Effortful generative learning activities during problem-solving example study provide cues that improve students' item-level self-monitoring accuracy¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2020 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · 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? Having students engage in effortful, generative learning activities while learning to solve problems provides cues that help them improve self-monitoring at the item level. → Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020
Evidence¶
Tamara van Gog & Vincent Hoogerheide & Milou van Harsel 2020¶
Tamara van Gog & Vincent Hoogerheide & Milou van Harsel. (2020). The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09544-y
q2 · i? · review · r3
The review's synthesis of studies on generative activities (e.g., solving isomorphic problems, completing steps, self-explaining) during example study, concluding these activities "provide them with cues that help them improve self-monitoring" at the item level. No pooled effect size is reported.
"having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level"
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Informing learners about the to-be-monitored cue before the problem-solving phase improves self-assessment accuracy compared with informing them only afterwards — related
- Solving an isomorphic practice problem after studying a worked example improves prospective monitoring accuracy, with mixed effects on regulation accuracy — related
- Prompting learners to infer self-assessments from performance-based cues yields better self-assessment accuracy than prompting explanation-based cues in the initial problem-solving phase — related
- Self-explaining does not improve retrospective monitoring accuracy, while problem complexity reduces it — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
generative-activities-improve-problem-solving-monitoring |
title |
Effortful generative learning activities during problem-solving example study provide cues that improve students' item-level self-monitoring accuracy |
description |
Effortful generative learning activities during problem-solving example study provide cues that improve students' item-level self-monitoring accuracy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — tamara-van-gog-vincent-hoogerheide-milou-van-harsel-2020 |
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