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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Model-fit comparisons showed the quadratic model fit Han students' MCK development better than the linear model, indicating accelerating MCK growth. → Mark Feng Teng 2024 q3 i? For Han students' VK breadth, the linear model fit better than the quadratic model, and the path from level to linear growth of vocabulary knowledge was statistically significant. → Mark Feng Teng 2024 (2)

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 · i? · associational · r2

Latent growth curve model-fit comparison (Table 4) for the Han group: the quadratic MCK model showed better fit (e.g., RMSEA 0.056 vs 0.261), so "the development of MCK for Han students is a quadratic growth model". No effect size is printed for this fit comparison.

"Table 4 shows that the quadratic model is better than the linear model for MCK. This is evidence that the development of MCK for Han students is a quadratic growth model, indicating an increase in MCK over time."

Mark Feng Teng 2024 (2)¶

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 · i? · associational · r2

LGC fit comparison for Han students' VK breadth favored the linear model on AIC, BIC, CFI and TLI. The level-to-slope path was statistically significant, indicating children with initially high vocabulary knowledge developed more vocabulary knowledge at later ages.

"In terms of the development of VK breadth, the linear model is better than the quadratic model (for example, the AIC and BIC of the linear model are lower than those of the quadratic model, and the CFI and TLI are higher than those of the quadratic model). The path from the level to the linear growth of vocabulary knowledge is statistically significant."

Discussion¶

Related Claims¶

• For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes
• Metacognitive knowledge scores increased cumulatively over time, and the time-by-ethnic-group interaction showed Han and Yao students followed different MCK development trends
• Han students significantly outperformed Yao students in breadth of English vocabulary knowledge, with a significant time-by-group interaction in development patterns
• AI ethics research shows a pronounced acceleration in publications after 2021, with nonlinear accelerating growth rather than linear development — related
• Quadratic latent growth fits MAP longitudinal achievement data better than linear growth across ten states — related
• Behavioral self-regulation development between ages three and seven is best described by an exponential (nonlinear) growth curve — related
• In Han students, higher initial metacognitive knowledge predicted both a higher starting point and a faster growth rate of vocabulary breadth — related
• Achievement across the four instructional units followed a non-linear, sinusoid-like pattern with a pronounced drop in the final measure, and a non-linear latent growth model fit better than a linear one — a narrower finding that bears on this claim
• Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6 — related
• The relation of autonomous motivation to grades is curvilinear, with grades accelerating at higher autonomous motivation — related