Hybrid training fosters far transfer of metacognitive skills to a new cognitive strategy, though one hybrid condition did not beat control¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2–r3 · q3
Currency · newest study 2020 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Hybrid training (MT) significantly increased metacognitive skill application at T3 in a far-transfer task compared to non-hybrid (T) and control (R) training. → Schuster 2020 q3 i? Hybrid training (ME) increased metacognitive skill application at T3 in a far-transfer task compared to non-hybrid (E) but not compared to control (R) training. → Schuster 2020 (2)

Evidence¶

Schuster 2020¶

Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020). Transfer of metacognitive skills in self-regulated learning: an experimental training study. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09237-5

q3 · i? · causal · r2

Analysis of the MST_T at T3 in the randomized training study found a significant condition effect, F(5,162) = 17.13, p < .01, partial η2 = .35; the article reports "receiving hybrid training (MT) significantly increased metacognitive skill application at T3" against both comparison groups.

"Planned contrasts revealed that receiving hybrid training (MT) significantly increased metacognitive skill application at T3 compared to receiving non-hybrid training (T), t(71) = 4.86, p <. 0 1 ,η2 = .06, as well as compared to receiving the control group training (R), t(71) = 2.94, p <. 0 1 ,η2 =. 0 1 ."

Schuster 2020 (2)¶

Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020). Transfer of metacognitive skills in self-regulated learning: an experimental training study. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09237-5

q3 · i? · causal · r3

Analysis of the MST_E at T3 found a significant condition effect, F(5,205) = 6.32, p < .01, partial η2 = .09, but the ME-versus-control contrast was not significant, so far-transfer support was mixed across the two hybrid conditions.

"Planned contrasts revealed that receiving hybrid training (ME) significantly increased metacognitive skill application at T3 compared to receiving non-hybrid training (E), t(108) = 2.67, p <. 0 1 ,η2 = .01 but not compared to receiving the control group training (R), t(108) = 1.52, p >. 0 5 ,η2 =. 0 0 ."

Discussion¶

Related Claims¶

• The four aggregated non-hybrid training groups did not differ on the dependent variables of the analyses
• Theoretical expectation: hybrid metacognitive skill training benefits content knowledge acquisition more in near than in far transfer because far transfer is more cognitively demanding — related
• Cognitive strategy application in a far-transfer task after hybrid training depends on the specific strategy: text highlighting transferred, conducting experiments did not versus non-hybrid training — related
• Hybrid training improves fifth-graders' application of metacognitive skills in near-transfer tasks compared to non-hybrid and control training — related
• Training in metacognitive regulation combined with a cognitive learning strategy transfers to better metacognitive regulation of mental effort (far transfer), with small effect sizes — related
• Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) — related