High Overall Engagement and Metacognitive-but-not-Constructive profiles show the highest immediate and delayed knowledge, with metacognitive engagement marking the key difference from lower performers¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 On immediate knowledge, High Overall Engagement scored significantly higher than Disengaged (d = 0.87) and Moderate Engagement (d = 0.98). → Yoana Omarchevska 2026 q2 i3 On delayed knowledge, High Overall Engagement significantly outperformed Low Metacognition (d = 1.11) and Moderate Engagement (d = 0.98). → Yoana Omarchevska 2026 (2) q2 i? High Overall Engagement and Metacognitive-but-not-Constructive did not differ significantly from each other, so constructive engagement was not absolutely necessary for high achievement. → Yoana Omarchevska 2026 (3)

Evidence¶

Yoana Omarchevska 2026¶

Yoana Omarchevska, Brendan A. Schuetze, Juliane Richter, Sascha Schanze, Nina Ulrich, Katharina Scheiter. (2026). From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10120-z

q2 · i3 · associational · r2

Post-hoc comparisons of model-estimated standardized latent knowledge scores with Bonferroni correction (α = .005) in the immediate-knowledge SEM; effect sizes comparable to Cohen's d on the latent scale, with "d = 0.87" and "d = 0.98". The Metacognitive-but-not-Constructive profile showed the same distances.

"the High Overall Engagement immediate knowledge test was significantly higher than Disengaged (p < .005, d = 0.87) and Moderate Engagement (p < .005, d = 0.98)."

Yoana Omarchevska 2026 (2)¶

Yoana Omarchevska, Brendan A. Schuetze, Juliane Richter, Sascha Schanze, Nina Ulrich, Katharina Scheiter. (2026). From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10120-z

q2 · i3 · associational · r2

Post-hoc comparisons on the delayed knowledge test with Bonferroni correction; the largest printed effects ("d = 1.11") distinguish the high performers from the Low Metacognition profile, whose students showed very low metacognitive engagement and focused on passive and active activities.

"the High Overall Engagement was significantly higher performing than the Low Metacognition profile ( p = .003, d = 1.11) and Moderate Engagement profiles ( p = .002, d = 0.98)"

Yoana Omarchevska 2026 (3)¶

Yoana Omarchevska, Brendan A. Schuetze, Juliane Richter, Sascha Schanze, Nina Ulrich, Katharina Scheiter. (2026). From Passive to Metacognitive: The Role of Mode of Engagement in Enabling Lasting Learning Using Digital Media. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10120-z

q2 · i? · associational · r2

In both immediate and delayed post-hoc comparisons the two top profiles did not differ significantly; the article interprets this via the doer effect literature, noting high amounts of engagement predict better learning. Equivalence was not formally tested.

"the High Overall Engagement and Metacognitive, but not Constructive profiles were not significantly different from one-another."

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Engagement profiles significantly moderated GATs' immediate performance effects: low- and high-engagement profiles benefited while the mid-engagement profile showed a small decrement — related
• Cluster analysis of coherence metrics on 98 students revealed five distinct behavior profiles, with engaged and efficient students showing the highest reading scores and significantly higher science gains than all other clusters. — related