Effort appraisals correlate negatively with monitoring judgments: high mental effort is associated with poorer performance judgments¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across studies, learners' effort appraisals correlate negatively with their monitoring judgments. → Tina Seufert 2020

Evidence¶

Tina Seufert 2020¶

Tina Seufert. (2020). Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt. Educational Psychology Review, 32, 1151–1162. https://doi.org/10.1007/s10648-020-09574-6

q2 · i? · review · r2

The review reports, citing Baars, Wijnia, de Bruin, and Paas, a meta-analysis finding "an overall negative correlation between learner 's effort appraisals and their monitoring judgments." No correlation coefficient is printed in the review.

"In their meta-analysis, Baars et al. found an overall negative correlation between learner 's effort appraisals and their monitoring judgments, i.e., if a task needed high mental effort, it was more likely associated with poorer judgments of one 's performance."

Discussion¶

Related Claims¶

• Monitoring judgment timing moderates the correlation: concurrent judgments show a stronger negative association than prospective judgments — a narrower finding that bears on this claim
• Effort measurement type moderates the correlation: self-agency ratings show a positive association and subjective ratings a stronger negative one than objective measures — related
• Effort and monitoring judgments show a medium negative correlation (r = −.355) during learning — a narrower finding that bears on this claim
• Goal-driven manipulations weaken the negative effort–monitoring correlation, which is nonsignificant under incentives, time pressure or self-agency ratings taken singly — related
• In the multivariate meta-regression, goal-driven manipulation, judgment timing, and task type remain significant moderators — a narrower finding that bears on this claim
• Effort-rating item wording changes what learners reflect on: requirement wording correlates negatively and engagement wording positively with judgments of learning — a narrower finding that bears on this claim
• Training learners with an effort-and-performance algorithm via video modeling improved monitoring accuracy, task selection accuracy, and learning outcomes — related
• Task type moderates the correlation: problem-solving tasks show a stronger negative association than word/paired-associate tasks — related
• Effort ratings correlate negatively with judgments of learning (r = −0.355), but the correlation disappears under a goal-driven interpretation of effort — related
• Perceived mental effort serves as a cue for monitoring judgments, which mediate the effort–outcome relation (David et al., 2024 meta-analysis) — possibly the same claim (merge candidate)
• Mental effort and judgments of learning show a medium-sized negative correlation, moderated by regulation mode and task type — a narrower finding that bears on this claim
• Perceived mental effort has a negative indirect association with learning outcomes, mediated by monitoring judgments (β = -0.05) — related
• Perceived mental effort is negatively associated with monitoring judgments (β = -0.19) in a meta-analytic structural equation model — related
• Students' subjective appraisals of the remote inquiry lesson are comparable across conditions, and perceived cognitive demands correlate negatively with test scores — related