Students in differentiated classes grow significantly more on elaboration, critical thinking, metacognitive self-regulation and effort regulation¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The experimental group shows significantly more growth than the control group on four learning strategy scales: elaboration, critical thinking, metacognitive self-regulation, and effort regulation. → Carla Haelermans 2022

Evidence¶

Carla Haelermans 2022¶

Carla Haelermans. (2022). The Effects of Group differentiation by students' learning strategies. Instructional Science. https://doi.org/10.1007/s11251-021-09575-0

q3 · i? · causal · r2

Multilevel regression on 626 students with MSLQ learning strategy scales as outcomes, controlling for pretest scores on each scale. The article reports the experimental group "has grown significantly more on the scales of elaboration, critical thinking, metacognitive self-regulation, and effort regulation."

"The experimental group has grown significantly more on the scales of elaboration, critical thinking, metacognitive self-regulation, and effort regulation."

Discussion¶

Related Claims¶

• Differentiated instruction by learning strategies shows no significant effect on any student motivation scale — related
• Learning strategy outcome effects are driven by different differentiation groups than the performance effect — related
• The combined training-plus-diary condition improved specific SRL components: SRL knowledge, metacognitive strategies, cognitive strategies (elaboration, organisation, critical thinking), and resource management strategies (time-management, effort regulation) — related