Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2012 · checked against its sources 2026-10-20 (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? Activities 3, 4, 5, 11, 13 and 14 of the think-aloud scoring scheme showed almost all students scoring 0 points, suggesting these regulation processes are underdeveloped in upper elementary school. → Jacobse 2012
Evidence¶
Jacobse 2012¶
Jacobse, A. E., & Harskamp, E. G. (2012). Towards efficient measurement of metacognition in mathematical problem solving. Metacognition and Learning. https://doi.org/10.1007/s11409-012-9088-x
q2 · i? · associational · r1
Observation of think-aloud scores in the grade 5 sample: paraphrasing, visualizing to orient, outcome estimation, checking, and reflection activities showed floor effects; "activities 3, 4, 5, 11, 13 and 14 showed little to no variance with almost all students scoring 0 points."
"For both word tasks, activities 3, 4, 5, 11, 13 and 14 showed little to no variance with almost all students scoring 0 points."
Discussion¶
Related Claims¶
- The VisA instrument and think-aloud measure converge moderately and each contributes unique predictive variance for word problem solving — related
- The think-aloud measure predicts word problem solving performance, explaining 33 percent of variance — related
- The VisA instrument predicts word problem solving performance in grade 5, explaining 23 percent of variance — related
- A general self-report metacognition questionnaire shows no relationship with word problem solving performance and no convergence with on-line metacognitive measures in grade 5 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
grade5-metacognitive-activities-no-variance |
title |
Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving |
description |
Several sophisticated metacognitive regulation activities showed little to no variance among grade 5 students during think-aloud problem solving |
status |
review |
evidence_strength |
weak |
newest_evidence |
2012 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jacobse-2012 |
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