Intervention effects on relative metacomprehension accuracy did not differ between school and university students¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? A moderator analysis found the average effect for school students (g = 0.39) did not significantly differ from that for university students (g = 0.50). → Anja Prinz & Stefanie Golke & Jörg Wittwer 2020
Evidence¶
Anja Prinz & Stefanie Golke & Jörg Wittwer 2020¶
Anja Prinz & Stefanie Golke & Jörg Wittwer. (2020). To What Extent Do Situation-Model-Approach Interventions Improve Relative Metacomprehension Accuracy? Meta-Analytic Insights. Educational Psychology Review (2020) 32:917–949. https://doi.org/10.1007/s10648-020-09558-6
q3 · i? · quant-synthesis · r2
Exploratory moderator analysis reported in a footnote, checking whether including school and university students affected the average effect; the difference test was non-significant.
"the average effects for school students, g = 0.39, 95% CI [0.15, 0.63], k = 8, and university students, g = 0.50, 95% CI [0.33, 0.66], k = 18, did not significantly differ from each other, Q(1) = 0.52, p = .473, R2 < .01"
Discussion¶
Related Claims¶
- Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly — related
- Situation-model-approach interventions produce a medium positive average effect (g = 0.46) on relative metacomprehension accuracy — a broader claim this one bears on
- Comprehension-test expectancy tended to be more effective than delayed-keywords listing and rereading, though interventions did not substantially differ overall — related
- Intervention types (cue-generation encoding-based, retrieval-based, cue-attention, cue-selection) do not substantially differ in effectiveness — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
intervention-effects-school-university-students-no-difference |
title |
Intervention effects on relative metacomprehension accuracy did not differ between school and university students |
description |
Intervention effects on relative metacomprehension accuracy did not differ between school and university students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anja-prinz-stefanie-golke-jörg-wittwer-2020 |
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