Regular and explicit teacher addressing of metacognitive strategies is linked to students applying more metacognitive strategies over time¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2021 · 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.
q2 i? Depaepe et al. found a significant time x class interaction effect on students' use of metacognitive strategies, indicating students apply more metacognitive strategies when teachers address them regularly and explicitly. → Charlotte Dignath & Marcel V. J. Veenman 2021
Evidence¶
Charlotte Dignath & Marcel V. J. Veenman 2021¶
Charlotte Dignath & Marcel V. J. Veenman. (2021). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09534-0
q2 · i? · review · r2
In-depth 7-month observation study of two mathematics teachers with data triangulation across classroom observations, teacher interviews, and student ratings and achievement. The review reports a "significant interaction effect (time x class)" on students' metacognitive strategy use; no differences between classrooms were found for students' progress in mathematics.
"there was a significant interaction effect (time x class) regarding students' use of metacognitive strategies, indicating that students apply more metacognitive strategies when teachers address these strategies regularly and explicitly"
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Reading Strategy Instruction Improves Comprehension — a broader claim this one bears on
- Explicit transfer instructions, in which trainees discuss how trained strategies could apply to a new task, produced reliable transfer of imagery and sentence-generation training to unpracticed text learning in older adults — related
- Students' application of teacher support predicts accurate answers in small-group work — related
- In an AI-based early warning system, the predictive importance of CAM dimensions shifted over an instructional unit, with affect/metacognition self-reports leading early and cognitive artifacts gaining accuracy toward the end — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
explicit-metacognitive-addressing-increases-student-strategy-use |
title |
Regular and explicit teacher addressing of metacognitive strategies is linked to students applying more metacognitive strategies over time |
description |
Regular and explicit teacher addressing of metacognitive strategies is linked to students applying more metacognitive strategies over time |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — charlotte-dignath-marcel-v-j-veenman-2021 |
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