Hybrid training improves fifth-graders' application of metacognitive skills in near-transfer tasks compared to non-hybrid and control training¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3 · i3 large
Currency · newest study 2020 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 Students receiving hybrid training (ME) applied metacognitive skills more often in a near-transfer task at T2 than students receiving non-hybrid (E) or control (R) training. → Schuster 2020 q3 i3 Students receiving hybrid training (MT) applied metacognitive skills more often in a near-transfer task at T2 than students receiving non-hybrid (T) or 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 · i3 · causal · r3

ANCOVA on the MST_E at T2 (controlling for T1 cognitive strategy application) in the randomized six-condition training study showed a significant condition effect, F(5,177) = 11.72, p < .01, partial η2 = .26; "receiving hybrid training (ME) significantly increased the metacognitive strategy application at T2".

"Planned contrasts revealed that receiving hybrid training (ME) significantly increased the metacognitive strategy application at T2, compared to receiving non-hybrid training (E), t(99) = 4.63, p <. 0 1 ,η2 = .03, as well as compared to receiving the control group training (R)"

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 · i3 · causal · r3

ANCOVA on the MST_T at T2 in the same randomized study showed a significant condition effect, F(5,175) = 48.74, p < .01, partial η2 = .59, with the printed contrast effect sizes η2 = .41 versus non-hybrid and η2 = .13 versus control.

"Planned contrasts revealed that receiving hybrid training (MT) significantly increased the metacognitive strategy application at T2 compared to receiving non-hybrid training (T), t(92) = 12.67, p <. 0 1 ,η2 = .41, as well as compared to receiving the control group training (R), t(92) = 7.24, p <. 0 1 ,η2 =. 1 3 ."

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 fosters far transfer of metacognitive skills to a new cognitive strategy, though one hybrid condition did not beat control — related
• Before metacognitive skill training, fifth graders possessed none of the metacognitive skills later trained, so metacognitive skills are task-specific at first and become domain-general only through transfer — related
• Cognitive learning strategy training yields preliminary evidence of far metacognitive transfer to effort regulation (Wirth et al., 2025) — related