Boundary conditions: explicit relation-focused instructions and no access to products during judgment are needed for mapping and drawing to improve monitoring accuracy¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q3
Currency · newest study 2020 · checked against its sources 2026-10-22 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Only when students are instructed to focus on relations in the text do their concept maps or drawings contain the diagnostic cues needed for accurate judgments; pre-structured diagrams do not require such extensive instructions. → Janneke van de Pol 2020 q3 i? Monitoring accuracy benefited only when students did not have access to the products of their generative activities when making judgments, implying some form of retrieval is necessary. → Janneke van de Pol 2020 (2)

Evidence¶

Janneke van de Pol 2020¶

Janneke van de Pol, et al. (2020). Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09560-y

q3 · i? · review · r3

The review's conclusion section states this boundary condition for concept mapping and drawing, noting that for diagramming extensive instructions are not needed because the pre-structured diagram already focuses attention on relations in the text.

"Only when students are instructed to focus on relations in the text in their concept maps or drawings, do the students ’ products seem to contain diagnostic cues which are needed for accurate judgments."

Janneke van de Pol 2020 (2)¶

Janneke van de Pol, et al. (2020). Mapping and Drawing to Improve Students’ and Teachers’ Monitoring and Regulation of Students’ Learning from Text: Current Findings and Future Directions. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09560-y

q3 · i? · review · r2

The review's conclusion across delayed-approach (e.g., Van Loon et al., 2014) and concurrent-approach (e.g., Thiede et al., 2019) studies, stating that some form of retrieval, at least when making the judgments, might be necessary for promoting monitoring accuracy.

"Yet, only when students did not have access to the products of their generative activities when making judgments, did their monitoring accuracy benefit."

Discussion¶

Related Claims¶

• Concept mapping during reading, without access to the map during judgment, improves students' relative monitoring accuracy — related
• Instructing students to draw relations between text ideas (organizational drawing) improves relative monitoring accuracy more than representational drawing — related