with N=272 students who completed the MSLQ pretest, predicting final exam score from completion of nine reflection modules and MSLQ subscale prescores. Modules 7, 8, and 2 and the time/effort regulation prescore emerged as significant predictors.

"In the hierarchical regression model with students' final exam score as outcome variable the following indicators emerged as significant predictors: completion of reflection module 7, students' prescore on the 'time and study environment and effort regulation' scale of the MSLQ, completion of reflection module 8, and completion of reflection module 2"

Discussion¶

Related Claims¶

• Completion of the angular momentum reflection module is the first significant predictor of conceptual understanding of the related exam problem — a narrower finding that bears on this claim
• No significant relationship found between DLC interaction and self-reported metacognitive abilities on the MSLQ — related
• Topic-specificity of reflection modules is not essential for developing strategic approach, unlike for conceptual understanding — related
• Students who completed more DLC reflection modules exhibited a more strategic approach to solving an exam problem on angular momentum — related
• Students emphasising rehearsal and memorisation techniques showed lower conceptual understanding and less DLC interaction — related
• Micro-analytic self-report questions predict exam performance better than the MSLQ, which did not correlate with exam scores — related