Effort measurement type moderates the correlation: self-agency ratings show a positive association and subjective ratings a stronger negative one than objective measures¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Mental effort ratings promoting self-agency yield a nonsignificant positive association, while other subjective mental effort ratings correlate more negatively than objectively logged measures. → Martine Baars & Lisette Wijnia & Anique de Bruin & Fred Paas 2020

Evidence¶

Martine Baars & Lisette Wijnia & Anique de Bruin & Fred Paas 2020¶

Martine Baars & Lisette Wijnia & Anique de Bruin & Fred Paas. (2020). The Relation Between Students' Effort and Monitoring Judgments During Learning: A Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09569-3

q3 · i? · quant-synthesis · r3

Moderator analysis of effort measurement type (k reported in Table 1: objective 89, self-agent 3, other ME rating 31) found self-agency ratings positive and nonsignificant (r = .283) and other mental effort ratings most negative (r = −.502).

"In support of Hypothesis 4a, mental effort ratings that promote a sense of self-agency result in a nonsignificant positive association between effort and monitoring judgments, in line with goal-driven self-regulation."

Discussion¶

Related Claims¶

• Effort appraisals correlate negatively with monitoring judgments: high mental effort is associated with poorer performance judgments — related
• Effort-rating item wording changes what learners reflect on: requirement wording correlates negatively and engagement wording positively with judgments of learning — related
• 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 — related
• Effort and monitoring judgments show a medium negative correlation (r = −.355) during learning — related
• Task type moderates the correlation: problem-solving tasks show a stronger negative association than word/paired-associate tasks — related
• Physiological measures have limited validity for effort, especially for distinguishing data-driven from goal-driven effort — 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) — related
• Studies collecting both subjective and objective effort measures reveal dissociations between the two types of measures — related
• Mental effort and judgments of learning show a medium-sized negative correlation, moderated by regulation mode and task type — related
• No moderator (education, effort measurement, wording, timing, task type, difficulty) significantly changed the model's paths