Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i3large
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2029: baselines and conditions change
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.
q3 i3 The main effect of ethnic group on MCK was significant, with Han students scoring significantly higher than Yao students across all four measurements. → Mark Feng Teng 2024
Evidence¶
Mark Feng Teng 2024¶
Mark Feng Teng, Lawrence Jun Zhang. (2024). Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09360-z
q3 · i3 · associational · r2
ANOVA on four annual MCK measurements of 115 Yao and 108 Han students (223 total with complete longitudinal data). The group main effect was significant: "F = 165.565, p < 0.001, partial η2 = 0.428". Descriptive means show Han higher in every year (e.g., grade 6: Han 51.82 vs Yao 31.96).
"Based on the ANOVA results, the main effect of ethnic group on MCK was significant, F = 165.565, p < 0.001, partial η2 = 0.428, indicating that the MCK scores of the Han students were significantly higher than those of the Yao students."
Discussion¶
Related Claims¶
- In Han students, higher initial metacognitive knowledge predicted both a higher starting point and a faster growth rate of vocabulary breadth — related
- Metacognitive knowledge scores increased cumulatively over time, and the time-by-ethnic-group interaction showed Han and Yao students followed different MCK development trends — related
- Han students significantly outperformed Yao students in breadth of English vocabulary knowledge, with a significant time-by-group interaction in development patterns — related
- For Han students, metacognitive knowledge followed a quadratic (accelerating) growth model while vocabulary breadth followed a linear growth model, and initially high vocabulary knowledge predicted faster later vocabulary growth — related
- For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes — related
- In Yao students, metacognitive knowledge and vocabulary breadth showed a common growth trend: higher initial MCK predicted higher initial VK, and faster MCK growth predicted faster VK growth — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
han-higher-mck-than-yao-each-year |
title |
Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6 |
description |
Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-20 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mark-feng-teng-2024 |
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