Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3·i2medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Mode of scaffolds significantly moderated effects (Q = 42.77, df = 2, p = 0.000): both modes combined had the highest effect (ES = 1.699), domain-general scaffolds (ES = 0.432) exceeded domain-specific scaffolds (ES = 0.102). → Lanqin Zheng 2016
Evidence¶
Lanqin Zheng 2016¶
Lanqin Zheng. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review. https://doi.org/10.1007/s12564-016-9426-9
q3 · i2 · quant-synthesis · r2
Moderator analysis of scaffold mode across the 29 studies: 25 studies coded domain-general (2392 subjects, ES = 0.432), three domain-specific (205 subjects, ES = 0.102), one using both (51 subjects, ES = 1.699). The between-group test was significant.
"The highest effect size was associated with both modes (ES = 1.699). The lowest effect size was correlated with the domain-specific scaf- folds (ES = 0.102) (Table 7). The test of heterogeneity in effect sizes indicated a significant difference between the two kinds of modes ( Q = 42.77, df = 2, p = 0.000)"
Discussion¶
Related Claims¶
- Individual treatment organization and delivery form significantly moderate scaffold effects; classroom settings and Web-based environments show the largest effects — related
- Multiple kinds of scaffolds are more effective than a unique scaffold for academic performance — related
- SRL scaffolds in computer-based learning environments produce a medium, significantly positive effect on academic performance (ES = 0.438) — related
- Scaffolds supporting the whole SRL process are more helpful than scaffolds supporting a single phase — related
- Student learning activity combined domain-specific academic practices and generic skill practices, supported partly by teachers' scaffolding and partly by self-organized group work — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
domain-general-scaffolds-outperform-domain-specific |
title |
Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones |
description |
Combining domain-general and domain-specific scaffolds yields the highest effect, and domain-general scaffolds outperform domain-specific ones |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lanqin-zheng-2016 |
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