High cognitive activities were positively associated with essay quality but not with concept maps¶

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

Subclaims¶

q3 i? High cognition was positively associated with essay quality (deep, connected concepts). → Joep van der Graaf 2022 q3 i? High cognition showed no association with concept map scores (surface, connected concepts). → Joep van der Graaf 2022

Evidence¶

Joep van der Graaf 2022¶

Joep van der Graaf, Lyn Lim, Yizhou Fan, Jonathan Kilgour, Johanna Moore, Dragan Gašević, Maria Bannert, Inge Molenaar. (2022). The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09308-9

q3 · i? · associational · r2

SEM results from the exploratory study of 44 university students thinking aloud during a 45-minute learning task. The article reports the positive essay association and the absence of association with concept maps, partially supporting hypothesis H2.

"We found that high cognition was positively associated with essay quality, but there was no association with concepts maps. This partially supported our hypothesis that high cognition would be associated with measures of connected concepts (H2)."

Discussion¶

Related Claims¶

• Metacognitive analysis activities were positively associated with transfer, but metacognitive activities showed no association with essay quality — related
• Online concept-mapping behaviour may play a critical role in transforming verbal-discourse knowledge into deep-level co-construction; Type 3's lowest behavioural knowledge construction accompanied its lowest performance — related
• Concept mapping improves learning over most comparison conditions by a moderate average amount, but not over time-matched retrieval practice — related